Introduction………………………………………………………………………… 3

Chapter 1

1.1 The state of the problem in the scientific and pedagogical literature………………………………………………………………..6

1.3 Ways of formation of ecological culture among junior schoolchildren …………………………………………………………..20

Conclusions……………………………………………………………………….21

Chapter 2 Tchaikovsky ……………………………………………………………………..23

2.1. The state of the problem at the beginning of the experimental work.………………………………………………………………………………….

2.2 Development of the program of the circle "Young Ecologist"………..……..……26

2.4 Results of experimental work………………………………………….43

Conclusions………………………………………………………………….....45

Conclusion……………………………………………………………………...46

List of used literature………………………………………..48

Appendix

Ecological culture is becoming increasingly important in the modern world, because it is one of the most important problems of society, which determines the very possibility of its further existence.

"Environmental culture" is a system of knowledge, skills, values ​​and a sense of responsibility for decisions made in relation to nature. The main components of the ecological culture of the individual should be: ecological knowledge, ecological thinking, environmentally justified behavior and a feeling of love for nature.
The formation of environmental culture involves environmental education and environmental education. And it is necessary to start learning from school age, since at this time the acquired knowledge can later be transformed into strong beliefs. Students who have received certain ecological ideas will take care of nature. In the future, this may affect the improvement of the environmental situation in our region and in the country as a whole.

These problems are reflected in the Decree of the Government of the Russian Federation No. 1208 "On measures to improve the environmental education of the population" of November 3, 1994; "Law on Environmental Protection" dated January 10, 2002; in the program "Ecological education and enlightenment of the population up to 2010"; regional target complex program "Environmental Protection of the Perm Region" for 2001-2005.

Environmental education acts as a complex pedagogical process. Knowledge of the fundamentals of ecology is the most important component of ecological culture developed by schoolchildren.

All of the above determined the choice of the research topic: the formation of ecological culture among junior schoolchildren in the system of additional education.

problem Our research (SUN works together with the teaching staff of secondary school No. 1) is the creation of pedagogical conditions for environmental education and upbringing of schoolchildren in the process of extracurricular activities in the course of the work of the children's association "Young Ecologist". All this allowed us to determine the object, subject, purpose of the study, put forward a hypothesis and identify the tasks of the work.

Object of study is the process of formation of environmental education and upbringing of schoolchildren.

Subject of study– the impact of environmental education on the development of environmental culture of junior schoolchildren. Purpose of the study determination of the system of forms and methods of organizing the educational process, which contributes to the development of environmental culture and environmental consciousness of students in the classroom on ecology.

Before starting our research, we put forward the following hypothesis:

we assume that systematic work with schoolchildren on environmental education and upbringing within the framework of the children's association "Young Ecologist" contributes to the formation of the ecological and general culture of students, increasing the level of knowledge, deepening motivation and activating students in nature.

In accordance with the problem, purpose, object and subject of the study, the following tasks:

Consider the state of the problem in the scientific and pedagogical literature;

Reveal the methods and forms of environmental education and upbringing;

To characterize the children's association as a means of ecological

education, upbringing and formation of ecological culture.

The purpose and objectives of the work determined its structure:

Chapter 1 reveals the state of the problem in the scientific and pedagogical literature, the content and ways of forming an ecological culture.

Chapter 2 shows the state of the problem, developed a program for the children's association, summarized the results of experimental work.

The study was carried out at the station of young naturalists in the city of Tchaikovsky, Perm Region, and at secondary school No. 1 (primary level).

CHAPTER 1.

SCIENTIFIC - PEDAGOGICAL BASES OF ECOLOGICAL EDUCATION OF JUNIOR SCHOOLCHILDREN IN THE SYSTEM OF ADDITIONAL EDUCATION.

1.1. THE STATE OF THE PROBLEM IN SCIENTIFIC AND PEDAGOGICAL LITERATURE.

Consideration of the theory of environmental education must begin with the definition of its essence. Environmental education is an integral part of moral education. Therefore, by ecological education we understand the unity of ecological consciousness and behavior in harmony with nature. The formation of ecological consciousness is influenced by ecological knowledge and beliefs.

The problem of the relationship between man and nature was reflected long before our century. Back in the 17th century, Jan Amos Comenius drew attention to the natural conformity of all things, i.e. that all processes in human society proceed like the processes of nature. He developed this idea in his work "The Great Didactics". The epigraph to this book was the motto "Let everything flow freely, without the use of violence." Ya.A. Comenius argued that nature develops according to certain laws, and man is a part of nature, therefore, in his development, man obeys the same general laws of nature. The teacher derived the laws of education and upbringing based on the laws of nature. He noted that educational material should be studied gradually, since "nature does not make leaps, but moves forward gradually." At a young age, a general education is given, then it deepens over the years, since "nature begins every formation from the most general and ends with the most special" (Komensky, 1989:56).

The pedagogical value of strengthening the humane feelings of the child by means of nature was also emphasized by such great teachers as J.-J. Rousseau (1762), G. Pestalozzi (1781-1787), F. Diesterwerg (1832). For the first time, the Swiss democrat teacher A. Humboldt, and then the French teacher and philosopher J.-J. Rousseau and other teachers spoke about educating children in a "sense of nature" as a sense of its ennobling influence on a person. J.-J. Rousseau in the book "Emile, or On Education" proposed to raise children away from civilization in the "bosom of nature." Education should occur naturally, in accordance with nature. G. Pestalozzi in his work "Lingard and Gertrude" considered the main goal of education - to develop the natural forces of the child in a versatile and harmonious way. Not to suppress natural development, but to direct it along the right path. The basic principle of education is the harmony of man with nature. Pestalozzi did not idealize the nature of children, he believed that children should be assisted in the development of their strength.

The great Russian teacher K.D.Ushinsky (1861, 1864) did not remain aloof from environmental issues. It should be noted that knowledge of the objective world is impossible without knowledge of the ecological connections that really exist in it. Their study, which is so important today, must be regarded as a necessary condition for the formation in schoolchildren of the foundations of a dialectical-materialist worldview. At the same time, the study of ecological connections plays an important role in the development of logical thinking, memory, and imagination in children. KD Ushinsky ardently called for expanding the child's communication with nature and complained: "It is strange that the educational influence of nature ... is so little appreciated in pedagogy" (Ushinsky, 1988: 56). In Ushinsky's books "Native Word" and "Children's World" special attention is paid to the educational influence of nature, in which he refers to the logic of nature. In the textbook "Native Word" children get acquainted with insects, wild and domestic animals, birds, trees, mushrooms and other representatives of nature with the help of poems, riddles, proverbs, sayings, fairy tales.

So, the problem of environmental education teachers began to deal with in the XVII - XVIII centuries.

The existence of man and society presupposes knowledge and observance of at least a minimum of ecological culture. Until recently, its formation was carried out mainly spontaneously, by trial and error, "by eye", fixed in the public consciousness and practical activities of people through a system of customs and traditions, often in momentary and superficial assessments and decisions, in accordance with the level of social development and people's understanding of possible environmental dangers, their desire and strong-willed mood to overcome environmental problems.

Today, this path has completely exhausted itself; a conscious, purposeful formation of an ecological culture is required, which is impossible without the proper setting of the entire educational process, increasing the role of environmental education in it.

"Ecological culture" is one of the manifestations of a common culture (from the Latin cultura, which means cultivation, upbringing, education, development, reverence).

Ecological culture is considered by scientists as a culture of unity between man and nature, a harmonious fusion of social needs and needs of people with the normal existence and development of nature itself. A person who has mastered an ecological culture subordinates all types of his activity to the requirements of rational use of natural resources, takes care of improving the environment, and does not allow its destruction and pollution. Therefore, he needs to master scientific knowledge, learn moral value orientations in relation to nature, and also develop practical skills to preserve favorable environmental conditions. Consequently, the concept of "ecological culture" is complex and multifaceted. In elementary school, the foundations of ecological culture are laid. This problem, in our opinion, is most fully disclosed in the works of L. P. Saleeva - Simonova. According to the definition of L.P. Saleeva - Simonova, ecological culture is a quality of a person, the components of which are:

• - interest in nature and problems of its protection;
• - knowledge about nature and ways of its protection and sustainable development;
• - moral and aesthetic feelings in relation to nature;
• - ecologically competent activity in relation to the natural environment;
• - motives that determine the activity and behavior of the individual in the natural environment.

At the present stage of human development, the appeal to the sciences of nature is associated with a deepening ecological crisis and the search for a way out of it, the need for environmental education, starting from a very early age.

Currently, work on the problems of environmental education continues. A number of researchers note that environmental education is often carried out not comprehensively, but one-sidedly, without using all the possibilities.

At present, it is necessary to talk about the formation of ecological culture as a socially necessary moral quality of the individual.

Zakhlebny A.N., Suravegina I.T. believe that ecological culture, scientific and technological progress and environmental education are the affirmation in the minds and activities of people of the principles of nature management; the formation of skills and abilities to solve certain economic and environmental problems without harming the environment and human health.

It acts as one of the integral properties of a person, which determines the direction of her life, leaves its mark on the worldview.

Ecological culture manifests itself in a responsible attitude towards nature as a general condition and prerequisite for material production, the object and subject of labor, the natural environment of human life.

Scientists L.D. Bobyleva, A.N. Zakhlebny, A.V. Mironov, L.P. The stove is distinguished by different components of this quality.

Ecological culture, according to A.N. Zakhlebny is the assertion in the mind and activity of a person of the principles of nature management, the possession of skills and abilities to solve socio-economic problems without harming the environment and human health.

L.P. Pechko believes that ecological culture includes:

• - the culture of cognitive activity of students in mastering the experience of mankind in relation to nature as a source of material values, the basis of environmental conditions of life, an object of emotional, including aesthetic, experiences. The success of this activity is due to the development of moral personality traits in relation to the natural environment on the basis of the formation of skills to make alternative decisions;
• - culture of work, formed in the process of labor activity. At the same time, environmental, aesthetic and social criteria are taken into account when performing specific cases in various areas of nature management;
• - the culture of spiritual communication with nature. Here it is important to develop aesthetic emotions, the ability to evaluate the aesthetic merits of both the natural and the transformed natural sphere. Ecological culture, points out L.D. Bobylev, includes the following main components:
• - interest in nature;
• - knowledge about nature and its protection;
• - aesthetic and moral feelings for nature;
• - positive activity in nature;
• - motives that determine the actions of children in nature.

Obviously, the most reliable guarantor of the sustainable development of society and the preservation of the health of the environment is the high level of development of the ecological culture of the entire population of the country. Comprehensive environmental education should become the most important factor in solving environmental problems, providing for the formulation of environmental issues at the center of all curricula, from preschool institutions to universities. The formation of ecological culture of children should become the most important pedagogical task. In the formation of ecological culture, an exceptionally important role belongs to the years of childhood - a relatively short period of time, which the sages called half of life.

From the standpoint of modern research, elementary school is the most important stage in the formation of a person's worldview position, the intensive accumulation of knowledge about the world around.

In modern pedagogical science, there is a wide variety of approaches to the problem of indicators of environmental education. Ecological education is considered as a versatile interaction of children - active subjects of activity with the natural and social environment. As a result of such interaction, the processes of socialization of the child's personality are carried out, that is, his adaptation to the conditions of social life and ecologization, the formation of a person as a carrier of ecological culture.

Environmental education should start from early childhood in the family and school. Teachers and parents should lay the foundation for ecological culture and form a responsible attitude towards nature in children.

Pupils of primary school age show a high cognitive interest in the world of nature, and it can be a starting point in the education of environmental culture in the lessons of the world around.

Interest is a powerful stimulus for student activity. The education of interests is a necessary condition for the development of activity and orientation of the personality, therefore the orientation of interest, its content, breadth or narrowness serve as an indicator of the child's activity. It is in interest that a person's attitude to the objective world, including the world of nature, is manifested. Interest, on the one hand, is a stimulus for the formation of a careful attitude to nature, on the other hand, its result, which marks the relative completeness of a certain stage of environmental education. Thus, the upbringing of a caring attitude towards nature comes from the development of existing interests to the formation of new knowledge, feelings, skills, and from them to interest at a higher level.

Environmental education is an integral part of environmental education. Environmental education cannot and should not go in isolation from the education of an environmentally responsible, creative person.

Environmental education should solve the following tasks:

• - formation of a holistic view of the natural, social environment as an environment for human life, work, and recreation;
• - development of the ability to perceive the world around through the senses, cognitive interest.

Education of an aesthetic and moral attitude to the environment of human life, the ability to behave in it in accordance with universal norms of morality.

• 1. Cognitive - these are concepts that characterize a person, work, nature and society in their interaction.
• 2. Value - children's awareness of the importance of nature as a universal value.
• 3. Normative - this component denotes the mastery of the norms of behavior in the natural environment.
• 4. Activity - mastering the types and methods of socially useful practical activities of the student, aimed at the formation of environmental skills.

All 4 components form the core of the content of environmental education, are used in the selection of environmental knowledge and skills in the primary grades with their appropriate interpretation for primary school age.

I.D. Zverev believes that the main task of environmental education is the theoretical development of knowledge by schoolchildren about nature, its features, human activities in it, environmental problems and ways to solve them in production, everyday life, and in the process of recreation.

When developing the problem of ecological culture, teachers take into account the fact that the attitude towards nature has 3 aspects. The first expresses the attitude to nature as a general condition and prerequisite for material production, to the object and subject of labor, the natural environment of human life. The second is as an attitude to one's own natural data, to one's organism, which is included in the system of ecological interactions. The third represents the attitude of people to activities related to the study and protection of the natural environment.

A decisive role in the development of the system of human relations is played by social relations, under the influence of which his attitudes and behavior in the social and natural environment are formed.

An active form of attitude to the surrounding world is expressed in activities associated with its expedient change and transformation. Any activity includes a goal, a means, a result and the process itself.

Therefore, the methodological basis for the formation of ecological culture includes the following fundamental provisions:

• - the essence of the human personality is expressed in the system of relations with man, society, nature;
• - a responsible attitude to nature is the most important goal of a comprehensive school and characterizes the comprehensive development of the student's personality;
• - the attitude to nature is formed as a responsible one on the basis of the integral development of its various aspects: scientific, economic, practical.

In accordance with the general pedagogical theory and the main provisions of integrated ecology, the content of ecological culture should reveal the scientific, value, normative and activity aspects of the interaction of society with nature, characterize the global significance of environmental problems and ideas for optimizing nature use:

• - scientific aspects are represented by social, natural and technical patterns, theories and concepts that characterize a person, labor, nature, society in their interaction;
• - value orientations as attitudes and motives of activity require schoolchildren to realize the importance of nature as a universal value;
• - regulatory aspects include a system of moral and legal principles, norms and rules, regulations and prohibitions of an ecological nature, intransigence to any manifestations of antisocial behavior in the natural environment.

The structural stages of the formation of ecological culture are:

• - identification of the value properties and qualities of the components of the environment, the crisis state of which is alarming;
• - definition of an environmental problem as an expression of a real contradiction in the interaction of society and nature;
• - identification of the historical origins of the environmental problem and ways to resolve it at different stages of social development;
• - promotion of scientific, moral, economic, technological ideas for optimizing the interaction between society and nature; attraction of theoretical concepts of social science, natural science, art and technology in order to ensure the environmentally safe existence of a person; characterization of real successes in solving environmental problems at the international, state and regional levels;
• - practical activities of students in assessing the environment of their area, solving local environmental problems, mastering the norms and rules of a responsible attitude to nature.

In accordance with these stages and the specifics of environmental problems, appropriate methods, means and forms of organizing training are selected.

The effectiveness of the formation of a student's ecological culture depends on how much the main links in the transformation of social relations and the components of the internal structure of the personality are taken into account in the educational process: social relations, needs, goals, motives for setting value orientations. Each link of the presented sequence has a relative independence. The purpose of the formation of ecological culture is to most fully transform the social need to preserve nature into the internal needs and interests of the student. Its planned result is the formation of a responsible attitude to the natural environment, the ability to understand and appreciate the beauty and richness of native nature, the ability to carry out environmentally competent actions, take an active life position, and express intolerance to manifestations of an irresponsible attitude towards the environment.

Thus, environmental culture is made up of environmental knowledge and skills, environmental thinking, value orientations, environmentally justified behavior. The content of environmental education is assimilated by students in their various activities. The following problems form the basis of environmental education: protection of inanimate nature and soils from pollution, destruction and depletion; preservation of the diversity of species of organisms and the integrity of their communities; protection of nature as a necessary condition for maintaining human health; overcoming the utilitarian, consumerist approach to nature.

Author: Nesterova Nadezhda Alexandrovna, primary school teacher of the highest category, MBOU "Secondary School No. 3", Novoaltaysk

Annotation. The article deals with the issues of environmental education of elementary school students, including the methodology for the formation of a conscious attitude to nature, to the environment. The results of diagnosing the formation of the level of ecological culture of younger schoolchildren (students of the 4th grade) are presented.

The importance of environmental education of children in the modern world cannot be overestimated. Its main task is to form a person who, in the scale of values, puts the protection of life and the human environment in the first place. In this case, one can hope that the adopted laws on nature protection will be implemented, and environmentally harmful projects will be rejected, no matter how much profit they bring. The problem of nature conservation becomes a problem of ethics.Ecological education should include the careful attitude of children to nature, the disclosure of the aesthetic, cognitive, health-improving, practical significance of nature in people's lives.

It is necessary to start work on the education of an environmentally cultured person already at a younger school age. An environmentally educated person, knowing what harm certain actions bring, forms an attitude towards these actions and decides on their legality. If a person is ecologically brought up, then the norms and rules of ecological behavior will have a solid foundation, and will become the beliefs of this person.

The formation of a positive attitude of children to nature is an important area of ​​environmental educationit reflects the result of all ecological and pedagogical work with children, is the finalits product and indicator.

Consider the content of the concept of "environmental attitude".

Attitude towards nature is an important subsystem of ecological culture.Psychologists (S.L. Rubinshtein, A.N. Leontiev, V.N. Myasishchev, S.D. Deryabo, V.A. Yasvin and others) consider the category of attitude in the aspect of personality as its manifestation. Fromwearing always hasemotional coloring, it is subjective and expressed in deeds, practical actions, activities.

An important characteristic of a relationship is its awareness, which is formed on the basis of knowledge and is associated withmodes. Psychologists note the complex nature of relationships between knowledge and emotions: an attitude cannot be born only onthe basis of knowledge - personal meaning must be connected to it,understanding, awareness of the objectivity of what is happening.

In modern society, nature is considered only from the standpoint of benefit and harm, a person opposes himself to other living beings, considers himself "higher, more significant" than them. It is this attitude that prevents the establishment of ethical norms of behavior in nature, interaction with it according to these norms. It is necessary to search for psychological and pedagogical mechanisms for correcting the existing attitude towards nature.

According to the research of S.N. Nikolaeva, a consciously correct attitude to nature, which is the core of ecological culture, is based on understanding the relationship of plants and animals with external conditions, their adaptability to the environment; on the awareness of the specifics of the living and its intrinsic value, the dependence of life on the impact of environmental factors, human activity; on understanding the original beauty of natural phenomena, living beings, if their development takes place in full-fledged natural or specially created conditions.

L.A. Mazitova points out that the ecological attitude of junior schoolchildren to nature is a subjective position of the individual in the reality surrounding her, including a responsible attitude to nature, based on the belief that nature belongs to the whole society, including the coming generation of people; the need to communicate with nature, knowledge of the norms and rules of behavior in it; activity and readiness for nature protection activities; skills and abilities of interaction with nature (Mazitova p.1).

V.A. Yasvin, who, in his detailed psychological study, considered the formation of a subjective attitude towards nature on the basis of unity with it at different stages of ontogenesis (preschool, school, youthful, adult). The researcher believes that the attitude towards nature should be based on the principles of anthropomorphism, "humanization of nature". However, we believe that this approach is not justified in working with preschoolers, younger students, ratheranthropomorphism hinders the development of the principles of ecologicalconsciousness in children, contradicts the cognitive and practical approach in the formation of a subjective-ethical attitude to nature. The child must in practice interact with the living in an ethical (humane) way, based on taking into account their vital needs of understanding the intrinsic value and fragility of life.

Such an approach to the formation of attitudes towards nature is presented in many works of domestic psychologists and teachers (V.G. Fokina, Z.P. Plokhy V.D. Sych, I.A. Komarova, M.K. Ibraimov, etc.). Research has revealed a number of generally significant facts.

The attitude to nature is amenable to formation: in younger schoolchildren, the attitude is not of a generalized nature - it is an attitude towards those specific objects and phenomena that enter the space of their life activity.

The personal (subjective) attitude to nature in a child appears on the basis of interest in phenomena, objects, events, processes and incidents that the teacher introduces to him, that is, on the basis of knowledge.

The formation of an attitude and its manifestation are always associated with activities - labor, play, visual, constructive, observation activities.

A child's attitude to nature arises through direct contact with nature itself, being in it, visual or practical interaction with living beings.

For a younger student, emotional attitudes towards objects and natural phenomena are very important - sensory impressions give rise to personal experiences, which are transformed into attitudes.

The formation of an attitude to nature, the emergence of an emotional interest in a child in it, is associated with the search for special pedagogical techniques (both individual and complex) that cause him personal experiences.

Attitude towards nature can have different shades - careful, caring, cognitive, aesthetic, responsible, consciously correct, economically careful, etc., the nature of the formed attitude depends on the pedagogical goal and those technology to achieve it. One of the conditions for the successful formation of an ecological attitude towards nature among junior schoolchildren is the organization of the initial educational process based on the psychological mechanisms of subjectification, i.e. subjective attitudeto natural objects.

At the heart of the formation of attitudes towards nature are knowledge about nature. Knowledge about nature influences the formation of a conscious attitude: under the influence of learning, children begin to understand causalconnections and dependencies in nature, begin to take them into account in theiractivities, behaviour. This has been convincingly shown in the study AND . A. Komarova.

The authors of various works note that a good attitude towards the natural environment that appears in children is the result of special organization of the pedagogical process. In some cases, the effectis achieved by the inclusion of children in practical activities (labor, search, visual), in others - by connecting additional material (reading literary works, demonstration of paintings, watching TV programs, etc.), thirdly,interaction, communication with living beings (especially animals).

The attitude to nature is also closely connected with family, social, industrial, interpersonal relations of a person, covers all spheres of consciousness: scientific, political, ideological, artistic, moral, aesthetic, legal. It should be noted that a responsible attitude to nature is a complex characteristic of a person. It means an understanding of the laws of nature that determine human life, manifested in the observance of the moral and legal principles of nature management, in active creative activity in the study and protection of the environment, in the promotion of ideas for the proper use of nature, in the fight against everything that has a detrimental effect on the environment. The condition for such training and education is the organization of interconnected scientific, moral, legal, aesthetic and practical activities of students aimed at studying and improving the relationship between nature and man. The criterion for the formation of a responsible attitude to the environment is the moral concern for future generations.

Primary school students receive knowledge about the natural environment at the lessons of the scientific and natural cycle. In our opinion, the formation of an ecological attitude to nature at the initial level must be carried out through the integrated use of non-traditional teaching methods (ecological labilization, environmental empathy, environmental identification, ritualization of environmental activities) in the course "The World Around The World", as well as a system of cognitive tasks for 1-4th classes on the basis of program natural history material on the application of natural history knowledge in a new educational situation. Extracurricular work on the formation of environmental attitudes among junior schoolchildren should be considered as an integral part of the entire educational process and we include non-traditional forms in it: environmental holidays, expositions, computer environmental modeling, environmental workshops, environmental and psychological trainings.

Reading lessons have great opportunities for environmental education, work on works allows children to develop the ability to compare the state of nature at different times of the year, to see, “discover” the multicolored world, to be able to find the unusual in ordinary objects, to see the relationship of man to the world around him. So gradually, children learn the concepts of balance in nature, its violation by man and the consequences of this violation, the possibility of correct, environmentally competent interaction between man and nature. The theoretical knowledge gained by students in the classroom becomes the basis for an independent assessment of the processes and phenomena occurring in nature, for conducting their own research and observations. Often children study nature only from books, they can determine the names of plants, animals depicted in the pictures, but do not recognize them in nature. The research work of younger schoolchildren in the framework of environmental projects helps to solve this problem. Primary school students participate in such work with pleasure and great interest, of course, at a level that is accessible to them.

R Work on the course "The world around" on this EMC contributes to the familiarization of the child with nature, forms a careful attitude to the environment.

Table 1 presents data on the implementation of the content component in this teaching material.

Table 1

Requirements for knowledge and skills

Use of knowledge and skills in practice

EMC "Primary school of the XXI century"

Man's use of natural resources (water, forest, wild plants and animals). The importance of nature for the existence of all life on Earth.

Rules of conduct in the park, in the forest, on the river and lake. Respect for the environment.

Nature is the whole diverse world that surrounds a person.

Plants and their variety. Trees, shrubs, herbs. The role of plants in nature and human life, the careful attitude of man towards plants.

The role of animals in nature and human life, the careful attitude of man towards animals.

Rules of conduct in nature.

The Red Book of Russia.

know the basic rules of behavior in the park, in the forest;

understand the importance of protecting plants and animals;

understand the need to respect the environment

use the acquired knowledge in productive and transformative activities;

In the 2013-2014 academic year, on the basis of the 4th grade of MBOU secondary school No. 17 in Novoaltaisk, I conducted a diagnostic study in order to identify the formation of the ecological culture of younger students.

The experiment was carried out in natural conditions for younger schoolchildren, communication was conducted at ease, taking into account age characteristics, interest and desire of children to complete tasks.

At the first stage, the level of formation of environmental relations was studied using the N. Fisher Methodology.

Diagnostic indicators:

1. Correspondence of knowledge and behavior in nature.

3. Interest in nature, desire, intention and need to realize their positions in actions.

4. Emotional attitude to nature.

5. Advocacy for environmental protection.

6. Assessment of the state of nature according to aesthetic, hygienic, material, bioecological criteria.

The children were asked to answer questions during the conversation with the teacher.

During the conversation, students were asked to answer the following questions (see Table 2).

Table 2 - Diagnostic card

Indicators

Key words and phrases

interest in nature

Do you often walk in nature? What will you choose: stay at home and watch a cartoon or go to the park? What do you feel when you walk in the park?

Do you love autumn? What about summer? What do you like most in summer? How do you feel when other children pick flowers?

What do you feel when they throw garbage in nature (on the river, in the forest ...)?

Correspondence of the level of ecological knowledge and the nature of behavior in nature.

Why did you throw a candy wrapper on the road in the park? Is it possible to do so? How to behave in the forest?

Practical environmental activities

What did you do last winter for the birds? How do you protect nature? Why are you doing it?

Conservation advocacy

Is it necessary to explain to children how to behave in the forest, on the river, in the park? How to behave in the zoo? What would you do if you saw that rare plants are being torn or rare animals are being killed?

Assessment Skills

Is it nice or ugly to throw garbage on the street? Pick flowers? Teasing wild animals? Is it good or bad for health to walk in the park, but for living beings?

The questionnaire for children is presented in Appendix 1.

The students were asked to answer 18 questions of the questionnaire. The answers provided by the children were recorded and evaluated on a scale (Table 3).

Table 3 - Evaluation of indicators

Indicator

score

Criteria for evaluation

interest in nature

Lack of interest in nature and desire to protect it

Weak interest in nature and lack of desire to protect it

There is a weak interest and desire to protect nature only if there is a benefit for oneself

Shows sufficient interest in nature, but little desire to protect it

Dreams of big deeds for the protection of nature, shows willingness and desire to personally participate in its protection

Emotional attitude to nature

Lack of positive emotions towards nature

Weak emotional development of the individual

Sees the beauty of nature, but emotionally does not show his attitude towards it

Emotionally responsive, but does not show a desire to express their attitude to nature in creative activities

Emotionally responsive, shows a desire to express their attitude to nature in creative activities

Correspondence of knowledge and behavior in nature.

He does not know the rules of behavior in nature and does not follow them.

Knows the rules of behavior in nature, but does not follow them.

Behavior in nature does not always meet the standards, knowledge is satisfactory.

Ecological knowledge is good, behavior in nature almost always corresponds to known norms and rules

Ecological knowledge is high, behavior in nature complies with the norms

Practical environmental activities

Evasion from practical environmental activities, unformed motives for this activity

Episodic participation, leading motive - utilitarian

Practical environmental activities are situational, the leading one is a utilitarian motive

Works in the field of nature protection under the guidance of a teacher, the leading one is an aesthetic motive

Actively participates in environmental activities, the leading one is a moral or cognitive motive

environmental propaganda

Considers it unnecessary to promote the idea of ​​nature conservation

Propaganda is egocentric

Considers the promotion of nature conservation ideas necessary

Engaged in promoting the ideas of nature conservation under the guidance of a teacher

Independently promotes the ideas of nature conservation

Assessment of the state of nature

Can't evaluate

Evaluates from utilitarian egocentric positions, condemns cruelty, destruction of nature

Shows concern about the negative actions of others, but does not adequately evaluate their own actions

Shows concern about the negative actions of both their own and others

Knows how to practically evaluate their own and other people's actions from an ecological point of view, condemns wrong behavior in nature

The minimum number of points is 18. The maximum is 90. In accordance with the analyzed data, based on the methodology for assessing the level of formation of environmental relations, 5 levels were identified: high (80-90 points), above average (60-79 points), medium (40 -59 points), below average (29-39 points), low (18-28 points).

The following results were obtained (see Fig. 1).

Fig.1. The results of the ascertaining experiment

Thus, in the group there are three students with an average level, three have a level of "above average" and one student each with a low and a high level.

Let's analyze the obtained data by sections: interest in nature, emotional attitude to nature, correspondence of knowledge and behavior in nature, practical environmental activities, environmental propaganda, assessment of the state of nature (Fig. 2).

Fig.2. Analysis of indicators

Interest in nature: in childrenthere is a weak interest and desire to protect nature only if there is a benefit for oneself

Emotional attitude to nature: childrenemotionally responsive, but do not show a desire to express their attitude to nature in creative activity.

Correspondence of knowledge and behavior in nature: in children it fluctuates between « knows the rules of behavior in nature, but does not follow them” and “behavior in nature does not always correspond to the norms, knowledge is satisfactory”.

Practical environmental activities:practical environmental protection activity is situational, the leading one is a utilitarian motive.

Conservation propaganda: considers the promotion of nature conservation ideas necessary.

Evaluative Skills: Shows concern about the negative actions of others, but does not adequately evaluate their own.

So, the environmental education of the younger generation is becoming one of the main tasks facing society. In order to avoid an adverse impact on the environment, not to make environmental mistakes, not to create situations dangerous to health and life, a modern person must have elementary environmental knowledge and a new ecological type of thinking. And in this an important role is assigned to the general education school, which, by equipping children with modern knowledge and life experience, essentially works for the future.

The effect of environmental education of students is largely determined by the state of culture of their relationship with the environment - natural and social. The inculcation of the culture of relations with it by students is carried out both in the process of mastering knowledge, skills and abilities in the classroom, and during specially organized extracurricular activities of children.

The upbringing of environmental culture among students cannot be holistic and comprehensive without the participation of the family, representatives of the older generation, who are a living encyclopedia of the nature of their native land. They have something to tell their children, grandchildren, sometimes cause surprise and regret.

List of used literature

Bryazgina T.A. The relationship of family and school in the formation of ecological culture of schoolchildren//Young scientist. – Electronic format. – Access mode: http://www.rae.ru/forum2012/8/3240

Veselova, T.M. Formation of ecological culture of younger schoolchildren on the basis of local history material // Elementary school. -2003. - No. 2. – c.110-113.

Vinogradova N.F. Ecological education of younger schoolchildren: Problems and prospects // Elementary school. - 1997. - No. 4. - P.20-24.

Vinogradova N.F. Surrounding world: Teaching methods: grades 1–4. – M.: VentanaGraf, 2005. – 240 p.

Mazitova L.A. Formation of ecological attitude to nature in junior schoolchildren//Primary school. Plus before and after. - 2007. - No. 6. - P.8-12.

Methods of ecological education of preschoolers Textbook. allowance for students. avg. ped. textbook establishments. - 2nd ed., Rev. - M.: Publishing Center "Academy", 2001.- 184 p.

There is a lot of talk about the problems of ecology and the environment now and often. Climate change, water and air pollution - these issues are regularly raised in the media. However, the vast majority of the population prefers to distance themselves from problems of this kind. And the reason for this is the lack of not so much knowledge in the field of ecology as awareness of involvement in the world around us, the foundations of which are laid at an early age. Therefore, such attention is now paid to the formation of ecological culture of younger students. This task goes beyond the framework of classical pedagogy and becomes public.

Ecological culture is...

The concept itself is quite multifaceted, so you can find a large number of definitions. We are talking here about the harmonious fusion of human needs and the principles of the existence of the environment. To have an ecological culture means to be able to act in accordance with the requirements of rational environmental management, to prevent pollution and destruction of the environment. This requires not only knowledge in the field of biology, geography, chemistry, ecology, but also value orientations, awareness of the importance of such a line of behavior. And such guidelines are laid in early childhood. Speaking about the formation of the foundations of the ecological culture of younger schoolchildren, teacher-researchers note that this concept includes:

• interest in environmental issues;
• knowledge about the environment, the principles of its development;
• emotional perception of nature;
• environmental literacy;
• personal motives that determine the attitude towards the environment.

This becomes a complex task for the entire school team.

Features of the formation of ecological culture of younger students

Primary school is a significant period in the development of a child's worldview, a time of intensive accumulation of ideas about the world around. At this stage, environmental education becomes a priority pedagogical task. And its solution is impossible without restructuring the educational process. Within the framework of the Federal State Educational Standard, much attention is paid to the formation of an ecological culture of younger schoolchildren. It is planned to include an environmental component not only in all subjects of the school curriculum, but also in the practice of extracurricular activities.

The goals of formation of ecological culture of younger schoolchildren are determined:

• development of cognitive interest, readiness to study and understand the world around, practical skills of conscious interaction with it;
• creation of holistic ideas about the natural and social environment;
• education of readiness to follow moral standards in relation to the environment.

Thus, the basis of environmental education is based on several main components: value, cognitive, activity.

Methods of formation of ecological culture of younger schoolchildren

Ecological education is a process of continuous development and upbringing aimed at the formation of knowledge, ideas and skills that allow a responsible attitude to the environment. These components of environmental culture are taken into account when choosing the methods and methods used in environmental education of younger students. The educational process is based on the following principles:

• an integrated approach (ecological ideas are laid down in different lessons, as well as in extracurricular practice);
• teachers, parents, representatives of the public take part in the environmental education of children;
• variety of technologies used;
• emotional involvement of children.

Among the effective methods of environmental education are: problematic conversations and questions, the implementation of creative tasks of an interdisciplinary nature, the organization of excursions, projects, and so on. It is important that the theoretical knowledge of the children can be applied in practice. A special direction is the formation of ecological culture of younger schoolchildren through the game. This type of work perfectly matches the age of the students, makes it possible to acquire knowledge in an accessible form with a positive emotional coloring.

"The world around" and environmental education

The undisputed leader of the school curriculum, which allows children to get acquainted with the basics of environmental knowledge, remains the subject "The World Around". Most teachers prefer thematic programs:

• "Green House" (A. A. Pleshakov);
• "Nature and People" (Z. A. Klepinina);
• "The World and Man" (A. A. Vakhrusheva).

In these developments, a large place is given to the problems of protection and respect for nature. When selecting material and developing tasks, local history, activity, and environmental approaches are observed. The value component plays an important role in the formation of the foundations of the ecological culture of younger schoolchildren. Therefore, in the classes on the "World around" the method of identification is often used, which allows the child to expand his own ideas about the natural environment, empathically engage in the process. To do this, when performing tasks, the children are invited to imagine themselves in the place of a natural object in specific conditions. In the classroom, a change in activities is also welcome, including: elements of the game, logical exercises, productive tasks, creative work.

Interdisciplinary Relations in Environmental Education

Formation of ecological culture of junior schoolchildren is a complex problem. Therefore, in the education of respect for nature, the possibilities and content of all subjects of the primary school course are involved. Beginning in the lessons of the surrounding world, the process of forming the foundations of the ecological culture of younger students continues in the classroom in mathematics, the Russian language, literary reading and is reflected in extracurricular activities.

The objects of the aesthetic cycle (literary reading, music, visual arts) contribute to the development of moral ideas and orientations, beliefs related to the relationship to nature.

In mathematics lessons, children learn to quantify the state of natural objects, which is greatly facilitated by environmental tasks.

Technology in elementary school provides an opportunity to get acquainted in practice with the properties of natural materials and the possibilities of their economical use.

Integrated lessons are also effective, for example, literary reading + the world around. They form in children a holistic view of the surrounding reality, teach to see the relationship of phenomena.

Environmental education after school hours

Extra-curricular activities are an obligatory element of the environmental education system. The effectiveness of the formation of ecological culture of younger schoolchildren during extracurricular time is due to the possibility of combining various types of work and creative application of the acquired knowledge about the world around. In extracurricular practice, cognitive, gaming, labor, research, and project activities are combined. Individual, group, mass forms of work are used.

Individual lessons often include children observing natural phenomena, plant and animal species, and conducting various experiments.

Group work can be organized within the framework of environmental circles, which allow gathering interested children who want to dive deeper into environmental issues.

Mass extracurricular activities (thematic events, holidays, business games) contribute not only to the development of environmental culture, but also to the successful socialization of schoolchildren.

Extracurricular work allows you to use such forms of work, the positive value of which is difficult to overestimate, but it is difficult to apply them within the lesson. These are travel games, excursions, long-term experiments, ecological theatrical performances.

Ecological mugs

• cognitive;
• research;
• practical;
• educational and entertaining.

The task of the cognitive and entertaining areas of work is to introduce children to the surrounding objects of animate and inanimate nature, the influence of man on nature in an entertaining, playful way. It can be ecological games, holidays, reviews, presentations.

Design and practical directions contribute to the development of respect for nature. Elements of labor activity give the child the opportunity to feel involved in maintaining the ecological balance: planting flowers, shrubs, gardening the school, feeding birds in winter.

The research direction contributes to the development of logical thinking, the ability to see problems, study materials, draw conclusions (observations, excursions, experiments).

Eco-projects for younger students

Project activity is an integral part of the educational process. The implementation of projects to a large extent contributes to the formation of an ecological culture of the personality of a junior schoolchild. In the process of preparation, students:

• get emotional experience of direct interaction with nature;
• firmly learn the rules of environmentally friendly behavior;
• participate in environmental activities.

Work on environmental projects takes place individually or in small groups. Duration of work: from one lesson to the entire academic year.

At the same time, the teacher takes the position of a moderator, tactfully guiding, prompting, advising. Eco-project topics can be offered to children to choose from, depending on their interests and preferences. For the purpose of motivation, it is desirable that they be associated with the zone of proximal development of students. Given the age of the participants, parental support is important.

Approximate project directions:

• "Ecology in the house" (the study of the parameters of optimal temperature, humidity, air composition, energy savings);
• “Book of Complaints” (acquaintance with representatives of the surrounding flora and fauna, identifying the dangers threatening them);
• "Waste Kingdom" (search for the most environmentally friendly ways to collect, recycle and recycle household waste).

Action "Help for birds"

This way of forming the ecological culture of junior schoolchildren has already become traditional. Actions to help wintering birds are usually carried out according to the following scheme.

Tasks: acquaintance of children with the species of birds wintering in this region; drawing attention to the problems of birds; development of creative abilities and practical skills; development of ecological culture, the ability to evaluate human behavior in relation to nature.

Participants: junior schoolchildren together with parents and teachers. The venue is usually the school grounds. During the preparatory stage, the children get acquainted with presentations and literature about wintering birds, prepare information leaflets and memos for parents, develop the symbolism of the action (emblem, motto).

The main work is the direct production of bird feeders from various materials, the preparation of food for birds, which is used until spring.

In addition, within the framework of the action, a competition of drawings and thematic crafts, quizzes, performances (poetry reading, riddles, skits) can be held.

Then the made feeders are distributed in the school garden, a duty schedule is drawn up for feeding the birds, and a creative exhibition is organized.

Project "Green Pharmacy"

Along with actions, project activities have great potential in terms of shaping the ecological culture of younger schoolchildren. As an example of a cognitive research project, the development of "Herbal Pharmacy" can be cited. In terms of the composition of the participants, this is a collective project (pupils of the 1st grade and their parents), in terms of duration - medium-term.

• study of the medicinal properties of plants;
• fostering respect for nature;
• development of creative and cognitive activity;
• formation of research skills.

During the work, the teacher poses a question to the children: can plants replace medicines?

To answer it, the following types of work are used:

• organizing a book exhibition, creating ecological costumes for medicinal herbs, watching educational films;
• conversations, consultations, quizzes;
• statement of problem questions, observations, experiments, search for additional information;
• visiting a pharmacy, role-playing game, organizing an ecological holiday, creating a booklet about medicinal herbs.

Environmental problems are global in nature and affect all of humanity. At the present stage of development of society, the issue of environmental education becomes especially acute. The main reason for this is total ecological irresponsibility. In this regard, it is necessary to strengthen and pay more attention to environmental education in a modern school from the very first years of raising children.

Why is this so necessary and what was the reason for this? Among the most exciting are the problems associated with environmental pollution. Everything is polluted: air, water, soil. And this, in turn, cannot but have a detrimental effect on plants, animals, and human health. Volga, Baikal, Ladoga, Aral, Black Sea - these are just some of the addresses of screaming environmental problems. The drying up of the Aral Sea, the growth of salt marshes and desert territories, the lack of water resources - all this has a detrimental effect on the ecosystem, on its integral interaction. Soil pollution occurs due to the use of pesticides (pesticides). The mountains of household level are also growing. As a result of irrational land use, soil depletion occurs.

There is growing concern about our "neighbors on the planet" - plants and animals, which are experiencing a double oppression: firstly, the destruction and pollution of habitats; secondly, from the direct influence of man. As a result, many species have disappeared from the face of the Earth. And yet, even this minimal set of information indicates that the problem of environmental education of schoolchildren is not far-fetched, and that its solution should become one of the priority tasks of today's pedagogical reality of teachers.

The relevance of the interaction between society and the natural environment put forward by the school the task of forming a responsible attitude towards nature in children. Teachers and parents are aware of the importance of teaching schoolchildren the rules of behavior in nature. And the earlier the work on environmental education of students begins, the greater will be its pedagogical effectiveness. At the same time, all forms and types of educational and extracurricular activities of children should be in close interconnection.

Children of primary school age are characterized by a unique unity of knowledge and experiences, which allow us to talk about the possibility of forming in them a reliable foundation for a responsible attitude to nature. All primary school subjects are designed to contribute to the formation of children's environmental responsibility.

In order for a child to learn to understand nature, to feel its beauty, this quality must be instilled in him from early childhood.

Ecological knowledge and culture are formed in a person from an early age. And in this regard, the importance of environmental education of junior schoolchildren is great. Therefore, the main goal of the qualifying work is to analyze the existing environmental education of younger students, its implementation in the process of studying the course "The World Around", and the socio-pedagogical problems associated with this topic.

To achieve this goal, it was necessary to solve the following tasks:

1. Consider the content and basic principles of environmental education and upbringing of younger students.
2. To analyze the volume and structure of the main ecological ideas and concepts that are formed in younger students when studying the course “The World Around” and their use in practical activities.
3. To study the organization of ecological education of junior schoolchildren in the course "The World Around", to summarize the existing experience.
4. Analyze the role of interdisciplinary connections in the environmental education of younger students.
5. To identify the problems of socio-pedagogical, environmental education and education of younger students.

Working at school as a primary school teacher, in the process of constant communication with children, I have to face the urgent need for a more fundamental approach to solving the problem of environmental education and upbringing of younger students. The main goal of environmental education : to teach a child to develop his knowledge of the laws of wildlife, understanding the essence of the relationship of living organisms with the environment and the formation of skills to manage the physical and mental state.

Gradually, educational and educational tasks are defined:

• deepen and expand environmental knowledge;
• to instill initial environmental skills and abilities - behavioral, cognitive, transformative,
• to develop cognitive, creative, social activity of schoolchildren in the course of environmental activities,
• to form (nurture) a sense of respect for nature.

What to teach? What is the general composition of knowledge available to the student? What are the requirements for environmental training of younger students? How to teach?

One of the activities is field trips. Unfortunately, many of the children come to school with very limited, consumerist ideas about nature. There is a long and difficult path to children's hearts to open before them the amazing, diverse and unique world of nature.

An introductory conversation before the tour, questions from the teacher during the tour, summing up - all these stages should draw the attention of children to the natural environment. The lesson of love for nature continues at the lessons of technology, fine arts, when the child sculpts, draws plants or animals that he saw during the excursion. The process of thinking and forming feelings must be constant. At reading lessons, where a literary word, a picture and a piece of music form a single whole, children develop creative thinking, artistic taste, and an understanding is formed that everything in the world is interconnected.

The acquired knowledge should be consolidated in practical matters. The school does not have a school site where a child could plant and grow a plant with his own hands, so indoor plants help us solve this problem. Their study develops cognitive activity, observation, independence, diligence, and makes interdisciplinary connections.

As you know, most indoor plants are aliens from different regions of the globe with different climatic and soil conditions.
By creating approximate living conditions for indoor plants, children in practice get acquainted with the environmental factors of the plant habitat.
In order for this work to bring the desired results, the teacher himself must have a certain amount of knowledge.

Love for nature is closely connected with the culture of behavior. In conversations with parents, I remind them of the rules of conduct in places of outdoor recreation.
I conduct consultations on the topics: “Nature and children”, “Nature conservation”, “A day off in the forest, on the river”, “How to care for animals at home”, etc. I advise parents to visit the forest, on weekends, on the river, pond for the purpose of observing the surrounding nature, collecting natural material.

They are brought to parent meetings to discuss the topic: “How to educate children in love, interest and respect for nature”,
“The value of the game in raising children's interest in nature”, “Wildlife is an amazing, multifaceted world”, “Nature helps us to live, it makes us happy, therefore it must be protected”, etc. Thus, efforts are being made to increase the ecological culture of parents , deepening their knowledge of environmental protection measures.

Technology lessons contribute to the expansion of students' knowledge about the practical significance of natural materials in human life, the diversity of his labor activity, the role of labor in human life and society, contribute to the formation of skills and abilities of competent communication with natural objects, economical use of natural resources.

Carrying out work on environmental education, expanding the content of the program material about plants, animals, natural phenomena, about the work of people to care for them, about cultivating love, careful and caring attitude towards plants and animals, I strive to ensure that children enter nature not just contemplators, consumers, but caring, thrifty owners of their native land. Formation of basic ecological ideas and concepts in the study of the course of natural history.

To study the competence of ecological culture, I used the ecological project of younger students and project methods:

• "Weedy" words;
• raincoats;
• Reconnaissance of autumn signs;
• “Joys and sorrows”
• "Secret Conversation"
• “The forest thanks and gets angry”
• "The Complaint Book of Nature".

In my attestation work, I would like to focus on each of these projects. Explain the experience of research and its implementation in the practical activities of the teacher.

The ecology of one's own "I" includes the culture of our speech. The speech of younger schoolchildren, despite their young age, is already saturated with “weedy” words. The sooner they get rid of them, the better for them.

Imagine that all our words are fabulous plants. Beautiful words are like fragrant flowers. Bad, superfluous words are like not beautiful, poisonous weeds.

We have a place in the classroom for a “flower bed” for each student. All children in turn will be a gardener who will plant beautiful and weedy “flowers” ​​of their friends in the flower beds.

Everyone wants to have fewer “weedy” words. Only now, the fact is that the weed does not die immediately, but only if it is not repeated within a day (two, three). The project ended with a holiday dedicated to the Russian language.

Based on the topic of our study, we can draw the following conclusions:

The problem of environmental upbringing and education has existed and will continue to exist throughout the development of society. Proper environmental education will prevent many environmental problems of mankind in the future. It is at primary school age that the child receives the basics of systematic knowledge; here the features of his character, will, moral character are formed and developed. If something significant is missing in the upbringing of children, then these gaps will appear later and will not go unnoticed. Setting the goal and objectives of environmental education made it possible to determine the content of the educational process. The main stages of the essence of the process of education, tendencies and forms of ecological education are singled out. For each form, the main criteria for effectiveness are identified: mass character, stability, ability to apply environmental knowledge. Indicators of a well-bred personality are: environmental knowledge, skills, practical results, which are expressed in the performance of socially useful work by students to protect nature. The most popular means of teaching ecology are excursions. They make it possible to identify natural connections and the main stages in the study of nature.

I would like to hope that environmental education will be further developed, and the shortcomings of teachers and teaching methods, which play an important role in the education of younger students, will be corrected.

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