Practical ecological activity of junior schoolchildren. Course work. Ecological education of junior schoolchildren. The role of the game in the educational process

"For a fish - water, for a bird - air,

to the beast - the forest, the steppe of the mountain.

And a man needs a homeland.

And to protect nature means

protect the motherland"

MM. Prishvin.

On the threshold of the third millennium, humanity is entering a new era of its relationship with the environment. In our time, there is a need for a fundamentally new approach - the awareness of nature and society as functionally equal parts of a single whole.

A natural consequence of the new approach is the understanding that the goal of education (training, upbringing and development) of the younger generation should be the formation of a citizen of the planet with a new way of thinking and worldview, a new ecological culture.

In the formation of the ecological culture of the individual, an important role belongs to the years of childhood. Childhood is a period of rapid development of the child, intensive accumulation of knowledge about the world around, the formation of multifaceted relationships to nature and people.

The main goal of environmental education and upbringing is the formation of a responsible attitude of man to nature. We are all children of nature. And from an early age, a person must know it and certainly learn to love, protect, use it wisely, to be a truly creative, and not a destructive part of the world.

Ecological education is currently a priority direction in the theory and practice of general education schools. In connection with this, the problem of developing the content of environmental education, forms and methods that contribute to the introduction of modern technologies has become the most urgent.

In solving the problems of environmental education junior schoolchildren Of no small importance is the problem of implementing the elements of developmental education. Children are by nature "mental lazybones". From infancy, they are accustomed to what adults think, decide, and sometimes do for them. In elementary school, it is required to "wake up" their thought. Developing education is aimed at teaching children to think, to reflect.

The problem of developmental education is so urgent that there is, perhaps, not a single teacher who has not thought about it.

Developing education does not deny the importance and necessity of educational tasks, but proposes their merging into a triune task that provides an organic fusion of learning and development, in which learning is not an end in itself, but a condition for the development of schoolchildren.

Environmental education, its content acts as a means of developing the personality of the child, therefore, it must correspond to the content of development, reflect it.

Particular attention to the problem of environmental education of children of primary school age can be explained by two main reasons: the need to consider environmental education as a continuous and systematic process throughout the entire period of schooling and the constant interaction of the child with nature.

This interaction becomes more and more relevant as the child's independence grows and the scope of his activities expands. Moreover, his senses and mind develop according to the nature of his interactions with nature. That is why the initial stage of school education is so important in environmental education, when elemental knowledge about the culture of relationships with the natural environment is systematized and generalized.

The system of work on environmental education leads to the fact that children feel the harmony of nature, notice that everything in it is interconnected, interwoven, subject to the same great laws: sunlight and moisture, and heat, and plants. Everything affects a person, his mood, health, mental state. The child, growing up every year, approaches the height when communication with nature encourages him to work on himself. When he begins to think about his place under the sun, about the purpose and meaning of life, about why people live on Earth, what is their responsibility to themselves and to all people. This system sets as its ultimate goal the development of one's "I" in the child.

INTRODUCTION

Importance of ecological education of children in modern world cannot be overestimated. Its main task is to form a person who, in the school of values, puts the protection of life and the 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.

The environmental education program should include careful attitude children to nature, revealing the aesthetic, cognitive, health-improving, practical significance of nature in people's lives.

The formation of a responsible attitude towards nature in children is a complex and lengthy process. The end result should be not only the acquisition of certain knowledge and skills, but the development of emotional responsiveness, the ability and desire to actively protect, improve and ennoble the natural environment.

In the studies of psychologists and educators, it has been repeatedly noted that older preschoolers can already form generalized ideas about the world around them, about the connections between objects and natural phenomena, about ecological connections between living and non-living nature, between various components of living nature (plants, animals , mushrooms), between nature and man at an accessible level.

Why study all this? Knowledge of the world is impossible without knowledge of the connections and relationships that exist in it. This also applies to environmental ties. The study of these connections plays an important role in the development of logical thinking, memory, imagination, and speech in children.

K.D. Ushinsky noted that the logic of nature consists precisely in the interconnection, interaction of the components that make up the nature.

The study of the connections existing in the surrounding world is one of the main links in the formation of the ecological culture of schoolchildren, a necessary condition for a responsible attitude to nature. Modern ecology can be defined as the science of the relationship of living systems of various levels with the environment, the relationship, the interaction of man and nature.

I . ENVIRONMENTAL EDUCATION AS A MEANS

DEVELOPING EDUCATION

The essence of the relationship between educational tasks, learning development as a whole is disclosed by L.S. Vygodsky: his research allows us to solve the cardinal issue of the typology of education. That training, which is limited for its purposes only by mastering the external means of cultural development, can be considered traditional, solving purely educational problems. Education, which considers as the leading goals the development of the higher mental functions of the individual as a whole through the mastery of external means of cultural development, is developing and, at the same time, acquires a purposeful character. The result of such training is the level of personality development achieved by the child, his individuality.

Environmental education with its content is a means of developing the child's personality, therefore, it must correspond to the content of development, reflect it.

Despite the different approaches to the development of content in developing systems, it is possible to identify common content requirements. The content should be a system of scientific concepts (L.S. Vygodsky); theoretical systems that underlie generalized actions and that lead to their conscious assimilation (L.V. Zankov); Genetically initial concepts that reveal the origin, formation in the development of any subject and underlie the principles of action (V.V. Davydov).

The introduction of ecological exercises into the educational process with the content of practical and cognitive tasks that the child cannot “immediately” cope with causes internal “cognitive” discomfort as a result of ignorance. At the beginning, this is diffuse in nature, in which the student cannot clearly define the subject of his ignorance, but as a result of the analysis of the practically cognitive task, the subject of ignorance is clearly defined, which contributes to the emergence of learning motivation itself.

The construction of educational content through a system of practical, exploratory research tasks and tasks of an ecological nature helps not only active assimilation, but also causes the need to master the necessary means of learning: intellectual, organizational, cognitive, educational skills. With this type of teaching, students are not limited to recalling known similar methods for solving problems, but try, based on their knowledge not knowledge, to discover a way to solve. (G.A. Zuckerman)

The content of the teacher's activity is changing radically. Now the main task of the teacher is not to “convey”, “present”, “explain” and “show” to students, but to organize a joint search for a solution to the problem that has arisen before them. New learning conditions require the teacher to be able to listen to everyone on each question, without rejecting a single answer, to take the position of each student in order to understand the logic of his reasoning and find a way out of a constantly changing situation, analyze the answers, suggestions of children and imperceptibly lead them to a solution Problems.

Environmental education has special methods that include children in a collective search; this is the creation of problem situations, the situation of educational demand, the method of collisions, the method of solving educational problems, educational dialogue and others.

The tasks on ecology are aimed primarily at systematizing, generalizing the knowledge of children about natural relationships and the relationship between man and nature, for the child to discover these connections and dependencies.

The technology for developing assignments in ecology is available to every teacher. Its main feature is to look at the world through the eyes of a child, feel his interest and understand the numerous “Why?”, As well as systematically perceive the world around him and be able to discuss the problems that have arisen with the child as with a partner.

Environmental education, with its focus on fostering a responsible attitude towards the surrounding socio-natural environment, should be the core and an obligatory component of the general educational preparation of students.

WAYS OF FORMING ENVIRONMENTAL

CULTURES OF YOUNGER SCHOOL CHILDREN

I believe that teachers and parents should be aware of the importance of teaching students the rules of behavior in nature, socially useful and environmental activities. The earlier work on environmental education of students begins, the greater will be its pedagogical effect and effectiveness.

Environmental education creates real opportunities for the implementation of interdisciplinary connections, so the topic of ecology can be heard in all lessons. One of the conditions for the formation of environmental knowledge is their indispensable inclusion in the content of each academic subject.

On lessons reading children compose stories according to the plot picture, analyze comparative turns in poems. For example, in the poems of A.S. Pushkin “Winter Morning”, “Here is the north catching up clouds ...”, S.A. Yesenin "Birch", "Night", "Swan", A.A. Prokofiev "Sunset", children learn beautiful poems about the seasonal state of nature.

On lessons Russian language children write their first works of art - essays and fairy tales about nature and natural phenomena (based on the impressions received from the excursion, observations of animals). In dictionary dictations - riddles about plants and animals are used; cards with sigmatic tasks containing ecological meaning.

On lessons mathematics children make up tasks based on environmental knowledge. The issues of human interaction with the environment are reflected in text tasks and game moments for oral counting. Material for compiling tasks for the good, not only by the teacher, but also by the children themselves when studying natural objects, during excursions, when studying the speed of the river, the length and depth of the ravine, the height of the hill, and the like.

Communication with nature in children begins at an early age. It is obvious that some of our mathematical concepts and mathematical representations are formed in childhood when communicating with nature. Natural material (tree leaves, fruits, seeds, etc.) can also be used in elementary school mathematics lessons. Its purpose is quite versatile: it allows you to visualize the condition of the problem, serves as an illustration in solving it, with its help students can check the results obtained. In addition, the surrounding nature can be characterized quantitatively (the number of petals in a chamomile, the wings of a beetle, a fly, the number of seeds in plants, etc.). The use of such data in a mathematics lesson makes it possible to concretize the numerical material, better present it, and then apply the acquired knowledge in practice in the lessons of natural history.

Consider some possible options for tasks when studying the concepts of “more”, “less”, I propose to compare two leaves: maple (yellow) and oak (green). Students find signs of difference (shape, color, size).

The “earlier-later” relationship can be studied by considering tasks associated with the same landscape at different times of the day.

Images of geometric concepts (point, line, straight line, etc.) can be represented as stars in the night sky, cities on the map, traces of shooting stars, horizon lines, etc.

When teaching mathematics, a special place is given to text problems. The mathematical model of the tasks below is not difficult, but their plot is of an educational nature, interesting to students; Solving these problems, children study the signs of living and non-living objects of the nature around us.

Consider some examples of such tasks and tasks:

5 cows, 2 goats, 4 horses, 7 sheep grazed in the meadow. How many domestic animals grazed in the meadow? What question needs to be asked so that the solution of the problem is the expression 7-5? Do you need all the data for this task?

10 firs, 15 birches, 3 pines grew in the park near the school. How many trees grew near the school? How many deciduous trees? How many conifers?

The vital capacity of a swimmer is 4900 cm3, a rower is 5450 cm3, and an office worker is 3350 cm3. Compare these characteristics.

The crane lives 10 years less than the eagle owl, and the owl lives 40 years longer than the starling. How many years longer is the lifespan of a crane than a starling? Make a diagram to solve the problem.

The quantitative characteristics of the objects of the surrounding world can be used in the preparation of texts of mathematical dictations.

Write the numbers in numbers:

The length of the great Russian river Volga is three thousand five hundred and thirty one kilometers;

The distance from the Earth to the Moon in kilometers contains three hundred and eighty-four units of the second class, four hundred units of the first class;

Fish bream lays four hundred thousand eggs;

The African antelope makes a jump up to seventy decimeters long. Express this distance in centimeters.

On lessons fine arts in the language of colors, children convey images of Russian nature, write posters of ecological content.

It is necessary to teach children to see the beauty of the surrounding nature, to love it and treat it with care. And how much joy the lesson of fine arts gives, how much kindness, tenderness it awakens in children. Let's take, for example, a lesson in drawing from life a branch of a blossoming willow. The purpose of the lesson was to teach children the ability to observe the surrounding nature, the ability to distinguish between tones and shades, proportionally place a drawing on a sheet of paper, and most importantly appreciate the beauty of the awakening spring!

On lessons natural history I set the following tasks: expanding the ecological ideas of younger students, concretizing them, illustrating with a significant number of vivid available examples, deepening the theoretical knowledge of students in the field of ecology, forming a number of fundamental concepts, providing a wider and more diverse practical activity of students in the study and protection of the environment.

On lessons labor training ecological education is clearly manifested when working on an experimental site. It is important in instilling in rural schoolchildren a love for work and respect for working people, as well as in familiarizing students with the basics of agricultural production.

An important role in the formation of the ecological culture of the junior schoolchild is played by extracurricular and extracurricular Events. Life requires not to be limited to individual environmental educational activities, but to combine them into a chain of ongoing environmental actions, to merge with labor education. Supplemented with local material and properly presented, ecological information develops convictions in the need for urgent assistance to nature, the desire to at least partially compensate for what we have taken from it for so long.

The main meaning of environmental education is specific practical environmental activities. The objects of this activity are all sources of human life - earth, air, water, animals, plants.

If a child understands that his well-being, his tomorrow, the happiness of himself, his relatives and friends depend on the purity of air and water, concrete help to the stream and birch, he will join the ranks of the defenders and friends of nature.

CONCLUSION

For me, a rural teacher, nature is an integral part of life and work. Now, when some indifference to the land has appeared, the question of the greening of education is acute. But this topic is endless. I want to convey to the minds of children not only pride in our rich nature, but also pain for the small river Nevinka, the banks of which have been turned into a dump. Children should feel in their hearts: if we do not save nature, there will be no Russia either!

This is only part of what teachers can give to children. So let them develop themselves and develop the younger generation.

Learning through ecology leads to the development of the student's personality!!!

LIST OF USED LITERATURE

1. Big encyclopedia of nature for children. - M.: 1994

2. Vinogradova N.F., Ivchenkova G.G., Potapov I.V. Ambient

world. The book for the teacher. M.: Enlightenment 2001

3. Grekhova L.I. Ecological preparation of children in preschool

educational institutions. – Stavropol 1998

4. Davydov V.V. On the concept of developmental education. // Pedagogy,

1995, № 1.

5. Densnikova N.S. Teacher: Ecology, culture, education. //

Master - M., 1994 No. 1

6. Zankov L.V. Training and development - M., 1995

7. The concept of continuous environmental education: Research experience

on SSTP "Ecology of Russia" / Project Manager A.A.

Verbitsky - M., 1992

8. Laptev I.D. The world of people in the world of nature - M., 2000

9. Nikolaeva S.N. Creation of conditions for environmental education

children, - M., 1993

10. Pokhlebkin V.P. Health lessons - M., 1992

Natalia Dronova
Ecological education of junior schoolchildren

Drone. N.P.

Topic ecology close and understandable to me, because for 5 years, this was my topic of self-education. Now I continue to work on this topic, but in extracurricular activities. I lead ecological circle.

Ecology is a science, which studies the relationship of animals and plants with the environment.

Man came to the idea of protecting nature a very long time ago. But nowadays this problem has become global. character: lacks environmental knowledge, there is no respect for nature.

The time has come bring up children not in an age-old consumer tradition, but in a completely different harmonious coexistence with nature, in a psychological readiness to protect natural values always and everywhere. This forms the basis environmental education aimed at the formation of a responsible attitude towards the natural environment.

teachers, especially primary school, cannot feel indifferent to the problems of a society that has placed a responsible task: release into life is good educated and educated people.

Successfully engage ecological education is possible only then when you know exactly what is meant by it. Under environmental education of younger students, I understand,primarily, education of humanity, i.e. kindness, a responsible attitude to nature and to the people who live nearby, and to the descendants who need to leave the Earth suitable for a full life.

Of course environmentally literate, a careful attitude of a person to nature develops gradually, under the influence of the surrounding reality, in particular education. lay the foundations ecological education on the material understandable and accessible to children primary school age, is one of the main objectives of the natural history course in primary school.

I am recruiting students of the first grade and I try in the first school days to take on an excursion to the forest, where trees and flowers grow. I draw their attention to the beauty of autumn flowers, trees, and remind them that plants should be treated with care.

In October we held a Saturday school yard. The guys worked diligently and with great pleasure for an hour. Then they weighed the garbage and made sure that we can make the planet cleaner and more beautiful. As a result, our land has become cleaner by 30 kg.

I always try to awaken in children an interest in nature, encourage them to observe natural phenomena, teach them to compare, draw conclusions. So, on excursions I try to draw the attention of children to a variety of objects and natural phenomena. Bushes and trees are visible from the classroom windows. I always draw the attention of children to the color of the trees, to what changes are happening to them. Watching the trees change has become a habit. Naturally, excursions and walks in nature provide the richest opportunities for environmental education. And we, with my children, have a favorite place in the forest - this is a large clearing surrounded by birches and a large birch in the middle, and next to it are two anthills that the children discovered during the hike. We always watch ants and their work with interest and for a long time. And ants drag loads several times more than themselves. And when the children brought the leftover food to the anthill, they themselves were amazed at the work of the ants. Often visiting this place, we admire the hard workers - ants. Sometimes I tell them that you guys, today, how our ants worked in the lesson. The kids are happy with it.

We always take a camera on any excursion, and the children take pictures of everything they like. This makes it possible to observe changes in nature.

Didactic games serve to increase the cognitive activity of students on hikes, on walks, for example: "Do you know trees?", "Which tree lost a leaf?", "Where it grows" and others.

Also on excursions I introduce children to such insects as ladybugs, butterflies, dragonflies, spiders - travelers on the cobweb. Learning about the life and meaning of these spiders that eat insects: flies, mosquitoes, midges, the guys tried to bypass the webs of spiders. And this is already a small victory in environmental education.

In the same way, I introduce my students to the feathered population of our region, I teach them to distinguish one bird from another, comparing their plumage and habits. Conduct extracurricular activities birds: KVN, matinees, educational games. I make out Exhibitions: "Migratory birds", "Wintering Birds".

Be sure to introduce children to "Red Book". Since many children say that they are tearing snowdrops in the forest, burning fires with their parents, catching butterflies and dragonflies. There is not enough time in class to talk about this topic. Therefore, I spend a lot of extracurricular activities in the classroom, in the library, in nature, where I talk about "Red Book", about behavior in the forest, about caring for nature, while using materials from magazines "Initial school» , "Pedagogical Council, "Young Naturalist" and other literature, as well as materials from the Internet.

Discs are a big help in class. "Red Book of the Omsk region.", "I know the world around me", « Ecology» and etc.

And yet, the most favorite pastime of children is listening to fairy tales about ecology and then drawing according to your impressions. Fairy tales written by children themselves are of great interest. I try to make presentations to them, and this adds interest and causes a feeling of love for nature. With the onset of spring, I spend an extracurricular activity on the topic "If you went to visit". In the opening remarks I say:

Everyone knows, and you too, that you must behave politely at a party, that there are certain rules of conduct. For example, you need to wipe your feet, say hello, you can’t shout loudly, interrupt others. The rules of courtesy are in order not to offend the owners, so that they would be pleased. But then you went for a walk or a hike. Remember that in the forest, field, meadow you are the same guests. You are visiting nature, those who are here lives: in birds, in animals, in beetles and butterflies, in fussy ants, in prickly hedgehogs, in jumping grasshoppers, etc.

ecological education can be carried out in all lessons in primary school.

In the lessons of subjects such as familiarization with the outside world, schoolchildren a holistic view of nature and man as the most important component of nature is formed. At the lessons of labor training junior schoolchildren get acquainted with the practical significance of natural materials in human life, learn how to carefully handle natural objects and products made from them.

In mathematics lessons, I often include tasks that introduce the elements of nature or talk about nature conservation. If we solve a problem about ants, then first the children solve a riddle about them and tell everything they know about ants. Children love these challenges. They are happy to compose tasks using the knowledge gained in the lessons and observations accumulated during communication with nature.

Fostering an ecological culture, we, teachers, help children to realize why it is necessary to act in nature in this way, and not in another way. For example, why it is impossible to make noise in the forest; stand at the bird's nest for a long time, etc. For this, children are offered tasks that show how a person can help nature or, conversely, harm. The children really like the tasks - jokes. Such tasks are offered to activate the attention of students.

At the lessons of the Russian language, I give tasks to describe a bird or animal living in our area from a picture. Children compose and write down small texts about leaf fall, snowfall, birch and others. I often include in my lessons sentences about the seasons with assignments, a commented letter. In their essays - descriptions, the guys talk about what especially touches their hearts.

At reading lessons we read a lot of stories and poems about nature, children memorize riddles, sayings, proverbs. And it's nice to hear when children say they love to read poetry and stories about nature.

At the lessons of natural history, I try to connect the topic of each lesson with environmental protection. Children are gradually coming to the realization that, using the riches of nature, people should remember about the reasonable use and protection of these riches. A huge role in the education of nature conservation, of course, belongs to natural history. The systematic reading of excerpts from books, magazine articles and newspaper reports in the classroom causes a response reaction: the guys begin to bring to the class newspaper clippings about nature, magazines "Young Naturalist", "Svirel", interesting books about nature, and sometimes just pictures. From them we make interesting products "Collage". They decorate our class.

One of the keys to successful environmental education of younger students is a game. Environmental games contribute to the organization of the educational process, develop children's observation, attention, memory, thinking. When playing, children always strive forward. Various puzzles, charades, puzzles, games - this is the way for children to know themselves, their capabilities, abilities, their limits.

Also, games are competitions as elements of knowledge testing or at the stage of consolidating them. it: quizzes, puzzles, crossword puzzles.

Great help in shaping environmental education students is having a corner of nature.

"Why is the briefcase!" how many questions guys bring in that their friends have to answer. For example; who in the forest is called a tailor? Forest Doctor? Which birds have babies in winter? "Confusion", where, according to the description, it is necessary to depict the desired animal or bird.

"Warning Tips" .For example: “Read and remember! In no case should you set fire to old dry grass. Beneficial insects will die in the fire, the biological balance in nature will be destroyed. But the new grass then grows not better, but worse. In addition, fires often occur. Take care of everything guys! Nature does not forgive mistakes

In order to check how children develop environmental knowledge is offered methods: "The forest thanks and gets angry", "Joys and Sorrows", "Secret Conversation", "Letter to a Green Friend" and others

I would like to believe that such a work on education of ecological culture of junior schoolchildren spent with children will not be in vain.

Dear colleagues! I wish you success in your work! I hope that my work will help you build your work with children competently and interestingly!

The school is designed to provide environmental knowledge, cultivate an environmental culture, and be an active promoter of all environmental activities. The goal of environmental education is to form a new type of person with a new way of thinking, able to live in relative harmony. Topics of the ecological direction are given and distributed to the course of elementary school.

MOU "Morkinskaya secondary school No. 2"

"Environmental education of junior schoolchildren"

(forms and methods)

Performed:

primary school teacher

Matveeva E. M.

Problems of modern environmental education

Currently, society is facing the problem of environmental education and upbringing. Now it can be said without exaggeration that most people on the planet are completely devoid of any ecological knowledge and skills.

Lev Gumilyov wrote that the ancient people were more prepared in this regard, their behavior better "fit" into the environment. Destroying their own habitat, people thereby force themselves to think about simple questions what to eat? how to warm up? and how to save nature?

Scientific and technological progress improves the conditions of human life, raises its level. But at the same time, the growing human interference is making such changes in the environment that can lead to irreversible consequences. The issue of nature conservation is becoming a major issue.

Protect nature… Protect the environment… We hear these words more and more often today.

On January 5, 2016, Russian President Vladimir Putin signed a decree declaring 2017 the year of the environment in Russia.

The purpose of this decision is to draw attention to the problems in the environmental sphere, to improve the state of the country's environmental security.

The school plays a special role in this situation. It is designed to provide environmental knowledge, educate ecological culture, to be active propagandist all environmental protection measures.

Environmental literacy is essential for everyone today.

The goal of environmental education is the formation of a new type of person with a new way of thinking, capable of realizing the consequences of his actions in relation to the environment and able to live in relative harmony with nature.

After all, the future of the planet depends on how environmentally literate children will be.

In the GEF of primary general education, among the main areas of school work, it is said that “education of an emotionally valuable, positive attitude towards oneself and the world around” is of great importance. Thus, the state sets the task of improving the school ecological education of the younger generation, transition to environmental education for sustainable development.

Under environmental education I understand children, first of all, the upbringing of humanity, i.e. kindness, responsible attitude both to nature and to people who live nearby; to the descendants who need to leave the Earth suitable for a full life. Ecological education should teach children to understand themselves and everything that happens around them. It is necessary to teach children to behave correctly in nature and among people. Often, due to lack of knowledge, they cannot choose the right course of action.

The best result of educating a comprehensively developed personality can be achieved with the right combination lessons with extracurricular activities. Lessons and extracurricular activities should be interconnected, complement, improve each other.

Environmental education should be systematic and regular.

important condition environmental education is - use of local history material. The result of the work are: student messages, crafts, drawings.

Second condition - involvement of younger schoolchildren in practical activities that are feasible for them to protect local natural resources. There are a lot of such cases: caring for flower beds, landscaping the school both inside and outside, in school areas, caring for a living corner. Students are active participants in environmental campaigns organized by the school, the district.

In the classroom, extracurricular activities, we try to give tasks that put the child in the position of a researcher, a discoverer of natural relationships, secrets and mysteries. The results are educational and research papers that are presented at various conferences, for example, at your environmental readings, we prepared a work: “Be a friend to nature! (rules of conduct in the forest).

Forms and methods of formation of ecological experience

in younger students.

An urgent issue in the system of environmental education of students is the choice of methods, means and forms that increase the efficiency of the process of environmental education.

Forms, methods and means of organizing environmental education and training:
a) traditional
b) active, innovative.
interdisciplinary - the environmental content of the lessons - the introduction of environmental education and upbringing in the lessons of technology, mathematics, literature, etc.;
extracurricular - various forms of extracurricular and extracurricular educational work:
classroom and library hours;
research work(project activity) - scientific research of schoolchildren under the guidance of teachers;
ecological holidays and events;
lecture work - teachers conduct classes, organize viewing of films on environmental topics;
participation in environmental competitions, conferences and olympiads;
practical help to nature - feeders, birdhouses, subbotniks.

Of great importance is the practical orientation of the activities of students in the local community, its focus on socially useful affairs, as well as the participation of schoolchildren in the development and practical implementation of their own environmental projects. A special place is occupied by work with parents, involving them in the process of environmental development of students.

“Nature protection is everyone's duty” - this is the main idea that should run like a red thread in every event.

I believe that various forms of conducting lessons and extracurricular activities contribute to the formation of a holistic view of the nature, place and role of man, the value properties of natural and social objects, environmental responsibility of younger students, thereby realizing the main tasks of environmental education of younger students.

For myself, I developed the topics of the environmental direction and distributed them to the elementary school course.

	Material under study
	Autumn excursion to nature. Acquaintance with objects of animate and inanimate nature
	Nature in riddles. Autumn in the work of artists, poets, musicians
	Festive program “ gold autumn» Collective work - panels “Compilation of an autumn bouquet. ”
	Collecting food for birds.
	Conversation "How to care for a planted tree"
	Making bird feeders.
	Reading books about birds.
	Conversation "Our smaller brothers - cats and dogs."
	Presentation "My favorite pet"
	Winter in the work of artists, poets, musicians.
	Winter excursion to the forest. Drawing competition. “Here came the Miracle - Winter ...”
	Conversation "Forest is our wealth." Rules of conduct in the forest.
	Birds of our region. Presentation “Migratory birds”
	Presentation “Spring, spring on the street…” Drawing competition.
	Application "Spring flower-snowdrop". A conversation about spring flowers.
	Practical work “Transplantation and care for indoor plants in a cool corner of nature”
	Conversation "What is the rain"
	Folk omens
	Conversation “I love the Russian birch” Action “Plant a tree” (Landscaping the school yard)
	Ecological trail "I know my land"

	Material under study
	Rules of conduct in nature
	Autumn excursion to nature
	Conversation "Water is life" Presentation "Journey of a droplet"
	Planting trees and shrubs
	Conversation "Journey of fruits and seeds"
	Collection of fruits and seeds for birds
	Making bird feeders
	Reading books about nature
	Winter excursion to the forest
	Quiz "What do we know about animals and birds"
	Holiday "Zimushka - winter"
	Conversation “Take care of the forest beauty” Making Christmas trees from natural material
	Games - riddles
	Games - competitions
	Quiz "Pharmacy underfoot"
	Conversation "They must be protected" (about frogs and toads)
	Excursion "The first signs of spring"
	Indoor plants in the classroom and at home
	Work in the school area.
	Conversation "Do I need an earthworm"
	Ecological game “Motley world of insects” Making paper crafts "Butterflies"
	Final lesson "How I protect my native nature"

	Material under study
	Collection of natural material on excursions in autumn
	Competition of handicrafts from natural materials
	Nature in verse
	Nature in riddles (natural phenomena)
	Reading books about nature
	planting
	Conversation "What is rich in our region"
	Making and hanging feeders
	Quiz "Plants of our region"
	Drawing competition "Tales of the New Year's Forest"
	"Red Book" - danger signal
	Game "Journey to the winter forest"
	Minerals of our region
	"Red Book of Altai"
	Spring excursion to the forest.
	Reserves and reserves
	Making a panel by trimming “Inhabitants of our river”
	Reading books about nature
	Final lesson "Seasons"

	Material under study
	Excursion to nature "Natural Landmarks"
	planting
	Quiz “Who lives in the forest and what grows in the forest?”
	Issue of the newspaper "Ecology of the native land"
	Oral journals: autumn and animals, who lives in the meadow, etc.
	Conversation "On the reserves of Russia"
	Holiday "The sun, air and water are our best friends"
	Schoolchildren about the protection of subsoil
	Tasks on ecology
	Crosswords about nature
	Development of posters for nature conservation
	Acquaintance with the "Nature Protection Law"
	Acquaintance with the paintings of artists - landscape painters
	Oral journal “Uninvited guests of our garden”
	Collective work “Making and hanging birdhouses”
	Campaign team "Learn to love nature!" (appeal to first graders)

In the environmental education of younger schoolchildren, it is not individual events that are important, but a well-thought-out business. Among the non-traditional forms of organizing work, I and the children really like:

Games - travel.

(“Journey with the Red Book”, “Journey through natural areas”, “Journey through the native land”, “Journey to the homeland of indoor plants”, “Secrets of the forest”…)

Ethical conversations on ecology

(the topics “What the birds sing about”, “Let's protect nature”, “Guarding the green friend”, “We learn from nature” ....)

Day of nature. This is, first of all, a hike in nature with adults, secondly, a labor landing, then, the study of the natural environment, the diversity of plants and animals, strengthening one's health, contests of home-made posters in defense of nature. This is a collection of interesting roots, branches, cones, fruits for all kinds of crafts from the collected material. Children learn to see and feel the beauty of the surrounding nature, master the rules of behavior in nature.

Conclusion

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. Setting the goal and objectives of environmental education allowed me to determine the content of the educational process. Highlight the main stages of the essence of the process of education, methods and forms of environmental education, both in educational and extracurricular activities. The formation of ecological consciousness is the most important task of the school. And this must be done in a lucid and unobtrusive way.

Here are some moments from our life that contain an ecological direction. (slide show)

Let's decorate the Earth together

Plant gardens, plant flowers everywhere

Let's respect the Earth together

And treat with tenderness, like a miracle!

We forget that we have only one

Unique, vulnerable, alive.

Beautiful: even summer, even winter ...

We have one, one of a kind!

Introduction.

"Environmental education -

this is not part of education, but a new meaning

and the goal of the modern educational process is

a unique means of conservation and development

humanity and continuation

human civilization...

G. Yagodin, L. Tretyakova

The main way out of the ecological crisis is the restructuring of the entire way of human life, the reorientation of the values of nature, the change in social and economic policy.

The goal of environmental education is to develop an ecological culture of students' behavior in the environment, the formation of a responsible attitude towards nature. Ecologists face the following tasks:

understanding contemporary problems environment,

development of a critical attitude among students to the results of human activity,

the ability to analyze one's own behavior in nature, the formation of personal responsibility for the state of the environment.

In solving these problems, it is necessary to highlight the principles of environmental education:

1. the principle of the integrity of the environment, which forms in students an understanding of the unity of the surrounding world;

2. the principle of interdisciplinary connections, revealing the unity and interconnection of the surrounding world;

3. the principle of continuity, which makes it possible to use each age period;

4. the principle of interconnection of regional and global approaches, contributing to the involvement of students in practical activities;

5. the principle of direction, conducive to development harmonious relations with the environment.

In the conditions of the current ecological situation, the greening of the entire system of education and upbringing of the younger generation is important.

Problem personal development schoolchildren as a single holistic process can be implemented when the educator and teacher have a holistic picture of the main lines of development of ecological culture. Environmental upbringing and education is possible only if the content of the subjects contributes to the development of universal human and environmental values.

When planning the introduction of an optional course on environmental education in elementary school, we identified a number of requirements for environmental education and upbringing:

understanding that man is a part of nature. The ability to know the laws by which nature lives and develops;

understanding the need to preserve the diversity of life;

disclosure of the essence of ongoing environmental cataclysms;

understanding of modern problems of ecology and awareness of their relevance both for humanity and for each person individually;

taking personal part in solving environmental problems.

Course objectives:

coordination of practical activities of children in the study and assessment of the state of the environment in compliance with the process of succession,

a variety of forms of work with children involving them in research activities, in predicting the consequences of human intervention in nature.

Target:

education of initial skills of ecological culture, elementary skills of interaction with natural objects of the immediate environment,

fostering kindness, a responsible attitude to nature and to the people who live nearby, to the descendants who need to leave the Earth suitable for a full life and for themselves.

Methods and techniques for working with children:

development of students' motivation to constantly replenish knowledge about the environment (lessons - business games, lessons - fairy tales, lessons - conferences, seeds, conversations, reports, student abstracts, disputes, quizzes, KVN, holidays, etc.),

development creative thinking, the ability to foresee the consequences of nature-forming human activity (conversation, observation, experience, laboratory work),

development of research skills, abilities, making environmentally sound decisions ( problematic approach in the process of education - education),

involvement of students in practical activities to solve environmental problems of local importance (organization of ecological trails, expeditions, promotion of environmental knowledge - lectures, conversations, holidays, conferences).

Despite the positive shifts in environmental education, there are still many unresolved problems. Among them, one of the most important is the problem of the health and healthy lifestyle of children, the problem of creating an appropriate material base, and the availability of the necessary teaching aids.

We have identified for ourselves the following areas of formation of the ecological culture of schoolchildren:

organization of school ecological association

environmental education

research work

organization of work on the formation of a healthy lifestyle.

Nature is a great teacher!

K. D. Ushinsky wrote: “But freedom, but space, nature, the beautiful surroundings of the town, and these fragrant ravines and blazing fields, and pink spring and golden autumn, weren’t our educators? Call me a barbarian in pedagogy, but I learned from the impressions of my life a deep conviction that a beautiful landscape has such a huge educational value in the development of a young soul, with which it is difficult to compete with the influence of a teacher.

Native nature is a powerful source from which a child draws many knowledge and impressions. Interest in the surrounding objects of inanimate and especially living nature appears very early. Children notice everything: an industrious ant on a forest path, a mobile bug on the mirror-like surface of the water, a tiny spider in thick grass. The attention of children is attracted by seasonal changes in nature, the brightness of colors, the variety of sounds, smells. They discover a new world for themselves: they try to touch everything with their hands, examine, smell, if possible, taste.

Maintaining a child's sincere interest in the environment, one should remember to educate a caring attitude towards nature.

It is very important that adults themselves love nature and try to instill this love in children. We are born by nature, and man will never lose touch with it. But you need to have patience, you need to have an attentive eye and a sensitive soul in order to see the quiet charm of a tiny wild flower or the play of colors during sunset, the violent flowering of lilacs, to listen to the sonorous singing of birds.

The basis of our course was the program of A.A. Pleshakov around the world for younger students.

Science is one of the most difficult and interesting subjects in elementary school. It is difficult because it covers a very wide range of issues: from elementary rules personal hygiene to knowledge about our planet, countries and peoples of the world. Man, society and nature are considered here in an inseparable organic unity. This subject is interesting. That both teacher and student are observers, experts. They participate in search activities, the purpose of which is to find something mysterious, to reveal the secrets of the surrounding world.

The acuteness of modern environmental problems put forward the task of educating the younger generation in the spirit of a careful, responsible attitude to nature, able to solve issues of rational environmental management, protection and renewal of natural resources, before pedagogical theory and school practice. In order for these requirements to become the norm of behavior for every person, it is necessary from childhood to purposefully cultivate a sense of responsibility for the state of the environment.

In the system of preparing the young generation for rational environmental management, a responsible attitude to natural resources, an important place belongs to elementary school, which can be considered as the initial stage of enriching a person with knowledge about the natural and social environment, familiarizing him with a holistic picture of the world and the formation of a science-based, moral and aesthetic relationship to the world.

Wildlife has long been recognized in pedagogy as one of the critical factors education and upbringing of younger schoolchildren. Communicating with it, studying its objects and phenomena, children of primary school age gradually comprehend the world in which they live: discover the amazing diversity of flora and fauna, realize the role of nature in human life, the value of its knowledge, experience moral and aesthetic feelings and experiences that encourage they care about the preservation and enhancement of natural resources.

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.

With different approaches to the content of the course, it becomes possible to introduce children to the circle of real environmental problems. "Greening" the course should not be limited to updating its content. Appropriate modernization requires methods, techniques, teaching aids. Role-playing games and educational discussions can take an important place. However, a radical change in the situation may occur as a result of the introduction of new methods, programs, teaching aids. A great legacy in the field of raising children by the environment was left to us by the outstanding teacher V. A. Sukhomlinsky. He attached particular importance to the influence of nature on the moral development of the child. In his opinion, nature underlies children's thinking, feelings, and creativity. He repeatedly noted that nature itself does not educate, but actively influences only interaction with it. In order for a child to learn to understand nature, to feel its beauty, this quality must be instilled in him from early childhood.

Ecology in elementary school.

Ecology is the science of the relationship between plant and animal organisms and the communities they form between themselves and the environment. And ecological education is understood as the formation among the general population of a high ecological culture of all types of human activity, one way or another connected with the knowledge, development, transformation of nature. 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.

In the last 20 years, the attention of scientists to the study of the problems of environmental education and upbringing has increased significantly. Of particular interest are the works of N. M. Verzilin, A. N. Zakhlebny, I. D. Zverev, B. G. Ioganzen, V. S. Lipitsky, I. S. Matrusov, A. P. Mamontova, L. P. Pechko, V. A. Sukhomlinsky and others, who consider various aspects of environmental education and education of students in the educational process and in the organization of socially useful work for nature protection. Today, the ideas of modern integrated ecology are being actively introduced into the practice of teaching and educating younger students. However, the diversity of works, schools, variability of training programs, creative developments give rise to many problems and questions.

On the agenda was the question of involving other school subjects in the process of environmental education. The idea of a multi-subject model arose, in which each academic subject reveals its own aspect of the relationship between a person and the environment. So far, the use of interdisciplinary content and forms of education is mostly spontaneous, which largely determines the quality of education and upbringing of younger students. Modern trends in the development of environmental education in practice show that the best opportunities for the formation of ecological culture of younger students are a mixed model, in which all subjects retain their specific educational goals. Thus, the typology of models in line with ecologization has gone through a certain path of development: from single-subject to mixed. However, the search in this direction is still ongoing.

Environmental education, with its focus on fostering a responsible attitude towards the environment, should be the core and an obligatory component of the general educational preparation of students. One of the most important principles of environmental education is the principle of continuity.

A retrospective analysis of environmental education was combined with the study of modern pedagogical practice, with the experimental testing of various forms of environmental education, the data of a survey of experts, which made it possible not only to assess the state, but also to identify objective trends in the development of environmental education of schoolchildren:

The activities of schools, organizations for the protection, rational use and study of the environment are purposefully coordinated;

Classroom lessons are combined with extracurricular activities of students in the natural environment;

Along with the development of traditional ones, new forms of environmental education and upbringing are used: film lectures on nature protection, role-playing and situational games, school-wide councils for nature protection, environmental workshops;

In environmental education and education of students, the importance of the mass media (press, radio, television) arises, this process becomes pedagogically balanced.

The trend in the development of environmental education is complemented by: maximum consideration of the age capabilities of students, the creation of a mandatory minimum core of content and reliance on the ideas of integrated ecological-biological, global and human ecology.

Based on the leading didactic principles and analysis of the interests and inclinations of schoolchildren, various forms of environmental education were developed. They can be classified into a) mass, b) group, c) individual.

Mass forms include the work of students on the improvement and landscaping of the premises and territory of the school, mass environmental campaigns and holidays; conferences; environmental festivals, role-playing games, work on the school grounds.

To group - club, sectional classes of young friends of nature; electives on nature protection and the basics of ecology; film lectures; excursions; hiking trips for the study of nature; ecological workshop.

Individual forms involve the activities of students in the preparation of reports, conversations, lectures, observations of animals and plants; making crafts, photographing, drawing, modeling.

The main criteria for the effectiveness of mass forms is the broad participation of schoolchildren in environmental activities, discipline and order, and the degree of activity. They can be identified through systematic observations, accumulation of material.

The criterion for the effectiveness of group forms of environmental education is, first of all, the stability of the composition of the club, circle, section, the achievement of collective success. Here much determines the content and methods of classes; important at the same time is the success of the team, public recognition of its merits by others. Consciousness and a sense of belonging to the affairs of such a team, even if personal results are modest, makes all members remain faithful to it for many years.

The effectiveness of individual forms of environmental education is evidenced by the increased interest of students in the study of biological disciplines and nature protection, as well as the targeted use of knowledge and skills in environmental protection.

It is necessary to strengthen the ecological education of younger schoolchildren. Strengthening environmental education is an important requirement for school reform. This most important requirement, arising from the ideas of modern ecology, has acquired a legislative character. It is based on several principles that are widely known:

1. Universal connection with wildlife. All living things are connected into a single whole by food chains and in other ways. These connections are only in some cases obvious to us, lie on the surface, but more often they are hidden from our eyes. Violation of these connections can have unpredictable consequences, most likely undesirable for a person.

2. The principle of potential utility. We cannot foresee what significance this or that species will acquire for mankind in the future. Circumstances change, and an animal that is now treated as harmful and unnecessary may turn out to be both useful and necessary. If we allow the extinction of any species, then we risk losing a lot in the future.

3. The principle of diversity. Living nature should be diverse, only if natural communities can exist normally, be stable and durable.

The school as the central system of environmental education of schoolchildren should be an active organizer of communication with institutions to expand the scope of environmental activities of students of different ages and form their responsible attitude towards nature.

Among the most important concepts that are mandatory for the environmental education of schoolchildren is the concept of a person as a biosocial being, vitally connected with the environment, although he managed to overcome his complete dependence on adverse natural conditions and phenomena. When studying in elementary school issues related to a person, his health, rest and work, students are led to the idea that for his normal life, favorable natural conditions are needed, which must be preserved and multiplied.

It is obvious that elementary school students are difficult to bring to the realization of this idea in its entirety, however, they receive some elements of knowledge about the relationship of man with the natural environment.

A large cognitive and educational role in the formation of a careful attitude of younger students to the natural environment is played by the disclosure of the term "nature protection" as an activity aimed at preserving and increasing natural resources. Much attention is paid to the issues of nature protection in the lessons of natural history and reading, in the formation of goals, in the content of sections. The essence of the concept of “nature protection”, unfortunately, is not specified in relation to the age capabilities of younger students, both in terms of understanding and organizing children to participate in practical activities, although it is outlined by the content of the topics studied.

The success of environmental education and education at school depends on the use of various forms of work, their reasonable combination. Efficiency is also determined by the continuity of students' activities in school conditions and environmental conditions.

In the natural history course, much attention is paid to the formation of students' knowledge about the rules of individual behavior in nature. Students are explained that compliance with the rules of conduct when communicating with nature is one of the most important measures for protecting nature.

Conclusion

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.

In elementary school, we assume selective holding of lessons, conferences, holidays according to the dates of the ecological calendar.

"Health Day"

Purpose of the event:

to form an idea about the preservation and promotion of health, hygienic and environmental education of students.

"Bird Day" - introducing children to urban bird species. To get acquainted with the diversity of the bird world, you can visit the zoo. Round table dedicated to the protection of feathered friends.

"Earth Day" - The children are getting ready for this day. In the first and second grades, a competition for the best drawing is announced, in the third grades, a competition for best essay essay, in the fourth grade - holding a conference on the impact of human activity on changes in animate and inanimate nature.

"Family day" - project work "History of my family".

Museum Day - visiting museums. Students of the fourth are preparing for an excursion in the museum. The teacher brings up the topic of the excursion for discussion, the children are divided into subgroups and prepare for the performance.

"World Maritime Day" - a theatrical performance or (interactive game), in which students of the third and fourth grades take part, and students of the first and second grades play the role of spectators.

"World Animal Day" - competition of drawings, essays, conference for fourth-graders.

"Festival of Flowers" - an annual tradition for our school. In May, children plant flowers in the school garden.

For students of the 4th grade, research work is expected in the following areas:

creative works - essays, descriptions on a given topic using a research aspect

abstract works

research work

complex works

practice expedition reports

Teachers of the middle and senior levels of the school take part in organizing the research work of students: teachers of biology, chemistry, ecology, geography, physics.

The results of individual studies conducted by students or groups are entered into environmental diaries.

CONTENT

INTRODUCTION………………………………………………………………………..

CHAPTER 1 . THEORETICAL FOUNDATIONS OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOL………………………………….

1.1 Analysis of the problem of environmental education of students in pedagogical theory and practice………………………………………………

1. 2 The concept of environmental education of younger students………….

1.3 The role of environmental education of students in pedagogical process elementary school………………………………………………………………..

Conclusions on the first chapter…………………………………………………………

CHAPTER 2 Methodological foundations of the organization

ecological education of junior schoolchildren .....

2 4

2.1 Methods of environmental education in elementary school………………

2.2 General characteristics of methods for diagnosing environmental education of students……………………………………………………………

3 4

Conclusions on the second chapter ………………………………………………………

GENERAL CONCLUSIONS…………………………………………………………….

4 0

LIST OF USED LITERATURE………………………..

4 2

Appendix………………………………………………………………….

AT MANAGEMENT

Relevance research . Ecological education of junior schoolchildren remains in the first place among the global issues. The problem of cohabitation of society and nature has recently come to the fore. To solve it, it is necessary to form a good relationship with nature already in childhood. Teachers and parents should be aware of the importance of teaching children from the early grades. The earlier the environmental education of schoolchildren is carried out, the greater the scale of the pedagogical result will be. In order to achieve the necessary goal, it is necessary to act together. Thus, combining the knowledge of the teacher and parents, elementary school students should form a special attitude towards nature, therefore it is at this age that it is worth starting to carry out educational work in order to form the right thinking in relation to nature. Almost all subjects that are studied in elementary grades call for making a contribution to the formation of children's environmental responsibility.

Another well-known teacher V. A. Sukhomlinsky invested great importance in the attitude towards nature precisely in childhood. He believed that the environment has a direct impact on the moral development of children. It is considered part of the foundation of children's perception of the world. He often argued that nature does not carry out educational work, but at the same time has a direct impact on interaction with it. Children should be vaccinated from an early age positive attitude to nature, show its beauty, as well as talk about the human impact on the environment.

The attention of scientists and teachers to the problems of environmental education has increased in recent years. The conceptual works of Zverev ID, Suravegina IT, Zakhlebny AN, devoted to the problems of environmental education of schoolchildren, contain important conclusions about the possibilities of environmental education of children in the learning process. The studies of Deryabo S.D., Panov V.I., Sidelkovsky A.P., Yasvin V.A., highlight psychological aspects interactions between students and nature. In recent studies devoted to primary school age, certain aspects of the problem of environmental education of children were considered: the formation of a careful attitude to nature (Saleeva L.P., Sokolova N.D.), moral and environmental education (Karpeev S.A., Yuzhakova T .P.), development of the ecological culture of the personality of junior schoolchildren (Yakovleva E.V.), familiarization of junior schoolchildren with the outside world (Vinogradova N.F., Tarasova O.A.), environmental education by means of tourism and local history activities (Bukovskaya G. V.), environmental education in the learning process and the organization of practical activities within the framework of academic subjects (Pleshakov A.A., Sarybekov M.N., Baryshnikova G.B.), organization extracurricular activities natural history content in elementary school (Minaeva V.M., Kitizheva D.M.).

Thus, the relevance of the study, its practical and theoretical significance determined the choice of the research topic: "Methods of environmental education in elementary school."

Object of study. The process of education in elementary school.

Subject of study. Methods of ecological education in elementary school.

Purpose of the study : to theoretically substantiate the methodology of environmental education in elementary school, to identify effective methods ecological education of junior schoolchildren.

Research objectives:

Analyze the problems of environmental education of students in pedagogical theory and practice

Expand the concept of environmental education of younger students

- definethe role of environmental education of students in the pedagogical process of elementary school

- definemethods of environmental education in elementary school

Give a general description of the methods for diagnosing the environmental education of students

Research methods. Theoretical methods: theoretical analysis of scientific and methodological literature; generalization and systematization of the theoretical aspects of the study.

The structure of the course work. Course work consists of an introduction, two sections, conclusions on the first and second sections, general conclusions, a list of references and applications. The total volume of the course work is 55 pages, the main text is 43 pages.

CHAPTER 1.

THEORY OF ECOLOGICAL EDUCATION

IN PRIMARY SCHOOL

1.1 Analysis of the problem of environmental education of students in pedagogical theory and practice

The global problems of our time, which threaten life and human civilization, have necessitated environmental education, designed to implement the ideas of the emerging environmental information society. The search for ways of harmonious interaction between society and nature leads to an intensive process of greening the common culture of mankind, and as a result, to the formation of the theory and practice of environmental education.

Further study of this problem, carried out by philosophers and educators, made it possible to single out a new aspect of education - ecological.

Ecology is the science of the relationship between plant and animal organisms and the communities they form between themselves and the environment.

c. 36].

In the Government Decree Russian Federation No. 1208 “On measures to improve the environmental education of the population” dated November 3, 2004, in which the environmental education of schoolchildren is defined as a priority area for the work of elementary schools. In solving this problem, the main place is given to the school, especially the elementary one. After all, natural curiosity, sincere interest in the environment are characteristic psychological features junior schoolchildren, create extremely favorable conditions for environmental education.

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

The essence of ecological education is divided into two types: the first - ecological consciousness, the second - ecological behavior, in this study only the formation of ecological consciousness is considered. And ecological behavior is formed over the years and not so much in the classroom as in extracurricular work and extracurricular activities.

Environmental education is an integral part of moral education. Therefore, ecological education is understood as the unity of ecological consciousness and behavior in harmony with nature. The formation of ecological consciousness is influenced by ecological knowledge and beliefs. Environmental education, with its focus on fostering a responsible attitude towards the environment, should be the core and an obligatory component of the general educational preparation of students. One of the most important principles of environmental education is the principle of continuity.

A retrospective analysis of environmental education is combined with the study of modern pedagogical practice, with the experimental testing of various forms of environmental education, the data of a survey of experts, which allows not only to assess the state, but also to identify objective trends in the development of environmental education of schoolchildren:

The activities of schools, organizations for the protection, rational use and study of the environment are purposefully coordinated;

Classroom lessons are combined with extracurricular activities of students in the natural environment;

In environmental education and education of students, the importance of the media (press, radio, television, Internet) arises, this process becomes pedagogically balanced.

To group - club, sectional classes of young friends of nature; electives on nature protection and the basics of ecology; film lectures; excursions; hiking trips to study nature; ecological workshop.

Individual forms involve the activities of students in the preparation of reports, conversations, lectures, projects, multimedia presentations, observations of animals and plants; making crafts, photographing, drawing, modeling.

The conditions for the development of the relationship between the school, the family and the public, aimed at achieving the goals of environmental education, are also determined.

For success, the following conditions must be met:

Planning of all links of the system based on plans for joint work, which ensures the correct alignment of forces, consistency, rhythm and stability of the components of all links with the school and among themselves

Organization of activities of all links of the general system of environmental education management, creation of prerequisites for their proper functioning

Regular and pre-prepared information on the activities of each link and the exchange of information between them

Control, identification of shortcomings and weaknesses in the work, making adjustments to its program

Studying the performance of each link, summing up the overall results, analyzing the results, discussing them with the involvement of the public.

3. The principle of diversity. Living nature should be diverse, only if natural communities can exist normally, be stable and durable.

Finally, the other side of the matter is beauty. A person will hardly be happy if he loses the opportunity to see beauty. So, we are obliged to preserve all species diversity of animals and plants.

In order to successfully carry out the ecological education of schoolchildren, the teacher himself, no doubt, must abandon a number of traditional attitudes. It is very important that the teacher is constantly looking for new, effective techniques training and education, purposefully replenishing their knowledge of nature.

Constant contact with nature leads the child to the assimilation of concepts, words, sentences and the development of coherent speech. Nature excites children's imagination, teaches them to think logically on the basis of a comparison of objects and phenomena in the world around them, knowledge of their causes and consequences, benefits and harms, space and time. Earth, sun, water, sky, air, the life of the plant and animal world call for observations, cherish curiosity, creative ingenuity, emotional enjoyment and labor force, morally ennoble each person.

Thus, the problem of environmental education aroused the interest of many scientists who, despite the difference in their positions, agree that the child must acquire not only theoretical, but also practical knowledge, with which we fully agree and will cover in our work.

1.2 The concept of environmental education of younger students

Education of schoolchildren in the field of the environment is currently one of the priority areas of work with young people. The earlier the formation of ecological culture in children begins, the more expedient it is to organize this process, the higher the effectiveness of education. The scientific organization of the process of environmental education requires a clear definition of all its links, the identification of links and dependencies.

Environmental education and environmental education is a concept that is sometimes confused. Some people think that what more people knows about nature, the more consciously he will protect it. To know nature is a sign necessary, but not sufficient. Possession of knowledge about the subject does not always determine the attitude towards it. The school should also take care of the timely education of children's readiness for environmental activities.

Ecological education is only the acquisition of environmental knowledge by a person. Much more important, in our opinion, is ecological education, which is the assimilation by a person of a special ecological morality, ethics of the relationship between nature and man. At the same time, ecological morality and ecological ethics are inherently deeply humanistic.

In the process of environmental education, a certain system of environmental values is formed, which will determine the thrifty attitude of a person to nature, will encourage it to solve the problem of the global environmental crisis. Firstly, it provides not only the transfer of knowledge, but also the formation of beliefs, the readiness of the individual for specific actions, and secondly, it includes knowledge and the ability to carry out, along with nature protection, also rational nature management.

Ecological education is one of the new directions in pedagogy, which differs from the traditionally established “acquaintance of children with nature”. Ecological education is “the formation of environmental consciousness in children as a set of knowledge, thinking, feelings, will and readiness for active environmental protection, helping to understand the surrounding reality as a habitat and as an aesthetic perfection and orienting towards a careful attitude towards it, allowing to foresee and prevent negative consequences of the industrial development of natural resources.

Environmental education is a special, purposeful, organized, systematic, consistent, systematic pedagogical process of forming a system of environmental knowledge, skills, attitudes, beliefs, moral qualities, ensures the formation and development of a person's responsible attitude to nature as a universal value. In this way,the goal of environmental education is "the formation of a responsible attitude to the environment, which is built on the basis of environmental consciousness" .

The goal of environmental education and upbringing determines the following relevant tasks :

Assimilation of leading ideas, basic concepts and scientific facts, on the basis of which the optimal impact of man on nature and nature on man is determined;

Understanding the many-sided value of nature as a source of material and spiritual development of society;

Mastering applied knowledge, practical skills and skills of rational nature management, developing the ability to assess the state of the natural environment, make the right decisions to improve it;

Development of skills to foresee the possible consequences of their activities in nature;

Formation of the concept of relationships in nature;

The development of a spiritual need for communication with nature, awareness of its ennobling effect, the desire for knowledge of the surrounding nature in unity with experiences of a moral nature;

Formation of the desire for active work to improve and preserve the natural environment, promotion of environmental knowledge, intolerant attitude towards the actions of people that harm nature.

Principles organizations of ecological education:

1. The process of forming a responsible attitude to nature is an integral part of the general system of education, its actual direction.

2. The process of formation of ecological culture is based on the relationship of global, regional and local history approaches to the disclosure of modern environmental problems.

3. The formation of a careful attitude to nature is based on the unity of the intellectual, emotional perception of the environment and practical activities to improve it.

4. The process of forming the ecological culture of schoolchildren is based on the principles of systematicity, continuity, and interdisciplinarity in the content and organization of environmental education.

The system of environmental education is made up of links:

Environmental education in the family.

Ecological education in preschool institutions.

Environmental education at school (in academic and extracurricular activities)

Ecological education in children's out-of-school institutions.

Ecological education in summer camps.

Self-education and self-education.

Forms, methods and meansenvironmental education organizations distinguish:

a) traditional

b) active, innovative.

Allocate:

Lesson as a traditional form (introductory lessons, thematic lessons, lecture lessons, conversation lessons, etc.).

Special lessons (independent work of students, the method of educational discussions, role-playing games).

Extracurricular and extracurricular activities (research method, experiment, solving environmental problems).

Electives, lectures, storytelling, watching movies.

Different kinds excursions.

mass media

The most effective means of environmental education is a variety of children's activities (educational, cognitive, artistic, creative, play). A special role is played by environmental protection activities of schoolchildren. Its types are varied:

For the protection of the natural environment (feeding animals; rescuing animals in trouble; fighting garbage; making bird feeders and houses, installing signs in places where protected plants are distributed);

For the prevention of bad deeds in nature and the fight against them (participation in the "green" and "blue" patrols, raids in nature);

To improve the natural environment (planting plants, landscaping slopes, clearing the forest from dry wood);

Propaganda and clarification of the ideas of nature conservation (conversations with comrades, parents, adults, making posters, publishing wall newspapers, preparing radio broadcasts);

Conservation and use of the aesthetic values of nature (collection of natural material, production of panels, handicrafts from natural material).

Thus, environmental education is a systematic pedagogical activity aimed at developing a person's culture, interaction with nature. This term is also understood as a purposeful, organized process of forming a system of scientific knowledge, views, and beliefs among schoolchildren, ensuring the formation of a responsible attitude towards the environment in all types of students' activities.

1.3 The role of environmental education of students in the pedagogical process of elementary school

Primary school is an important place in the system of preparing the young generation for rational use of natural resources, responsible attitude to natural resources. It can be considered as the initial stage of enriching a person with knowledge about the natural and social environment, introducing him to a holistic picture of the world and the formation of a scientifically based, moral and aesthetic attitude to the world.

In pedagogy, wildlife was recognized as one of the most important factors in the education and upbringing of younger schoolchildren. Communicating with it, studying its objects and phenomena, children of primary school age gradually comprehend the world in which they live: discover the amazing diversity of flora and fauna, realize the role of nature in human life, the value of its knowledge, experience moral and aesthetic feelings and experiences that encourage they care about the preservation and enhancement of natural resources.

The basis for the formation and development of a responsible attitude to nature, the formation of an ecological culture of younger students is the content of elementary school subjects, which carry some information about the life of nature, about the interaction of man (society) with nature, about its value properties. For example, the content of the subjects of the humanitarian and aesthetic cycle (language, literary reading, music, fine arts) allows enriching the stock of sensory-harmonic impressions of younger students, contributes to the development of their value judgments, full communication with nature, and competent behavior in it. It is well known that works of art, as well as real nature in its diverse manifestations of colors, shapes, sounds, aromas, serve as an important means of understanding the world around us, a source of knowledge about the natural environment and moral and aesthetic feelings.

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

In the course of studying natural history, three levels of studying nature can be distinguished:

Level 1: objects of nature are considered in them as separate, without focusing on the connections between them. This is an important level, without which subsequent ones are impossible, but it should not be limited to it either.

Level 2: objects of nature are considered in their relationship. Attention is focused on, for example, what certain animals eat, appropriate food chains are built, etc.

Level 3: this is the level when not only objects of nature are considered, but processes. In other words, the third level is exactly the level when knowledge of ecological connections helps to explain the phenomenon to children.

The target settings of primary school subjects necessitate their joint use to educate younger students in the spirit of love and respect for nature. On the basis of the content of all academic subjects, the leading ideas and concepts are formed, which form the core of environmental education and upbringing in elementary school. Based on the accumulation of factual knowledge obtained from various items, younger students are brought to the thought (idea) that nature is an environment and necessary condition human life. In nature, a person rests, enjoys the beauty of natural objects and phenomena, goes in for sports, works; from it he receives air, water, raw materials for the manufacture of food, clothing, etc.

No less important is the idea revealed to elementary school students through concrete facts and conclusions that human labor is a condition for the use and protection of the natural resources of the native land.

Education of schoolchildren's industriousness, responsible attitude to the use and enhancement of natural resources can be expressed in following cases elementary school students: observing a culture of behavior in nature, studying and assessing the state of the natural environment, some elements of planning for the improvement of the nearest natural environment (landscaping), performing feasible labor operations to care for plants, protect them.

The most important idea embedded in the content of environmental education and upbringing in elementary school is the idea of the integrity of nature. Knowledge about relationships in nature is important both for the formation of a correct worldview and for the education of a responsible attitude to the conservation of natural objects that are in complex relationships with each other. The disclosure of food ties in wildlife, the adaptability of living organisms to the environment, to seasonal changes in nature, human influence on the life of plants and animals permeates the content of all lessons in natural history and is an incentive for younger students to realize the need to take into account and preserve natural relationships in organization of any activity in nature.

The idea contained in the program of reading lessons is extremely important for the implementation of the patriotic aspect of environmental education: to protect nature means to protect the Motherland. And the feeling of responsibility for one's country is identified with the feeling of responsibility for its nature: to protect nature, its wealth, beauty and uniqueness means to protect your home, your land, your homeland.

The leading ideas of the content of environmental education in elementary school create the basis for grouping and revealing both general and some particular concepts of the interaction between man and nature.

As topics about nature are studied in the lessons of natural history and reading, the concept of “nature” is gradually enriched, filled with specific content: knowledge about objects and natural phenomena, natural communities and landscapes. It must be said that a fairly wide range of various objects and phenomena of nature has been determined for study. Knowledge of these objects and phenomena allows students to navigate quite well in the world around them and prepares the basis for studying the basics of science in the middle and senior grades of the general education school.

Required element the formation of a careful attitude to nature is a holistic aspect that reveals the diverse role of nature in human life, is the most important motive for nature protection. Thus, when teaching reading, the aesthetic side of the protection of the nature of the native land is emphasized, the ability of students to perceive the beauty of nature aesthetically is developed. The same problem is solved when teaching fine arts. At the same time, at the lessons of labor training and natural history, some of the issues of nature protection are considered only from the position of "usefulness", which, with a unilateral impact on children, can lead to the formation of a utilitarian-consumer attitude towards nature. In this regard, there is an obvious need to use interdisciplinary connections in environmental education and upbringing of junior schoolchildren in order to show children the beauty of nature, its cognitive, health-improving and practical activities, to awaken in them the desire to protect it as a source of beauty, joy, inspiration, as a condition for existence. humanity.

The most important component of ecological education is the activity of younger schoolchildren. Its different types complement each other: educational contributes to the theory and practice of interaction between society and nature, mastering the techniques of causal thinking in the field of ecology; the game forms the experience of the concept of environmentally sound decisions, socially useful activities serve to gain experience in making environmental decisions, allow you to make a real contribution to the study and protection of local ecosystems, and the promotion of environmental ideas. In the educational process, much attention is paid to the formation of students' knowledge about the rules of individual behavior in nature. Students are explained that compliance with the rules of conduct when communicating with nature is one of the most important measures for protecting nature. An important example of the formation of students' knowledge about the rules of behavior in nature are exercises in applying these rules in practice. Therefore, excursions, walks, hikes should occupy a large place in the system of work on cultivating love for nature. They may be related to the study program material, be of a local history nature, may simply be devoted to acquaintance with nature. But it should be borne in mind that in the process of excursions into nature, we must also solve the problems of aesthetic education.

Thus, the role of environmental education of students in the pedagogical process of elementary school is very large. After all, environmental education is largely associated with the cognitive activity of younger students, because it is at this age that the desire to know oneself and the world that surrounds, the need for independent decision-making is manifested.

Conclusions on the first chapter

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.

CHAPTER 2

METHODOLOGICAL BASES OF ORGANIZATION

ENVIRONMENTAL EDUCATION OF JUNIOR SCHOOLCHILDREN

2.1 Methods of environmental education in elementary school

The development of teachers in this problem goes in three directions.

First direction. A completely new course is being created that does not flow into natural history. From this point of view, the experience of LN Erdakov is interesting. He notes that at present there is a lot of literature for the knowledge of ecology. "Any children's book can be attributed here, where the life of animals is described in an entertaining way. Such are also some of the fairy tales where characters from the animal world act, and in addition, environmental rules are not violated (the Wolf can eat Grandmother and Little Red Riding Hood, but apparently it will become eat pickled cucumber or drink tea with jam)" .

Many ecological fairy tales were created by B. Zakhoder. The stories of V. Bianki can also be attributed to the number of ecological ones. Some Russians may be useful too folk tales, if they have a chain of transformations: an egg - into a caterpillar, a caterpillar - into a chrysalis, that one - into a butterfly. The interactions of the wizard and his recalcitrant student are very ecological (the student - into the grain, the magician - into the chicken; the student - into the crucian carp, the wizard - immediately into the pike; the student - into the duck, and the wizard - into the falcon). This is already an illustration of fragments of food chains, elements of complex natural interactions such as "predator - prey".

Taking these considerations into account, L.N. Erdakov came up with ecological stories about the adventures of Ecolobok. Why this fairy tale about an ecological kolobok? Kolobok is an interesting character. It is made of dough and obviously does not carry any ecological properties and specializations. Such a character can be attributed various features and place it in different environmental situations. Ecolobok becomes a member of many biocenoses and enters into relationships with animate and inanimate nature there. He is influenced by the environment, and he, in turn, somehow changes it.

The book consists of 5 issues. All of them are vividly illustrated by L.A. Yakushevich artists from Novosibirsk. and T.A. In the first issue, Ekolobok, as expected, runs away into the forest. It's winter and it's cold. On the way, he meets different animals with different adaptations to the cold ( warm coat, burrow, lair). Everyone offers him his own way to keep warm. In the end, Ecolobok returns to his grandmother in a warm house.

The second, third issues illustrate the adaptation of animals to the snow cover. In the second issue Ecolobok learns how animals adapt to live in loose snow. He learns about animals that spend the whole winter under the snow. Ecolobok himself cannot live in loose snow, he drowns in it, having rolled off the path. The boys rescue him and take him home on a sled. The third issue is dedicated to the journey of Ecolobok in the forest along the crust. He sees how some animals adapt to the movement on the crust, others do not. The owl cannot get food because of the crust. Partridges had to be rescued. They went to bed in the snow, but woke up and could not get out of their holes.

In the fourth issue, the case takes place in the summer. This forest walk illustrates the adaptation of plants and animals to direct solar radiation, to heat. Ecolobok does not have certain adaptations and cracks. Numerous organisms around show him how to hide from the scorching rays of the sun.

The fifth issue is the second summer walk. Ecolobok recognizes the possibilities of camouflage (adaptive) coloration and adaptive behavior of various animals to their habitats.

The Adventures of Ecolobok is a kind of textbook on ecology. Behind the fairytale plot lie clear rules of ecology. The books are black and white, which allows children to be interested in coloring various animals. On their basis, lessons in ecology were conducted. Thus, L.N. Erdakov suggests that we introduce a completely new subject in the school course - this is ecology. This textbook will help children learn some environmental concepts, learn more about the interdependence of the components of nature.

Many teachers prefersecond direction : reinforce the ecological orientation of existing natural history textbooks. For example, it is proposed to introduce diagrams to show the relationship in nature. This encourages students to think abstractly. The relationship, shown in the form of a diagram, is introduced in the form of a dynamic drawing in the first stages. For example, nature contains two components: living and inanimate nature. Inanimate nature - water, stones, moon, clouds, sun, etc., for it they choose a conditional pattern - the sun. And next to it they draw an image of wildlife - an animal, a plant, etc. Wildlife is also heterogeneous and includes animals, plants and humans. Animals are animals, birds, fish, insects and others, we choose the symbolic image of animals. A person lives in a society, so we propose to draw two little men on the same level as the image of nature. Both man and society create products of labor, and this is also noted in the scheme. As an element of the environmental education system, this methodology can be used, and it will give nice results knowledge of relationships in nature.

One of the forms of organizing the educational process is an excursion. Therefore, it is not surprising that many teachers try to give children environmental knowledge and instill norms of environmental behavior during excursions. It is believed that "the formation of a responsible attitude towards nature among students is a complex and lengthy process. Its result should not only be the acquisition of certain knowledge and skills, but the development of emotional responsiveness, the ability and desire to actively protect, improve, ennoble the natural environment" .

The teacher must carefully prepare for the excursion and provides a detailed preparation plan.

1. Outline a topic. It is desirable that the title of the topic sound emotional or problematic, which allows you to immediately interest students.

2. Determine the goal, objectives and draw up a preliminary plan for the tour.

3. Choose a place for the tour, visit there in advance, develop a route. Provide places for outdoor games, information, observations, collection of natural material, socially useful activities of students.

4. Clarify the content of educational and cognitive material, select game material, poems, riddles, quizzes.

5. Think over the methodology for conducting a guided tour.

6. Plan the organizational forms of students' activities (when and where to conduct mass and group observations), the implementation of socially useful deeds, distribute responsibilities between subgroups or individual students.

7. Think about what generalizations, conclusions students should be led to, how to assess their upbringing and discipline.

8. When the content and methodology of the excursion are finalized, the plan can be finalized.

Teachers - methodologists of the leading schools in Russia offer to let children memorize a poem about nature before the excursion, using poems by I. Bunin, F. Tyutchev, S. Yesenin for this. On the tour, use the riddles of S. Marshak, E. Blagina, E. Serova, R. Fedkin. Before the excursion, give children in subgroups or individual students various tasks to observe animals and plants. It is necessary to pay great attention to increasing the cognitive activity of students on excursions. For this, didactic games are used, such as: "Recognize the tree by the leaf" or "What has changed?", aimed at comparing what they saw and recalling what happened in memory. E.N. Derim-Oglu (Doctor of Biology) and N.G. Tomilina (PhD in Biology) from Moscow believe that the success of an excursion to the forest mainly depends on the ability of the teacher to build his story, using traces of animal life, describing the life of plants by studying the relationship in which plants and animals live. Unfortunately, these Methodist scientists do not attach much importance to the fact that man affects both plants, animals and inanimate nature. And you should not be silent about this during the tour.

The issue of ecological excursion was most fully developed in the works of Academician A.A. Pleshakov. The excursions cover the following issues: protection of air and water from pollution, restoration of forests, protection of rare plants and animals, creation of nature reserves, responsibility of each person for behavior in nature. "The specific content of the tour will depend on local conditions. A visit to one of the following places can be recommended: a sewage treatment plant, a forest nursery, a botanical garden, an ecological trail, a zoo, a local history museum (if there is a department of nature protection). If there are no such opportunities, it can be carried out on the ground, working out the rules of behavior in nature.

There is also third direction , according to which teachers work in the environmental education of schoolchildren. This is a direction for creating programs and textbooks of natural history that are different from traditional ones. A.A. Pleshakov developed a textbook for a four-year elementary school. His textbook opens with the section "Nature and Us". This section serves as a link between the courses "Introduction to the outside world" (grades 1-2) and "Nature" (grades 3-4).

The focus of these courses is the interaction between man and nature. In grades 1 and 2, it is considered in a broader context of knowledge of the surrounding world as a whole, and in grades 3 and 4 it becomes an object of purposeful consideration.

The theme "Nature and we" opens the course of the 3rd grade. It repeats, generalizes, systematizes the knowledge that students already have about nature and human interaction with it, and expands students' understanding in this area. The 3rd grade textbook includes five sections: "Nature and us" (it was mentioned earlier), "Let's save air and water, minerals and soil", "Let's save the amazing world of plants and animals", "We will protect our health" and the final section " What is ecology.

The last section is optional and can be consulted by the most inquisitive students. The presence of this section does not mean that environmental materials are not included in the first sections. In the section "What is ecology" an attempt was made to present ecology in a concentrated and generalized form, using a certain minimum of elementary ecological terminology. This textbook reveals the following ideas: the idea of the diversity of nature (disclosed in all lessons, starting with the first); the idea of the ecological integrity of nature (realized through the disclosure of diverse ecological relationships between inanimate and living nature, within living nature); the idea of the unity of nature and man (the importance of each studied natural component in people's lives is considered, the negative and positive effects of man on all these components are analyzed and health issues are considered).

In the course of the 4th grade, the environmental orientation remains leading. It is connected with the task of forming a careful, responsible attitude of younger students to nature. Previously named ideas are studied in the 4th grade. And the idea of fragility, vulnerability of our natural environment, its vulnerability to unreasonable barbaric exploitation by man is also clearly traced. In grade 3, the material is studied in the process of component-by-component study of nature, and in grade 4, the material is laid down on a "geographical matrix" according to the scheme: planet - country - region - planet. The textbook includes sections: "We are the inhabitants of the Earth"; "Let's Preserve the Nature of Russia" (here we get acquainted with the most important plains, mountains, natural zones are studied in ecological consideration, the concept of "natural balance" is revealed); "Let's save the nature of our native land" and concludes the textbook with the section "Planet of Mysteries" (similar to the section "What is ecology" / 3rd grade /).

It should be emphasized that these textbooks are not designed for the "average student". They allow differentiated individual approach, create conditions for the development of abilities, inclinations and interests of each student.

A feature of the textbook is the variety of homework aimed at working with additional literature that you need to pick up yourself, as well as performing home experiments and observations, which contributes to the development of practical skills, creativity students. Some tasks begin with the words: "If you want ...", i.e. Students are given the right to choose.

Why is there less forest every year on Earth? What does this lead to?

How does air and water pollution occur? Why is it dangerous?

Why have so many plants and animals become rare? What danger threatens them?

Homework is creative.

Think up, draw and protect the poster "Nature is in danger!".

Collecting seeds for winter feeding of birds, in advance, students are told what seeds to collect and how to store them.

In the textbook there is a heading "For the most inquisitive". It contains additional information on the topic under study. The mood for the next lesson is created by the heading-announcement "In the next lesson ...", it substantiates the material being studied and poses questions to the students, the answers to which they must find on their own, or recall the topics studied. Such a methodical technique connects the lessons into a single whole, develops interest in the subject, makes perception more conscious.

In connection with the relevance of environmental education in our days, the textbook "Natural Studies", developed by A.A. Pleshakov is timely. It helps to overcome the environmental illiteracy of students, will contribute to the development of environmental consciousness, solving the problems of environmental education of younger students

Thus, we came to the conclusion that quite a lot of teachers deal with the issues of environmental education and education of younger schoolchildren. And they do it in different ways. This is due to the fact that the issue of environmental education is complex and ambiguous in interpretation. But the main thing is that behind all this variety of work methods, primary school students are becoming more environmentally educated.

2.2 General characteristics of diagnostic methods

environmental education of students

Pedagogical science has accumulated a large arsenal of methods for diagnosing the environmental education of students. Among them, many are successfully used in the pedagogical process, they organically fit into it, leading to an educational result.

Observation is a method of cognition and research, which is used in studying the external manifestations of the student's behavior without interfering in the course of his activity. Only a systematic, carefully thought-out fixation of actions and statements can reveal the real features of the personality and the laws of its formation. Observation is usually carried out in natural conditions, without interference in the course of activities and communication. When necessary, the actions and words of the observed are recorded and carefully analyzed. Before observation, a plan is drawn up that provides for what needs to be paid special attention.

Questioning is a method of multiple collection of statistical material by questioning the subjects. The questionnaire can be designed to receive material relating either directly to the subject or a third person. The content of the questionnaire should cover only a specific problem. This allows you to do not only quantitative but also qualitative analysis. In terms of form, questions can be: closed (with a full set of answer options); open (do not contain hints and do not “impose” an answer option, therefore, with the help of open questions, it is possible to collect richer information)

Testing is a research method based on certain standardized tasks. A variety of tests are used: graphic, associative, overall performance tests, development tests, etc.

Conversation is an important way to penetrate into the inner world of a person and understand his difficulties. The success of the conversation depends on the previously established contact; on the degree of its preparedness; from the ability to build a conversation. Before the start of the conversation, a brief introduction is made, which sets out the topic, purpose and objectives of the survey. Then the most simple, neutral in meaning questions are offered. More complex questions that require analysis, reflection, memory activation are placed in the middle of the conversation. Questions are grouped according to thematic and problematic principles.

Diagnostics is a general way of obtaining comprehensive information about the object or process being studied. Diagnostics is an essential component social technology(goal - diagnosis - prognosis - program - implementation - analysis). The algorithm of procedures of standard technology assumes:

familiarization with the student, setting tasks, highlighting the subject of diagnostics, choosing the main indicators or criteria; measurement and analysis of indicators; formulation and execution of conclusions, conclusions, social diagnosis

Thus, we can determine that correctly and appropriately selected diagnostic methods can give an objective idea of the level of environmental education of students, in order to select methods for improving environmental education.

environmental education of younger students

In the early stages, the most appropriate methods
who analyze and correct the ecological value orientations, interests and needs that have developed among schoolchildren. Using their experience of observations and environmental activities, the teacher during the conversation with the help of facts, figures, judgments causes emotional reactions of students, seeks to form their personal attitude to the problem.

At the stage of formation of an environmental problem, methods that stimulate independent activity of students acquire a special role. Tasks and tasks are aimed at identifying contradictions in the interaction between society and nature, at the formation of a problem and the birth of ideas about the way to solve it, taking into account the concept of the subject being studied. Environmental discussions stimulate educational activities, contributing to the manifestation of the personal attitude of students to problems, acquaintance with real local environmental conditions, and the search for ways to solve them.

At the stage of theoretical substantiation of the ways of the harmonious impact of society and nature, the teacher should turn to the story, which allows you to present the scientific foundations of nature conservation in broad and versatile relationships, taking into account factors of the global, regional, local levels. Cognitive activity stimulates the modeling of environmental situations moral choice which summarize the experience of decision-making, form value orientations, develop the interests and needs of schoolchildren. The need to express aesthetic feelings and experiences by creative means (drawing, story, poetry, etc.) is activated. Art makes it possible to compensate for the prevailing number of logical elements of knowledge. A synthetic approach to reality inherent in art, emotionality is especially important for the development of motives for the study and conservation of nature.

Role-playing games are a means of psychological preparation of schoolchildren for real environmental situations. They are built taking into account the specific goals of the subject.

The implementation of the tasks of the ecological state requires a revision of the forms and methods of teaching. The majority of teachers working in the primary grades prefer the methods, forms and teaching methods considered by N.A. Frolova and L.S. alum:

Encouraging students to constantly replenish knowledge about the environment, for which role-playing games, conversations, student reports, quizzes are used in the classroom;

The development of creative thinking, the ability to foresee the possible consequences of nature-forming human activity, for which methods are involved that ensure the formation of intellectual skills: analysis, synthesis, comparison, establishing cause-and-effect relationships, experience, laboratory work, conversation, observation - traditional methods;

Formation of research skills, abilities, abilities to make environmentally sound decisions and independently acquire new knowledge is a problematic approach to the learning process;

Involving students in practical activities to solve environmental problems of local importance (identifying rare and endangered species, organizing an ecological trail, protecting nature - forest restoration, promoting environmental knowledge: lectures, conversations, posters).

The formation of ecological concepts among junior schoolchildren should be carried out with the help of tasks that it is advisable to give an ecological orientation. The tasks used in the lessons should reveal not only the connections of organisms with the environment, but also the valuable normative and practical activity aspects of a person's attitude to his native and social natural environment. As a result, students will more often be involved in independent search, learn to predict the consequences of behavior and activities in the environment, master practical skills, and participate in creative activities.

In the environmental education of junior schoolchildren, it is not individual events that are important, but a well-thought-out continuous process of activity to study, preserve and improve the natural environment. Among the non-traditional forms of organizing work in the classroom, which can be given an ecological orientation, it is necessary to single out lessons-holidays and thematic lessons (Forest Festival, Forest Carnival, Take care of nature, etc.). The content of naturalistic holidays may be different, but the principles of their organization are basically the same. It doesn’t matter what theme is chosen for this or that holiday, the main thing is that it should be aimed at the comprehensive development of schoolchildren, the formation of their active life position, civic responsibility for the fate of their native nature, and be imprinted in the memory of all its participants for a long time. “The protection of nature is the duty of everyone” - this is the main idea that should run like a red thread through the composition of any naturalistic work.

The key to the success of lessons-holidays is to overcome the formalism and cliches in their conduct. It is necessary to improvise more boldly, to introduce theatrical puppet shows, processions of a playful carnival type into the programs of thematic lessons-holidays, to organize exhibitions, auctions, fairs, to support the improvised amateur creativity of students. For these lessons, you can prepare special issues of wall newspapers, competitions of drawings, posters, photographs, miniature essays about your favorite corner of nature,

Contests and tournaments enjoy well-deserved popularity among children. Game competitions are usually complex in nature, representing a fusion of traditional quizzes, various competitions, and performances. So, a tournament of nature experts can include several stages:

Competition for the best connoisseur of the secrets of nature (you need to put forward your hypothesis regarding the solution of one of its secrets). Drawing competition “Environmental signs” (teams are invited to draw various environmental signs that can be installed in the camp, in the forest care zone, on the ecological path). Erudite relay race (it is carried out in a chain: the first team asks the second question, the second - the third, etc.). Competition of oral stories on the topic “The Red Book of Nature” (the participants of the tournament must tell about the most amazing, in their opinion, representative of the flora or fauna that got into the pages of the Red Book). The following topics can also be proposed for the competition: “The most beautiful corner of our region”, “An amazing plant (animal)”, “Obvious - incredible”, etc. Contest of connoisseurs of the voices of nature (teams listen to a tape recording with the voices of birds and other animals. It is turned on 2-3 times. It is necessary to write the names of animals in the order in which their voices sounded). Advertising books about nature (the book can be offered in advance or during the tournament).

The play activity of younger schoolchildren includes many other diverse activities and is therefore universal. It is especially important that the guys participate in games without coercion, on a voluntary basis. Pedagogically competent management of gaming activities allows you to expand the horizons of younger students, involve a large number of students in environmental work, and helps to instill in children a sense of responsibility for the state of their native nature.

So, we can conclude that when the proposed recommendations are introduced into the educational process, the environmental education of younger students will be improved.

Conclusions on the second chapter

In this chapter, research work was carried out to determinemethodological foundations of the organization of ecological education of younger schoolchildren. In the course of the work, we identified the main methods of environmental education.We determined that quite a lot of teachers deal with the issues of environmental education and education of younger students. And they do it in different ways, using different directions in their work. This is due to the fact that the issue of environmental education is complex and ambiguous in interpretation. But the main thing is that behind all this variety of work methods, primary school students are becoming more environmentally educated.

Also in our work were presented general characteristics methods for diagnosing the environmental education of students. These methods include: conversation, observation, questioning, testing, diagnosis. Thus, we can determine that correctly and appropriately selected diagnostic methods can give an objective idea of the level of environmental education of students, in order to select methods for improving environmental education.

Further, in our work, methodological recommendations were proposed for improving the environmental education of younger schoolchildren. The methodological recommendations proposed by us will allow students to be more often involved in independent search, learn to predict the consequences of behavior and activities in the environment, master practical skills, and participate in creative activities.

In our work, we recommend different forms of educational interaction with families of students, such as: open lessons for parents, competition lessons (when a team of parents and children compete with each other), parent meetings.

GENERAL CONCLUSIONS

In the first chapter of our work "Theoretical Foundations of Ecological Education in Primary School" the theoretical aspects of the subject of research were considered. The study showed that the concept of "environmental education" was studied in many scientific works. The problem of environmental education was dealt with Zverev I.D., Suravegina I.T., Zakhlebny A.N., Deryabo S.D.. Panov V.I., Sidelkovskiy A.P., Yasvin V.A., Vinogradova N.F., Tarasova O A., Pleshakov A.A., Sarybekov M.N., Baryshnikova G.B., Minaeva V.M., Kitizheva D.M. and others.

In our course work, we determined that environmental education- this is a systematic pedagogical activity aimed at developing a person's culture, interaction with nature. This term is also understood as a purposeful, organized process of forming a system of scientific knowledge, views, and beliefs among schoolchildren, ensuring the formation of a responsible attitude towards the environment in all types of students' activities. We also identified goals, objectives, trends in the development of environmental education.

We also determined that the role of environmental education of students in the pedagogical process of elementary school is very large. After all, environmental education is largely associated with the cognitive activity of younger students, because it is at this age that the desire to know oneself and the world that surrounds, the need for independent decision-making is manifested.

In the second chapter, we explored the methodological foundations of the organization of environmental education of younger students. During the work, we made the following conclusions:

For the successful process of environmental education of elementary school students, different methods and directions are used. And this happens because the issue of environmental education is complex and ambiguous in interpretation. But the variety of work methods not only does not aggravate the process of environmental education, but allows you to make it more diverse, rich and versatile, which is qualitatively reflected in the level of environmental education.

We also presented a general description of the methods for diagnosing the ecological upbringing of younger students, such as conversation, observation, questioning, testing, and direct diagnostics. All these research methods allow us to identify the level of environmental education and outline further trends in the development of this personality trait.

The relevance of the research problem allowed us to offer methodological recommendations for improving the environmental education of younger students. Such recommendations include: holding lessons-holidays, environmental discussions, role playing, thematic lessons, competitions, quizzes, a special place should be given to excursions, it is also advisable to introducevarious forms of educational interaction with families of students, such as: open lessons for parents, competition lessons (when a team of parents and children compete with each other), parent meetings.

BIBLIOGRAPHY

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APPENDIX A

A diagnostic questionnaire that reveals the formation of skills, "relationships", "desires" of students to the outside world.

Experimental procedure: third-grade students are offered a form of questions on which three columns “skills”, “attitudes”, “desires” are drawn and questions are given that they must answer.

Skills Relationships Desires

2 - I will do well; - Like; - I want to practice;

1 - I will do medium; - indifferent; - indifferent;

0 - I won't do it - I don't like it - I don't want to do it

List of questions:

1. take care of animals.

2. help sick animals.

3. raise young animals (animals of any breed).

4. help and protect homeless animals.

5. draw drawings depicting nature.

6. explain to people the information they need about nature.

7. protect nature.

8. to fight plant diseases, forest pests.

9. monitor the state of development of plants.

10. distribution of baby animals (puppies, kittens, etc.).

11. distribute plants.

12. observe and study nature and natural phenomena.

13. help feathered friends.

14. watch TV shows about animals.

Results processing:

The number of points scored vertically is calculated, the sum characterizes relationships, knowledge, skills.

Low level - from 0 to 9 points - do not show a desire to take care of animals and the environment. Cognitive attitude to plants is not developed. Treat animals and plants with care. But they show no interest in this content.

Average level - from 9 to 19 - are not always able to analyze the consequences of inadequate impacts on the environment, while showing desire, care and respect.

High level - from 20 to 28 points - they show desire, care, respect for the flora and fauna, understanding their value. Significantly motivate their attitude to nature, show a steady interest in the world around them.

APPENDIX B

Lesson summary - excursions

3rd grade

Topic : Forest ecosystem.

Goals: 1. expand children's understanding of the forest;

2. introduce the plants and animals of the forest, their "professions" in the ecosystem;

3. to acquaint with the mutual adaptations of the inhabitants to each other;

4. to teach to see beauty in the plant and animal world;

5. cultivate love for nature, respect for the forest.

Equipment : herbarium, illustrations of sequoia, eucalyptus, forest animals.

During the classes.

I. Introductory conversation. Setting the purpose of the tour.

Today we will visit a new natural community. What kind of community is this, you will find out by guessing the riddle:

Cheerful in the spring

It's cold in summer

Feeds in autumn

Warms in winter.

(forest).

Explain this riddle. (In spring, the forest pleases with fresh foliage of trees, the cheerful singing of birds. In summer, in hot weather, it is cool in the forest. In autumn, the forest gives mushrooms and berries. In winter, it is warmer behind the trees, there is no strong wind).

We live with you in the forest zone. Which of you has been in the forest before?

What do you like about him?

Where is it easier to breathe: in the city or in the forest? Why?

Why is it forbidden to litter in the forest?

What will we do if we meet a small animal in the forest?

Today we will learn a lot of interesting things about the forest, get acquainted with the flora and fauna, observe how the inhabitants adapt to each other.

II. Briefing on the rules of conduct on the road, in the forest.

III. Observation of the plant world.

1. forest layering

Approaching the forest, I read the poem by S. Pogorelovsky "Forest":

Hello forest, dense forest,

Full of fairy tales and wonders!

What are you making noise about?

On a dark, stormy night,

What are you whispering to us at dawn

All in dew, as in silver?

Who is hiding in your wilderness?

What kind of animal? What bird?

Open everything, do not hide:

You see, we are ours.

Guys, look carefully at the forest and tell me what it looks like. (The forest is very elegant, majestic).

What is a forest?

The forest resembles a multi-storey building. It looks like it's made up of floors. There are many roots underground. Mice, moles and also earthworms live here. They loosen the soil, make it more fertile. This is the basement. And who will name the floors? (grass, shrubs, trees).

What is the difference?

In summer, all floors of the forest are heavily populated. Right on the ground in the grass, nightingales make nests, ants build houses, bears make dens, foxes dig holes. Thrushes make their nests on the bushes. Squirrels and woodpeckers make hollows in tree trunks. Even higher live owls, eagles, hawks.

2. The game "forest floors".

I name grasses - children squat, bushes - clap their hands, trees - bounce.

Oak, wild rose, aspen, plantain, birch, spruce, bird cherry, lily of the valley, raspberry, cedar, maple, moss, lingonberry, oxalis.

3. Types of forests.

Guess the riddles:

Russian beauty

Standing in the meadow

In a green blouse

In a white dress.

(Birch).

What kind of girl?

Not a seamstress, not a craftswoman,

Doesn't sew anything

And in needles all year round.

(Christmas tree).

How are these trees different? (a birch has leaves, and a Christmas tree has needles, in autumn the leaves fall off, the needles change gradually).

Are all coniferous trees green in winter, with needles? Guess the riddle:

Like pines, like Christmas trees,

And in winter without needles.

(larch).

Why was she named that?

Depending on which trees grow in the forest, forests are different. What forests do you know? (coniferous, deciduous, mixed ).

Coniferous forests are divided into spruce and pine. The fir trees have a dense crown, so the forests are dark and damp. In pines, the trunk is illuminated by the sun, the forests are lighter. Evergreen trees live 200-300 years. Sequoia lives up to 2000 years. Its height is more than 100 m, the diameter of the trunk is 20 m. In Australia, eucalyptus trees reach the same height (I show illustrations).

Why are the trees in the forest so tall?

If the trees are tall, why don't they bend under the weight? (durable wood).

How can you determine the age of a saw cut tree?

Nails, hair, cells die after the termination of their activity. The same is true with wood. This is dead tissue. Which performs not only a supporting, but also a conducting function - the movement of water and minerals up the stem, as well as a protective one. The tree has only a living crown and root. And only a thin layer of the educational tissue of the trunk -cambium - and the layer located to the outside of itphloem (nutritious organic substances go down to the root along this tissue) remain alive.

(Look at the trunk of a tree.)

Where does a person use wood?

What properties make it useful?

4. The game "Know the tree."

Trees are identified by leaves from the herbarium; show and name trees, shrubs, herbs.

IV. Animal observation.

1. Food groups of animals.

Can plants live without other inhabitants of the forest? Why?

If you look closely at the food of animals, they can be divided into groups. Guess:

Who wears a forest on his head?

(deer).

cross-eyed, small,

In a white coat, in felt boots.

(hare).

What do these animals eat? (grass, leaves, tree bark, i.e. plants).

So what can they be called? (herbivores ).

Name more herbivorous animals (elk, squirrel, etc.).

What do flies, butterflies, beetles eat? (falcon and plant nectar).

They are also herbivores.

How can you call a titmouse, woodpecker, nightingale? (insectivores ).

What do wolves and foxes eat? (meat of other animals). -predators.

Are there insect predators? (ant, mosquitoes, ladybugs).

And among the birds? (owl, owl, falcon, hawk).

What do bears eat? (berries, mushrooms, honey, bird eggs, fish).- omnivores .

Name other omnivorous animals. (hedgehogs, wild boars, crows, magpies).

What animals do you think is easier to live in the forest? (omnivorous).

2. Game "Depict an animal."

The student depicts an animal, and the rest try to name it (5-6 animals).

3. Animal classification.

In the forest we can see all classes of animals. To what class do we assign an ant, a beetle, a butterfly? (insects ).

The strongest insects - this is an ant - carry a weight 10 times its own weight, and a beetle - a rhinoceros - 30 times. Is it possible to destroy anthills? Why?

Is there in the forest fish ? (in forest rivers).

Guess the riddle:

jumping curler,

Not a mouth, but a trap.

Will fall into a trap

And a mosquito and a fly.

(frog).

Where do frogs live? (in water, on land).

Therefore this class is calledamphibians .

Another class is calledreptiles . They seem to touch the ground. Who will name the representatives of this class? (snakes, lizards).

And the last classes. Listen. What do you hear? (Birdsong). - Classbirds .

And the last classmammals or animals. We will learn more about classes in the next lessons.

V. Summary of the lesson.

What forest did we visit today? (in mixed).

What plants did we meet in the forest?

Who saw what animals?

Why is the forest called our green friend?

All the inhabitants of the forest are perfectly adapted to each other. The cycle of substances in the forest is closed. Therefore, the forest is stable and can exist for a long time without disturbing the conditions.

VI. Homework.

APPENDIX B

Parent meeting on the topic:
"Ecological education of a primary school student or the Green Planet"

"A person is healthy only when in his daily life he does only what corresponds to the laws of nature, in this case his life is filled with joy and happiness..."
(N. Semenova)

Goals

Education of parents on the topic "Ecological education of the child in the family."

Attracting the attention of parents to the formation of environmental culture among students.

Proceedings of the meeting

1. Organizational stage

2. Introduction class teacher

At present, every person, regardless of his specialty, must be environmentally educated and environmentally cultured.

What is ecological culture? Ecological 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 goal of environmental education is the formation of a responsible attitude towards the environment, vigorous activity in the study and protection of one's area, protection and renewal of natural resources.

In order for these requirements to become the norm of behavior for every person, it is necessary from childhood to purposefully instill a sense of responsibility for the preservation of nature, to develop an active life position on the perception of the problem of preserving the natural environment. The attitude of the child to the natural environment to a large extent determines the school environmental education. Most of a person's life is spent in the family. For each of its members, this is a certain living space, a whole ecological microsystem in which everyone seeks to satisfy their needs, develop, realize themselves and at the same time is in close contact with all family members. The child is born completely helpless. Parents begin to accustom their tiny creature to live in the world around them. Every year the world of children expands, becomes more diverse. This is not only the house in which the child lives, it is a yard, garden, park, city, village, river, field, i.e. the habitat of people.

How will the child behave in the world around him? This largely depends on us, adults, on environmental education in the family. The main goal of environmental education in modern family is the formation of a culture of behavior and social responsibility of their children for nature, which in turn is itself an inexhaustible source of education through its diversity and beauty. It is the beauty of nature in any corner of our planet where a person lives that gives rise to a feeling of love for the Motherland, his home, mother, people.

“... I won’t believe anyone,” said K. Paustovsky, “that there are places on our Earth that are boring and do not give any food to either the eye, or hearing, or imagination, or human thought. Only ... exploring some piece of our country, you can to understand how good she is and how we are attached with our hearts to each of her paths, springs and even the timid squeaking of a forest bird.” Natural beauty harmoniously intertwines environmental education with aesthetic. Take one of the wonders of nature - flowers. They have inspired people more than once. folk proverb says: “He who loves flowers cannot be evil.” Thousands of flowers adorn the earth and always give people joy.

Each person can plant a flowering garden in his room on the windowsill or in special stands. This is comfort in the house. Flowers create a special atmosphere of peace and celebration. And this is the fertile environment that brings up children and guards their health. The beauty of the surrounding world helps to develop a child's aesthetic taste, brings up love and respect for nature. Such people will create city-gardens, landscape yards, streets, villages. They will not raise their hands to break a green branch with clusters of scarlet berries or uproot a young tree.

But in order for such people to be in the majority on our Earth, it is necessary from the first steps to lay in the mind of the child the concept that human life at all its stages of development is inextricably linked with nature. In order for every corner of our country to look like a flowering land, it is necessary to form an ecological culture, aesthetic attitudes towards nature in a timely manner, develop love for it and be responsible for its condition.

Questionnaire for parents

1. What is ecological culture for you?

ecological knowledge system

responsible and careful attitude to nature - a sense of empathy, concern for the fate of the planet

find it difficult to answer

other

2. Do you consider it necessary to carry out ecological education of the child in the family?

yes, I think it's necessary

environmental education should be carried out only at school - it is difficult to answer

3. How do you carry out ecological education of your child?

talk about the environment

I set a personal example - together with the child we take part in subbotniks, days of cleanliness.

together with the child, we plant plants in the courtyard of the house, in the country, together with the child, we take care of indoor plants.

I do not carry out environmental education of my child.

3. Parent survey analysis

In preparation for parent meeting Parents were interviewed and the following results were obtained:

Most parents have an idea about the concept of ecological culture - many consider it necessary to carry out ecological education of the child not only at school, but also in the family.

50% take part in subbotniks and days of cleanliness.

80% take care of indoor plants at home - 40% plant plants in summer cottages and in the yard.

90% have conversations on environmental topics with their children

We are pleased to note that most parents set a personal example, and are not limited to conversations.

5. Summary of the event

We hope that you are interested in this project and our teamwork will bear fruit, and also that you will get satisfaction from joint creative activities.