The article is devoted to one of the important areas modern education– formation of environmental literacy. The work is interdisciplinary in nature, written at the intersection of sciences such as pedagogy, geography and ecology. An analysis of the formation of the concept of “ecological literacy” was carried out. The author has proposed a vision of the concept of environmental literacy that differs from other scientists, which can most fully find application in modern schools. Considerable attention is paid to environmental doctrine Russian Federation, namely issues related to environmental education and enlightenment. Particular attention is paid to the analysis of the strategy and program of continuous environmental education and enlightenment of the population of the Tomsk region for 2011–2015. The author comes to the conclusion that there are some problems in the formation of environmental literacy that the group can partially solve interested parties, for example, teachers.
ecology
geography
literacy
pedagogy
environmental literacy
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According to scientists, in Russia there is at least a 15-year lag in the level of environmental education from the world level. But the capabilities of all countries of the world, and, above all, the states of the Northern Hemisphere, depend on the state of Russian environmental potential (Russia occupies 1/8 of the total land area on the planet). Russia is classified by the UN as one of the countries with the worst environmental situation: 15% of its territory is zone environmental disaster and environmental problems. The Constitution (Article 42), the fundamental law of the Russian Federation, provides for the right to a healthy and favorable natural environment. The planet can only be saved by human activity carried out on the basis of a deep understanding of the laws of nature, taking into account numerous interactions in natural communities. Such interaction is feasible if each person has a sufficient level of environmental literacy, the formation of which begins in childhood and continues throughout life. Geographical science is centered on man's use of space and the changes he makes to the world, so it helps to understand the new picture of the world based on globalization. Due to the identification of the urgent need to develop environmental literacy of the population, the greening of education and upbringing becomes important. It is this process that turns out to be an essential component of the requirements for the model of modern education, which synthesizes the processes of intellectualization, humanization, innovation and knowledge integration. The need to increase the level of environmental awareness is associated with the need to provide a favorable environment for human life.
The quality of the environment determines health - a fundamental human right and the main goal of the development of civilization. In Art. 74 of the Law of the Russian Federation “On Environmental Protection natural environment“It is said that mastering the minimum environmental knowledge necessary for the formation of an environmental culture of citizens in all preschool, secondary and higher educational institutions, regardless of the profile, is ensured by mandatory teaching of environmental knowledge. The mandatory teaching of environmental knowledge is one of the most important principles of Russian environmental policy. Therefore, teachers in a form accessible and understandable to students, already with school age must explain and instill in them what is legal and what is not, and how to behave in the nature around them.
I.P. spoke about uniting broad sections of the population for practical participation in environmental activities in 1975. Laptev. N.V. Abaev noted that the creators of ideas, images and concepts of spiritual comprehension of the surrounding world are beginning to create a society in which environmental education and upbringing, unfortunately, are still very poorly studied, and, consequently, nature will suffer from people’s environmental illiteracy.
In the Great Soviet Encyclopedia, the concept of “literacy” is understood as a certain degree of proficiency in oral and written speech skills, which are one of the most important indicators of the cultural level of the population.
The term “ecology,” meaning “the science that studies the relationships between living organisms, including humans, and their environment,” was introduced by E. Haeckel in 1866. The subject of the study of ecology was finally defined in 1935, when A. Tansley formulated the definition of an ecosystem as “a set of organisms and inanimate components of their habitat that are in functional relationships.” Over time, the volume of knowledge about ecosystems gradually turned into quality, taking shape abroad as “environmental science,” or environmental science. In our country it has branched into geoecology, global ecology, applied ecology, social ecology, etc. The “society-nature” relationships in the second half and at the end of the 20th century became so aggravated that the accumulated information about these local and global exacerbations could not help but initially initiate interest and then the need for a new one educational field“Ecology”, or, as it more commonly sounds: “ecological education” (abroad: “Education in the field of the environment”).
N.N. Moiseev noted that everyone should have environmental knowledge, like arithmetic, regardless of specialty and nature of work, habitat and skin color. The main sources of influence on any person in order to form an environmentally literate personality, according to the adoption of the ideas of Yu.N. Pakhomov, can be considered education, the media, the legal system, etc.
In 1978, the XIV General Assembly of the International Union for Conservation of Nature and Natural Resources (IUCN) adopted the World Conservation Strategy. The main idea of the strategy is that modern conditions global impact on the biosphere is inevitable, and real conservation of nature is possible only with the rational use of natural resources and international cooperation in this area.
In 1987, the UN World Commission on Environment and Development called for the creation of new document, which would form the fundamental principles of sustainable development. The idea of an Earth Declaration (Charter) was then discussed in 1992 in Rio de Janeiro during the Earth Summit. The Earth Charter is a document containing fundamental principles for creating a sustainable and peaceful global society in the 21st century. The Earth Declaration is a kind of analogue of the Declaration of Human Rights, but the Earth Charter is in the field of environmental protection.
The year 2002 is inscribed in Russian history as a year of changes in the country's environmental policy. This year the following were published: “Ecological Doctrine of the Russian Federation” - a document developed by the joint efforts of government bodies of the Russian Federation, local governments, public organizations, business and scientific circles of Russia; Federal Law “On Environmental Protection” of January 10, 2002 No. 7-F3.
Based on the ideas of V.F. Protasov, we can say that the environmental doctrine of the Russian Federation determines the goals, directions, objectives and principles of implementing a unified state policy in the field of ecology in the country long term. Conservation of nature and improvement of the environment are priority areas activities of the state and society. The natural environment must be included in the system of socio-economic relations as a most valuable component of the national heritage. The formation and implementation of the country's socio-economic development strategy and state environmental policy must be interconnected, since the health, social and environmental well-being of the population are inextricably unified. The environmental doctrine is based on the Constitution of the Russian Federation, federal laws and other regulatory legal acts, on international treaties of the Russian Federation in the field of environmental protection and rational use of natural resources, as well as on fundamental scientific knowledge in the field of ecology and related sciences; assessing the current state of the natural environment and its impact on the quality of life of the population; recognition of the importance of the natural systems of the Russian Federation for global biosphere processes; taking into account global and regional features interaction between man and nature.
The environmental doctrine of the Russian Federation consists of separate points, one of the interesting ones, in our opinion, is the part devoted to environmental education and enlightenment. The main task in these areas is to improve the environmental culture of the population, educational level and professional skills and knowledge in the field of ecology. For this you need:
Creation of state and non-state systems of continuous environmental education and awareness;
Inclusion of environmental issues, rational environmental management, environmental protection and sustainable development of the Russian Federation into curricula at all levels educational process;
Strengthening the role of social and humanitarian aspects of environmental education and environmental awareness-raising activities;
Training and retraining in the field of ecology of teaching staff for all levels of the compulsory and additional education and education, including on issues of sustainable development of the Russian Federation;
Inclusion of issues of the formation of environmental culture, environmental education and awareness in federal target, regional and local territorial development programs;
State support for the activities of the educational system that provides environmental awareness and education;
Development of educational standards aimed at clarifying surveys of sustainable development of the Russian Federation;
Development of a training system in the field of ecology for executives in various fields of production, economics and management, as well as advanced training for specialists in environmental services, law enforcement and judicial authorities.
In the Tomsk region, in 2005, the Coordination Council on Continuing Environmental Education was created to formulate regional policy in the system of continuous environmental education, plans and programs for its implementation. In 2006, the “Strategy for the development of continuous environmental education and enlightenment of the population of the Tomsk region for 2006-2010” was developed and approved, and in 2008 - the Program “Continuous environmental education and enlightenment of the Tomsk region for 2008-2010.” with a list of activities and sources of funding. The work of this Coordination Council can be considered successful, which is why in 2011 the “Strategy for the development of continuous environmental education and enlightenment of the population of the Tomsk region for 2011-2020” was adopted. and the program “Continuous environmental education and enlightenment of the population of the Tomsk region for 2011-2015.” After analyzing these programs, the author came to the conclusion that the basic principles of forming an environmentally literate person are as follows:
1. Mandatory and priority of environmental knowledge in the education system.
2. Systematic and continuous education in the field of ecology.
3. The focus of education in the field of ecology is on solving practical problems of preserving and restoring the natural environment, resource-saving nature management.
4. Universality and complexity.
5. Focus on developing in people a caring attitude towards the environment, understanding personal responsibility for its preservation, restoration and enhancement.
6. Transparency of the development and implementation of environmental education and awareness programs.
7. Continuity of domestic and world experience in the formation of environmental education of the population.
8. Interregional and the international cooperation in the field of formation of an environmentally educated person.
Forms of implementation of the formation of an environmentally literate person:
1. Mandatory teaching of environmental knowledge in general education institutions.
2. Environmental educational activities public associations, media and additional educational institutions for children.
3. Organization and holding of scientific and practical conferences, seminars and symposia on the problems of environmental education.
5. Dissemination of environmental knowledge by libraries and other educational institutions.
The formation of an environmentally literate person opens the way to the creation of an environmentally oriented society, i.e. a society built on environmental principles.
In our opinion, it is enough important event in Russia we can name the fact that 2013 in Russia was declared by President V.V. Putin’s “Year of Environmental Protection”; a similar decree was signed by the Governor of the Tomsk Region S.A. Zhvachkin. All this once again speaks of the importance of environmental literacy of all segments of the population, and first of all, schoolchildren.
Thus, the school teacher has a lot to do in the process of developing environmental literacy not only of children, but also of their parents. Because currently single concept environmental literacy does not exist, the author of this work proposes to understand environmental literacy as the mastery and possibility of applying certain knowledge, abilities, skills in the life and development of mankind. In our opinion, environmental literacy is a combination of the following elements: environmental education - environmental education - environmental thinking - environmental consciousness - environmental culture, multiplied by the psychological and pedagogical characteristics of students and pedagogical technologies.
Thus, the state of the problem of developing environmental literacy in schoolchildren, in our opinion, is reflected in the following:
1. In environmental literacy, which should form the basis of a worldview modern man, since it is the main condition for his survival on Earth;
2. In the strategy for developing environmental literacy of the population, taking into account the peculiarities of education and enlightenment in Russia;
3. B legislative framework, which needs adaptation to the real state of environmental literacy of the population of our country.
Since 2005, the author has been conducting research in the field of developing environmental literacy in schoolchildren. At the beginning, the research was theoretical in nature, and since 2007 it has been practical. At MAOU Secondary School No. 31 in Tomsk, work on developing environmental literacy is carried out from grades 1 to 11. Environmental knowledge can be obtained through the following types of activities: integrated lessons, additional education system, extracurricular activities. This work requires constant monitoring (figure). Analysis of the diagram shows that systematic and continuous work on the formation of environmentally literate schoolchildren, which has been carried out by the author for 7 years, does not remain without a trace: schoolchildren are engaged in the listed types of work with great interest. From the diagram we see that the number of students with high and average levels of environmental literacy is growing, while the number of students with low levels is decreasing.
Monitoring the level of development of environmental literacy among schoolchildren of MAOU Secondary School No. 31 in Tomsk, 2007-2012.
The result of work with students of school No. 31 in Tomsk, on the basis of which the research was carried out, is the fact that the Department of General Education of the Tomsk Region on February 19, 2010 was awarded the status experimental site on the formation of an environmental culture, and from May 30, 2011, the school became an environmental center.
Reviewers:
Evseeva N.S., Doctor of Geological Sciences, Professor, Head. Department of Geography, Faculty of Geology and Geography, Tomsk State University, Tomsk;
Sevastyanov V.V., Doctor of Geography, Associate Professor, Professor, National Research Tomsk State University, Tomsk.
The work was received by the editor on 05/07/2013.
Bibliographic link
Fleenko A.V. ECOLOGICAL LITERACY: CURRENT STATE AND PROBLEMS // Basic Research. – 2013. – No. 6-4. – P. 930-934;URL: http://fundamental-research.ru/ru/article/view?id=31665 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Yulia Igorevna Chigorevskaya
Saint Petersburg
Elena Stanislavovna Kuznetsova
Russian state Pedagogical University them. A.I. Herzen
Saint Petersburg
Annotation. The article discusses the need to develop environmental literacy junior schoolchildren through project activities. This activity makes it possible to form various components of a careful attitude towards nature in close unity and interconnection, and also to use for these purposes a set of activities - educational, gaming, labor, etc.
Keywords: Federal State Educational Standard, environmental literacy, emotional-value attitude, environmental knowledge, environmentally oriented behavior, project, project activity, environmental project.
Project activities as a means of developing environmental literacy
Established ecological situation in the world poses an important task for humans - the preservation of ecological living conditions in the biosphere. In this regard, the issue of environmental literacy of current and future generations arises acutely.
Formation of the foundations of environmental literacy and awareness of the integrity of the surrounding world is one of the substantive results of mastering the basic educational program of primary general education, in accordance with the Federal State Educational Standard of Primary General Education (FSES) (hereinafter cited from: Federal State Educational Standard of Primary General Education , 2009). However, according to research by I.D. Zverev and I.T. Suravegina notes that about 50% of junior schoolchildren demonstrate a pragmatic, utilitarian attitude towards nature in their essays. Thus, the need to develop environmental literacy in younger schoolchildren is certainly an important aspect of a child’s mastery of the school curriculum.
The concept of “environmental literacy” is formulated by different authors in their own way, and to date no single definition has been formulated for this concept. However, most authors (I.N. Ponomareva, A.N. Zakhlebny, I.D. Zverev, I.T. Suravegina, S.D. Deryabo, N.E. Yatsenko) agree that environmental literacy is based is the formation of the student’s environmental knowledge. Based on knowledge about the relationships in nature, it is possible and should form an emotional and value-based attitude towards nature, understanding and observing the rules of environmentally oriented behavior. Equally important for the formation of conscious environmentally-oriented behavior is the child’s personal motivation to participate in solving environmental problems (D.S. Ermakov, 2011). Thus, when developing environmental literacy among junior schoolchildren in accordance with the main educational program in the subject “ The world“We can distinguish three main components: environmental knowledge, emotional-value attitude, need and awareness of environmentally-oriented behavior.
All this presupposes compliance with the moral and legal principles of environmental management and the promotion of ideas for its optimization, active work in studying and protecting the nature of their area. It should be noted that environmentally oriented behavior is complex characteristic personality. It means understanding the laws of nature that determine human life, manifested in compliance with the moral and legal principles of environmental management (E.E. Morozova, 2002) [10]. The content of environmental literacy includes a system of norms (prohibitions and regulations) that arise from value orientations. The formation of a value attitude towards nature and the need for environmental activities (including environmental protection) is possible and effective only inpractical activities younger schoolchildren in nature: observing nature and interacting with its objects (E.S. Kuznetsova, 2012).
Thus, a means of developing environmental literacy of primary schoolchildren is systematic, pedagogically organized communication with nature, and this, we believe, is project activity.
The nature of project activities for primary schoolchildren lies mainly in the fact that it allows the formation of various components of a careful attitude towards nature in close unity and interconnection, as well as the use for these purposes of a complex of activities - educational, gaming, work, etc. Therefore, the organization of project activities is necessary devote Special attention.
Let us reveal the essence of project activity. A certain organization and content of the educational process at school can allow the formation of environmental literacy on an interdisciplinary basis through integration into various academic disciplines, each of which reveals a corresponding aspect of environmental problems (A.N. Zakhlebny, I.T. Suravegina, 2004).
One of the important directions of this problem is the intensification of the educational process, that is, the development and implementation of such teaching methods and teaching materials that would provide for the targeted development of students’ thinking abilities, the development of their interest in educational work, independence and creativity. IN educational process, without receiving all the knowledge in a ready-made form, students should be able, based on the teacher’s instructions, to acquire a significant part of it independently during search tasks, problem situations and other means that activate cognitive activity.
Project activities involve joint activities between teachers and students aimed at finding a solution to a specific problem, and also promote the active involvement of students and teachers in the process of environmental education and stimulate an integrated approach to solving environmental problems. The relationship between the problem and practical implementation the obtained results of its solution and makes project activities so attractive for the education system.
We define project activity as an independent, self-organized, practice-oriented activity of an integrated nature, in which the student solves not only educational, but also social, cultural, and research problems.
We were unable to find a specific definition of an environmental project in the psychological and pedagogical literature. Having studied, analyzed and summarized the environmental projects proposed by I.V. Tsvetkova, E.E. Morozova, we give the following definition of an environmental project.
An environmental project is a means of pedagogical influence based on students acquiring knowledge and skills in the process of planning and performing gradually more complex practical tasks - projects aimed at developing their environmental awareness.
One of important conditions The organization of environmental project activities is the selection of the most productive types of projects that allow a comprehensive influence on the formation of the student’s environmental consciousness: to form environmental knowledge, a subjective attitude towards nature, and the skill of environmentally oriented activities.
Mastery of independent project activities by students in an educational institution should be built in the form of targeted, systematic work. When organizing work in primary schools, it is necessary to take into account the age-related psychological and pedagogical characteristics of children of primary school age. Namely: the topics of children's work are selected from the content of educational subjects or close to them. The problem of the project, which provides motivation for inclusion in independent work, should be in the area of the child’s cognitive interests and located in the zone of proximal development.
Thus, summarizing all of the above, we can conclude that one of the effective means The formation of environmental literacy in junior schoolchildren is a project activity.
The main undeniable advantages of project activities are: high degree independence, initiative of students and their cognitive motivation.
Project activities are based on the development of cognitive skills, the ability to independently construct one’s knowledge and navigate the information space.
For productive project activities, primary schoolchildren need: the development of a number of communication skills in students; development of students’ thinking, a certain “intellectual maturity”; experience of extensive, meaningful, differentiated self-assessment and evaluation activities.
When introducing project activities into the educational process, it is necessary to take into account age and individual characteristics younger schoolchildren.
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Volkova IN AND. Environmental education through lessons natural history // Primary School. 2005, No. 6. P. 53-55.
Deryabo S.D. Environmental pedagogy and psychology / Deryabo S.D., Yasvin V.A. Rostov n/d: Phoenix, 2008. 480s.
Ermakov D.S. Competence-based approach in environmental education for sustainable development // XVII international Conference"Environmental education for sustainable development." M. 2011. pp. 15-19.
Zahlebny A.N. School and problems of nature conservation: Contents of environmental education, M.: Pedagogika, 2011. 184 p.
Zahlebny A.N., Suravegina I.T. Environmental education for schoolchildren in extracurricular work.M.: Education, 2004. 159 p.
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Krivoshchekova N.V. Preparing future teachers to develop environmental literacy in schoolchildren: Abstract of thesis. dis. Ph.D. ped. Sciences, Orenburg, 2009. 18 p.
Kuznetsova E.S. Formation of environmental literacy of junior schoolchildren//. 2012. T. 3. . pp. 223-227.
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Ponomareva I. N. Ecological concepts, their system and development. St. Petersburg, 2009. 87 p.
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Yatsenko N.E. Dictionary social science terms. St. Petersburg 2009.
Kilevich Ksenia Sergeevna
Job title: master's student
Educational institution: mgpu ippo
Locality: Moscow
Name of material: article
Subject: The role of excursions in the formation of environmental literacy of preschoolers and primary schoolchildren
Publication date: 10.11.2016
Chapter: elementary education
The role of excursions in the formation of environmental literacy
preschoolers and junior schoolchildren
Kilevich K.S., master's student of the Institute of Postgraduate Education, State Autonomous Educational Institution of Higher Education, Moscow State Pedagogical University. Scientific supervisor – Kozina E.F., Ph.D., Associate Professor, State Autonomous Educational Institution of Higher Education, Moscow State Pedagogical University, Moscow Abstract. The article substantiates the need to develop environmental literacy in children of preschool and primary school age; various interpretations of this concept, the ultimate goals of the formation process, principles of organization and evaluation criteria are presented. The author considers the excursion as the optimal form for developing all components of eco-literacy in students. Key words: environmental literacy, environmentally literate person, development of environmental literacy, preschoolers, primary schoolchildren, excursion.
Annotation
. The necessity of forming for the children of preschool and junior school age of ecological literacy is reasonable in the article; various interpretations of this concept, ultimate goals of forming process, principles of organization and criteria of estimation, are presented. An author examines an excursion as optimal form for forming for the pupils of all of the tools of ecological literacy.
Keywords
: ecological literacy, ecologically literate personality, forming of ecological literacy, preschool children, junior schoolchildren, excursion. The implementation of modern Federal State Educational Standards of Pre-Education Education and Federal State Educational Standards of Non-Educational Education in the context of globalization of worsening environmental problems presupposes the formation of environmental literacy in a child, which is understood as the level of natural science knowledge, special abilities and skills, as well as moral qualities of a person, allowing him to consciously participate in environmental activities. “This is a special type of activity, which is characterized by a set of knowledge and skills in ecology, a respectful, humanistic attitude towards all living things and the environment.” In general, an environmentally literate personality as an expected result this process characterized by three main features: 1) psychological involvement in the natural world; 2) the subjective nature of the perception of natural objects; 3) the desire to interact with the natural world.
The formation of an environmentally literate person must begin at the emotional and axiological level from preschool, and at the conscious “knowledge” level - from primary school age, when acquired knowledge can later be transformed into strong beliefs. However, an analysis of the relevant literature showed an ambiguous understanding of its essence. In our work, we proceed from the fact that this is a purposeful, organized, systematic, consistent, planned pedagogical process of forming environmental knowledge, skills, attitudes, beliefs, moral qualities, ensuring the formation and development of an individual’s responsible attitude towards nature as a universal value . This involves solving the following urgent tasks in the educational process: a) the child’s assimilation of leading ideas, basic concepts and scientific facts, on the basis of which the optimal impact of man on nature and vice versa is determined; b) understanding the multifaceted value of Nature as a source of material and spiritual development of society; c) mastering applied knowledge, practical skills and habits of rational environmental management, developing the ability to assess the state of the natural environment, and make the right decision to improve it; d) developing the ability to foresee the possible consequences of one’s activities in nature; e) formation of the concept of relationships in nature; f) development of the spiritual need to communicate with nature, awareness of its ennobling influence, the desire to understand the surrounding nature in unity with experiences of a moral nature; g) formation of desire for active work to improve and preserve the natural environment, promote environmental knowledge, and intolerant attitude towards the actions of people who harm nature. Indicators of the development of environmental literacy of a junior schoolchild can be the following manifestations: 1) following a number of rules of behavior in the environment has become a habit - the child controls his actions, correlating them with the environment and possible consequences for certain environmental objects; 2) the need for a caring attitude towards certain representatives of the animal is developed and flora; 3) is fully capable of independently choosing the objects of his environmental activities; 4) the need for knowledge of environmental content is tried to be realized in free time from lessons; 5) kindness, responsiveness, attention to other people and nature are accompanied by a willingness to provide help to those in need. Since the ultimate goal of developing environmental literacy in students is a responsible attitude towards the environment, its achievement, despite the obvious activity-natural science basis, is not possible exclusively within the framework of one academic subject (in preschool educational institutions - thematic area). This is a complex, complex process in which interdisciplinary connections play an important role. Provides optimal opportunities for developing environmental literacy in preschoolers and junior schoolchildren
a mixed model in which all educational disciplines (preschool educational institutions - areas of work) retain their specific educational goals, and the coordinating role will be taken by the subject of the natural science cycle - “The World Around us”. In general, the process of developing a child’s environmental literacy is organized in accordance with the principles: 1. The process of developing a responsible attitude towards nature is an integral part of the general education system, its current direction and is built on the interrelation of global, regional and local history approaches to the disclosure of modern environmental problems. 2. The formation of a caring attitude towards nature is based on the unity of intellectual, emotional perception of the environment and practical activities to improve it. 3. The process of developing environmental literacy in students is based on the principles of systematicity, continuity and interdisciplinarity in the content and organization of environmental development. It can be stated with certainty that the process of developing a responsible attitude towards nature is an integral part of the general education system, its current direction and is built on the interconnection of a global, regional and local history approach to the disclosure of modern environmental problems; The formation of a caring attitude towards nature is based on the unity of intellectual, emotional perception of the environment and practical activities to improve it. Consequently, environmental literacy presupposes that an individual has basic social and everyday environmental knowledge and skills necessary to understand specific environmental situations that arise in everyday life, the ability and willingness to perform basic environmental actions and adequate actions in environmental situations. The content of environmental literacy as the minimum necessary stage in the environmental development of a person is determined within the framework of the personal context. According to V.A. Ermolenko, R.L. Perchenok, S.Yu. Chernoglazkin, environmental literacy is associated with the formation of everyday (social and everyday) knowledge and skills in the field of ecology, an introduction to practical social and everyday ecology, where basic knowledge about the ecology of housing, settlements, food, leisure, production processes and work activities of people is mastered. That is why special attention needs to be paid to the forms, methods and means of developing environmental literacy, which can be divided into varieties: traditional, active, innovative. The following types of classes are distinguished: a lesson as a traditional form (introductory, thematic lessons, lecture lessons, conversation lessons,
research method, experiment, solving environmental problems, etc.); special lessons ( independent work students, educational discussions, role-playing games); extracurricular and extracurricular work (research method, experiment, solving environmental problems); electives, lectures, storytelling, watching films, various types of excursions, use of the media. At the same time, the most optimal forms of organizing the acquisition of the above knowledge and skills are an excursion, including along an ecological trail (in a preschool educational institution - an ecopath). An excursion is one of the types of classes and the main form of organizing work on developing environmental literacy, one of the labor-intensive and complex forms of training. Its advantage is that it allows children to be introduced to objects and natural phenomena in a natural setting. Thus, familiarity with plants, animals and their habitat conditions contributes to the formation of primary ideas about the relationships in nature. Excursions in all their diversity contribute to the development of children's powers of observation and the emergence of interest in pristine nature and the social environment. Thus, during excursions to industrial enterprises, students learn about the sources of pollution and their composition, the consequences of environmental pollution and the impact of waste on the environmental situation of the city, as well as methods for recycling and eliminating pollutants. At the same time, an elementary ability is formed to foresee the consequences of certain human actions in relation to the environment and find ways to reduce the impact various types pollution on human health. A significant role in the formation of eco-literacy is played by visiting environmental exhibitions in cultural institutions: nature museums, local history museums, national parks, nature reserves, etc. . In general, the emphasis of tourists on the interrelations of observed objects and their habitat, the nature of mutual influence contributed to the emergence of a special variety - ecological excursion(from the Latin “excursio” - trip), which is understood as a form of environmental education, which is a group visit to natural complexes or cultural institutions for educational purposes. Excursions into nature involve children being outdoors and moving, which helps improve health. While in the forest, on the banks of a river, etc., students collect a variety of material for subsequent observations and work in a group, in a corner of nature (plants, branches of trees and shrubs, shells, etc.). At the same time, it is necessary to cultivate in the child a love “for everything that cannot live without a gentle human hand, without a sensitive human heart. It's about love for living things and
defenseless, weak and tender” (according to V.A. Sukhomlinsky). All this constitutes the axiological component of the excursion. The objectives of its educational component are to ensure that children master a system of ecological ideas and elementary (subject) concepts about nature. The developmental one stimulates the formation in preschoolers and primary schoolchildren of: a) observation skills and observation skills as such; b) sensory abilities (the ability to see various signs of objects: color and its shades, spatial arrangement, variety of shapes, textures, etc.); c) thought processes (analysis, comparison, generalization, classification, ability to establish connections, different in nature and degree of complexity); d) imagination and creativity. That is, when developing an excursion aimed not only at developing a child’s environmental literacy, but also development in general, it is important to set and solve a set of educational, educational and developmental tasks. An ecological excursion is aimed at children mastering various biocenological connections in the natural world: 1) between the organs of animals and plants and their functions; 2) between the habitat of living beings and the characteristics of their structure and way of life; 3) between the state of specific living objects and the conditions of their existence; 4) between different living beings in the same ecosystem. Since most excursions in preschool educational institutions and elementary schools are complex in nature, and the use of all their varieties is aimed at instilling in a child a love of nature and a conscious, caring attitude towards it, all this contributes to the formation of environmental literacy in younger schoolchildren, which is important in the light of the implementation of the Federal State Educational Standard of the Second Generation. That is, an excursion can be considered as the most effective form of the latter. References 1. Vinogradova, N.F. The world around us in elementary school / N.F. Vinogradova. – M.: Academy, 1999. – 133 p. 2. Dobrotin, D.Yu. Towards a methodology for studying health problems and a healthy lifestyle / D.Yu. Dobrotin // Chemistry at school. – 2013. – No. 6. – P.15-21. 3. Kodzhaspirova, G.M. Pedagogical dictionary: for students. higher and Wednesday ped. textbook establishments / G.M. Kodzhaspirova, A.Yu. Kojaspirov. – M.: Academy, 2007. – 176 p. 4. Kodzhaspirova, G.M. Pedagogy: textbook / G.M. Kojaspirova. – M.: Gardariki, 2009. – 528 p.
. Kozina, E.F. Methods of teaching natural science: Proc. aid for students higher ped. textbook establishments / E.F. Kozina, E.N. Stepanyan. – M.: Academy, 2008. – 496 p. 6. Kozina, E.F. Formation of ecological culture of junior schoolchildren in the context of a variety of activities / E.F. Kozina // Problems of formation of ecological culture of junior schoolchildren: materials round. table of teachers, graduate students, undergraduates, students 19.12. 2013 / comp. M.S.Smirnova. – M.: Ekon-inform, 2014. – P.7-11. 161 7. Kropocheva, T.B. Non-traditional lessons natural sciences in elementary school / T.B. Kropocheva // Primary school. – 2002. – No. 1. – P.57-59. 8. Minaev, V.M. Extracurricular activities in natural history / V.M. Minaev. – Mn.: Harvest, 2009. – 275 p. 9. Smirnova, M.S. Methodical techniques formation of the foundations of ecological culture / M.S. Smirnova // Primary school. – 2014. – No. 9. – P.45-49. 1 0. P Damerell, C Howe, and E.J. Milner-Gulland. 2013. Child-oriented environmental education influences adult knowledge and household behavior. Environmental Research Letters 8: 015016. 11. Laura Barraza. 1999. Children's Drawings About the Environment. Environmental Education Research 5, 1: 49–66.
Sections: Elementary School , Ecology
The primary school period in a child’s life can be considered as the first stage of enriching oneself with knowledge about the natural and social environment, becoming familiar with the overall holistic picture of the world, and cultivating a moral and aesthetic attitude towards it. The system of environmental education and training in primary schools is of particular importance, since issues of environmental conservation come to the fore - without this, Human life is impossible. At the same time, it became obvious that the current critical state of the natural environment is due to the erroneous environmental behavior of people. The educational approach can be implemented in a system of entertaining educational activities.
GOAL OF THE WORK
show the need:
- environmental legal education of junior schoolchildren;
- the formation of a new attitude towards nature, based on the inextricable connection between man and nature;
- formation of an active life position on environmental issues.
RIGHT TO A GOOD ENVIRONMENT
11 Article 42 of the Constitution of the Russian Federation
This right is based on public policy, which consists of the state’s concern for the environment, measures to ensure environmentally friendly production, prevention of air, water, soil pollution: establishing standards for maximum permissible harmful effects on the environment: eliminating the consequences of accidents and environmental disasters; creation of state environmental and other funds accumulating funds for nature conservation. 
IMPLEMENTATION OF STATE POLICY IN THE FIELD OF ECOLOGY IN THE TERRITORY OF THE MARKSOV DISTRICT
Extract from the district development program for 2016-2018.
Marksovsky collection municipal district Saratov region
Ecology
Increased production volumes, large anthropogenic loads on the environment, the presence of enterprises with a low level of technical equipment, a growing number of vehicles, a constant increase in waste disposal areas are the causes of negative impacts on the environment, excess pollution as a result of economic and other activities of atmospheric air and water bodies. , soils have a negative impact on the health of area residents.
WORK OF THE OU ON ENVIRONMENTAL EDUCATION AND EDUCATION OF SCHOOLCHILDREN
Federal State Educational Standards (FSES) include, among the personal, meta-subject and subject-specific results of mastering educational programs, the formation in students of the foundations of an ecological culture that corresponds to the modern level of environmental thinking. The subject results of mastering the basic educational program of primary general education in the field of social studies and natural sciences (the world around us) should reflect: awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, basic rules of moral behavior in the world of nature and people, norms of health-preserving behavior in the natural and social environment.
FORMATION OF ENVIRONMENTAL LEGAL LITERACY OF STUDENTS IN CLASSES AND IN EXTRA-CURRICULAR ACTIVITIES
Successful implementation of the possibilities of environmental education for students can be achieved through all forms of education: classroom and extracurricular work, student research work in various subjects, including elements of ecology. These forms of work activate the cognitive activity of students and foster a caring attitude towards nature.
Students primary classes Municipal educational institution - secondary school in the village of Podlesnoye were members of the Saratov branch of the All-Russian Society “Nature Conservation”. Over the course of a number of years, we took part in the all-Russian competitions and games “Chip”, “Heliantus”, and Olympiads of various levels in natural science.
Environmental education Our school conducts research in the following areas:
CONCLUSIONS
It has become obvious that the current critical state of the natural environment is due to the erroneous environmental behavior of people. Systematic work on environmental legal education of junior schoolchildren is an integral part of the work educational institution. Combining knowledge of the basics of environmental problems with practical activities makes it possible to educate an environmentally cultural citizen.
The school is an ideal center for the education and formation of an environmental culture.
2015-2016 academic year year. According to the results of diagnostics of the development of ecological culture of students in grades 2-4, 60% showed high level, 27% average level, 13% low level.
Environmental education is a continuous process of training, education and personal development, aimed at the formation of value orientations and moral, ethical and aesthetic attitudes that ensure the individual’s environmental responsibility for the condition and improvement of the environment.
Used Books.
1. Alekseev S.V., Simonova L.V. The idea of integrity in the system of environmental education for junior schoolchildren.// NSh. - 1999. - No. 1.
2. Klimtsova T. A. Ecology in elementary school. // NS. - 2000. No. 6.
3. Barysheva Yu. A. From the experience of organizing environmental work. // NS. - 1998. No. 6.
4. I.V. Tsvetkova “Ecology for primary school”.
5. S.K. Zaitseva “Ecology for younger schoolchildren”, magazine “Primary School. Plus before and after” No. 4, 2005.
6. V. A. Ivanov, T. Yu. Pastukhova “Scientific Society of Students” “The Path to Nature”, 2005
7. Federal state educational standard for primary general education. // Moscow “Enlightenment” 2005.
8. Constitution of the Russian Federation // Moscow EKSMO. 2014.
9.https://yandex.ru/images/search
Conference: Modern pedagogical technologies
Organization: MBOU secondary school No. 85
Locality: Ulyanovsk region, Ulyanovsk
- Why is there a need for environmental education?
- Models of environmental education in modern schools.
- How is the topic of environmental education covered in the Standard?
- Ecological component of the “World around us”.
- Ecological aspects in some topics of “The World around us”.
With his soul and flesh, man is connected with nature, his heart beats in the same rhythm with it. Caring for nature is a person’s concern for himself, because he is part of nature. But even more precisely, it is a person’s concern for humanity. This difference, small at first glance, sometimes has a calming effect: after all, the harm caused to nature, as well as measures to heal it, will be felt only after some time. It can be felt by our children, grandchildren, and more distant descendants. Will they forgive us for our mistakes today? The answer is clear - after all, we do not forgive our ancestors for those disappeared, by no means isolated representatives of the animal world, about whom we know only from drawings, and often only from mentions. And if those who lived earlier cannot be judged very strictly, if only because they took on many sins out of ignorance, out of ignorance, then much more severely will be asked of their contemporaries. Because, at least, in our enlightened times people are able to foresee the consequences of their actions.
Everything that exists in the living world is links of one chain. When one of them is destroyed, the chain is broken, the most complex ecological system is disrupted, and this is fraught with the most serious consequences, and primarily for humans.
The word “ecology” has firmly entered our everyday life. This did not happen by accident. With the development of civilization, the impact of people on nature became more and more powerful and by the end of the twentieth century acquired a planetary character. Nature itself could no longer heal its wounds. Scientists were the first to sound the alarm, then doctors, journalists and politicians.
Currently, there is an urgent need to change the nature of interaction between humanity and nature.
Global problems of our time, which pose a threat to life and human civilization, have caused the need for environmental education. It becomes absolutely clear that humanity will be able to save the environment from degradation provided that each person understands his civic responsibility for the fate of his common home - planet Earth.
We adults, for the most part, have already realized that destroying nature is the same as cutting down our own roots. But children have the following psychological attitude: ecological problems exist somewhere out there, far from each of us. Subsequently, children get a false impression - environmental problems are caused by someone bad, but not by me and my loved ones, all this happens somewhere far away. This is what we should be afraid of. And the teacher’s task is to convey to the minds and hearts of his students that their health depends on the state of the environment.
Responsibility for comprehensive environmental education and environmental education belongs to secondary school as the main link in the education system through which the entire younger generation, practically the entire population of the country, passes.
The goal of environmental education at school is to form a system of scientific knowledge, views and beliefs that ensure the formation of a responsible attitude of schoolchildren towards the environment in all types of activities.
In Russian schools, environmental education is carried out by implementing one of the following models in the educational process.
One-subject model involves the study of ecology within the framework of one independent academic subject.
Multi-subject model involves the greening of the content of traditional school disciplines, both the natural sciences and the humanities.
Mixed model involves an introduction to syllabus course “Fundamentals of Ecology” with the simultaneous greening of academic subjects in the natural sciences and humanities, conducting special elective environmental courses, organizing active extracurricular activities for schoolchildren.
The task of forming an ecological culture can best be solved if the cultivation of love for nature and a sense of respect for it begins in early childhood.
In elementary school, the foundations of knowledge about nature and its importance in people’s lives are laid, about the fact that man is part of nature, about the positive or negative impact of man on nature and nature on man, about the ecological significance of natural components: air, water, soil for plants , animals and humans. Here schoolchildren receive a basic understanding of natural resources and their rational use.
When studying such natural science disciplines as natural history, the surrounding world and others, primary schoolchildren become familiar with the concepts: “objects and phenomena of inanimate and living nature”, “objects and objects created by man”. The connections between the phenomena of inanimate and living nature are revealed. Ideas about communities and natural areas ah, plants and animals of various communities and natural areas, about the protection of plants and animals, the Red Book of rare and endangered species of plants and animals. Children will learn about nature reserves, environmental protection laws of their country and locality.
Let's see how environmental education is presented in the Standard, the priority of which has been repeatedly emphasized in international documents.
The term “ecology” or phrases with this term appear in the Standard only once - in the requirements for the subject results of mastering the main educational program in the course “The Environment”, where one of the requirements is called “mastering the basics of environmental literacy...”.
In order to more fully reveal the potential of the Standard in terms of environmental education, we will consider other provisions (requirements) of this document.
In the extensive list of requirements for personal results of mastering the main educational program we find requirements that reflect the entire range of areas of education traditionally identified in pedagogy: civil, patriotic (“formation the foundations of Russian civic identity, a sense of pride for one’s Motherland, the Russian people..."), aesthetic (“formation of aesthetic needs and feelings...”), moral (“development of ethical feelings, goodwill...”), physical (“formation of an attitude toward a safe, healthy lifestyle...”). Qualities (competencies) directly related to the field of environmental education are not mentioned here.
One may get the impression that only the surrounding world is responsible for the environmental education of younger schoolchildren. However, it is not. Environmental education, as an integral part of environmental education, can be implemented within the framework of the already mentioned areas of education. The basis for this is that environmental education in practice is not implemented in a “pure” form; it almost always includes aspects of other areas of education, including those outlined in the Standard. Conversely, traditional areas of education are often filled with environmental content.
Let's explain this with an example moral education. First, let us stipulate which relationships should be considered as moral and which as environmental. We talk about moral relations in cases where the object of a person’s (student’s) relationship is other people, social groups; when the object of relations is nature, we talk about ecological relations. Accordingly, in the first case, such relationships are formed within the framework of moral education, in the second - within the framework of environmental education.
In the requirements for personal results of mastering the program, there is another position that provides access to environmental education. This is “the formation of a holistic... view of the world...” It is obvious that the concept of “peace” also includes a natural component. However, this position will have an ecological meaning only if, in parallel with the formation of the idea of the integrity of the world, the student’s place in it is determined. This involves considering the interdependence of man and the surrounding world, the interdependence of man and the surrounding nature. The last component (the interdependence of man and the natural environment) is an object of ecology, and the formation of knowledge and relationships in this area is an object of environmental education. As already noted, this aspect is taken into account, in particular, by the compilers of programs and textbooks in the discipline “The World Around us,” where some authors indicate the formation of a holistic view of the world and the determination of a person’s (student’s) place in it as the goal of education.
Regarding the requirements for meta-subject results , then they do not include guidelines directly related to environmental education (as well as to other areas of education), since the competencies specified there are universal. However, attention should be paid to the point regarding the establishment of cause-and-effect relationships by schoolchildren. The use of environmental material in this sense is very productive. After all, ecology is a science that studies the relationships and interactions of living organisms with environment. That is, when considering environmental issues, we also consider connections, including cause-and-effect ones. In general, all requirements of a meta-subject nature: mastery of logical operations, mastering ways to solve creative problems, etc., can also be implemented in the process of environmental education.
In requirements to subject results the environmental component, as already noted, is embedded in the subject “The World Around us”. One of the tasks of this discipline is “awareness of the value, integrity and diversity of the surrounding world, one’s place in it.” As we see, here in addition to the requirement to form a holistic view of the world (in the requirements for personal results), awareness of one’s place in it is added. In essence, this is the task of environmental education, although the term “ecology” is not used. The environmental component is not visible in the requirements specified in other academic disciplines.
So, in the new educational Standard the environmental component is explicitly present only in academic subject"The world around us." At the same time, it should be understood that in conditions of threatening degradation of the natural environment, environmental education should become a priority in common system education and, of course, the formation of human ecological culture cannot be the privilege of one or even several disciplines. The principle of interdisciplinarity of environmental education obliges to include all or almost all academic disciplines in this process. Another principle - complementarity - involves the formation of environmental relations not only within the framework of environmental education itself, but also in other areas of education. These positions could not be reflected in the limited scope of the Standard. The environmental component is more fully presented at the level of educational programs and relevant educational materials.
In the second most important document after the Standard - in the Approximate Basic educational program educational institution - environmental education is singled out as independent and placed on a par with other areas of education, its goals and content are defined. Wide opportunities for developing environmental literacy are presented by the Sample program of the course “The World Around us”, which outlines such environmental topics as: “The unity of living and nonliving things”, “Man is a part of nature”, “Ecosystems and their components”.
The teacher currently has a sufficient substantive and methodological basis for the implementation of the requirements laid down in the Standard and deployed in the named annexes to it (Sample Programs) related to environmental education. This is the educational and methodological set “The World Around You” (“Green House”) by A.A. Pleshakova in educational system"School of Russia". It was with its appearance in the mid-80s that schoolchildren began to become acquainted with the concepts of “ecology”, “natural community” (themes “Forest - natural community” instead of the traditional topic “Plants and animals of forests”), food chain (“invisible threads of nature” ), ecological pyramid, Red Book, nature reserves. The environmental content of the course continues to expand and deepen (the topic “The World through the Eyes of an Ecologist”, etc.).
The ecological “baton” was picked up by the authors of other courses. In the course “The World and Man” (author A.A. Vakhrushev and others) in the “School 2100” system, for example, the central concept of ecology is currently being considered - “ecosystem”, its structure, functioning. (From the explanatory note of the course program “The world around us”, “The subject “The world around us” is the basis of natural and social sciences. The goal of the course of the world around us in elementary school is to comprehend personal experience and teaching children to rationally comprehend the world. The course “The World around us” helps to master a significant part of the basic school subjects: physics, chemistry, biology, geography, social studies, history. This is the first and only subject in school that gives a broad picture of natural and social phenomena, which will be further studied in various subjects. Therefore, it is within the framework of this subject that it is possible to solve problems, for example, environmental education and upbringing.” Considering that the knowledge content for the course is developed from an ecological perspective, in the process of communication, education and development of children, special attention is paid to the formation of knowledge about the unity of living and inanimate nature. About the pattern natural phenomena, about the relationship, interaction of nature, man, society. About environmental problems and ways to solve them, the development of a system of intellectual skills for studying and assessing the ecological state of the natural environment.
As already noted, one of the requirements of the Standard for mastering the discipline “The World around us” is that schoolchildren master the basics of environmental literacy.
The concept of “literacy” means the presence of knowledge in any field. Accordingly, “ecological literacy” presupposes knowledge in the field of ecology. Ecological knowledge is formed in schoolchildren mainly in the process of studying special environmental topics, such as “Natural communities”, “Ecological systems”, “Man and nature”, “What is ecology?”, “The world through the eyes of an ecologist”, etc. However, environmental education cannot be limited to such topics only. Any theme of “The World around us” may include environmental aspects to one degree or another.
The formation of environmental literacy should not be carried out in a “pure form”, that is, limited only to knowledge. The activity-based approach adopted in the Standard focuses on the skills of using acquired knowledge in solving educational and practical problems. Ultimately, we are talking about developing competent behavior in children in nature.
Ecology when studying the topic " Amazing world plants and animals."
Just because plants and animals are central components of ecological systems does not mean that by studying them we automatically study ecology. Ecology appears here only if we consider the connections of these representatives of living nature with the environment: the impact of environmental factors on organisms; adaptation of organisms to unfavorable environmental factors; influence of anthropogenic factors on plants and animals; use and protection of wildlife by humans.
Key issues addressed:
- Who is adapted?
- What ensures the unity of the organism and the environment?
- Who eats what?
- What are the relationships between animals during the breeding season?
How do organisms of different species help each other during the reproduction period?
- Species diversity. Why is reducing it dangerous?
- Why are Red Books created?
Ecological issues in the study of seasonal changes in nature.
Issues covered:
- How have plants and animals adapted to seasonal changes in inanimate nature?
- What animals go into a dormant state in winter?
- What animals make seasonal migrations?
- Can a person influence seasonal changes in wildlife?
- What are the features of human perception of the seasons of the year?
- What are the seasonal features of environmental management?
Ecology in the study of natural communities.
Traditionally, in elementary natural history, plants and animals of forests, meadows, fields, and shallow reservoirs were considered. In modern versions of “The World Around us”, preference is given to formulations such as “Forest - a natural community”, “Meadow - a natural community”. In both cases, the ecological component consists in considering the relationships of living organisms with each other, that is, in essence, the ecological concept of “biocenosis” is being studied. When studying natural communities, the following questions can be considered:
- Natural community - what is it?
- How do organisms interact with each other?
- What's happened food chains and networks?
- What are ecological pyramids?
- How does the forest community work?
- How does the meadow community work?
- How does the community of a shallow reservoir work?
Ecology when studying the topic “Human Organism” and organization healthy image children's lives.
Try to introduce an environmental component into the following study questions:
- Why do we consider humans to be part of nature?
- Why does a person need a skeleton?
- Why does a person need muscles?
- Why does a person need skin?
- Why do we breathe and what should we avoid? (about bad habits).
- Why do we eat? What should and shouldn't you eat?
- Why do people need sense organs?
- How does the environmental situation affect human health?
Ecology in the study of issues of orientation in space and time.
In this and subsequent topics, the environmental component is not so obvious. Nevertheless, there is also an opportunity to improve children’s environmental literacy.
The formation of terrain orientation skills is a traditional element of the content of elementary natural history and geography. In the modern “World around us,” the question is posed more broadly: “Orientation in time and space.” The environmental component can be introduced here in the process of discussing the following issues:
- How to navigate in space using objects of living nature?
- Is it possible to navigate by objects formed with human participation?? You can navigate along the ravines. Most of them are the result of ill-considered human activity. In any more or less formed gully-beam system in the conditions of central Russia, slopes facing south (slopes of southern exposure) are steeper than slopes facing north (slopes of northern exposure). In addition, the former are often bare - devoid of vegetation, while the latter may be covered with turf, often complicated by landslides and mudslides. You can also navigate by the nature of the snow distribution around buildings. Under conditions of prevailing southern winds in winter, snow accumulates on the north side of the building.
- Is it possible to determine time by observing plants and animals?
Ecological issues in the study of relief.
“The World Around us” usually discusses the following topics related to relief formation: mountains and plains, ravines, hills, earthquakes, volcanism. Issues discussed:
- Does relief affect natural communities (ecosystems)?
- How do natural communities, earthquakes, and volcanism affect humans?
- Can a person cause earthquakes?
- Can a person create new relief forms?
Ecological issues in the study of rocks and minerals.
The concept of “mineral resources” is inherently ecological - after all, it is initially tied to humans. Minerals are minerals and rocks, which are used by humans to satisfy their needs for heat, light, some food components (rock salt), for the manufacture of machines, household items, etc. Issues that include an environmental component:
- How are rocks related to other components of ecosystems?
- Can features geological structure territories influence human health?
- What environmental problems arise during the extraction of oil and other minerals?
Ecology when studying the topic “Air”.
Environmental aspects of the topic most often come down to the issue of protecting the air from anthropogenic pollutants. Of course, ecology in this topic does not end there. In particular, the following questions may be considered here.
- What is the importance of living organisms in the formation of the modern atmosphere?
- What are the environmental consequences of air composition?
- Air properties: what are the environmental consequences?
- What are the main sources of air pollution?
- How does a person protect the air?
Ecology when studying the topic “Water in Nature”.
Traditionally, in elementary natural history, the properties of water, the water cycle in nature, springs, rivers, lakes, seas and oceans are studied. Currently, the concept of “hydrosphere” is also introduced in some courses on “The World Around us”. Environmental issues addressed:
- Properties of water: what are the environmental consequences?
- What are the features aquatic environment habitats of living organisms?
- What is the ecological significance of the water cycle?
- How do people use the resources of the ocean?
- How much water do we consume and how can we reduce water consumption?
- What are the sources of water pollution?
- Is there any in your locality wastewater treatment plants? How do they work?
- What are the pros and cons of reservoirs?
Environmental issues when studying the topic “Soils”.
A typical mistake in studying soils in an ecological sense is that it is classified (directly or impliedly) as inanimate nature. Ecology comes down to the importance of soils for plants, and through them for animals and humans. The environmental component will be presented here more fully if the following issues are raised:
- Is it possible to consider soil as an ecosystem!
- Can soil be considered as a living environment?
- What factors are involved in the formation of soil cover!
- Can a person grow plants without soil?
Literature
1. Konstantinov V.M. Protection of Nature: Tutorial for students of higher pedagogical educational institutions. M.: Publishing Center Academy, 2000. – 240 p.
2. Nevruzov Z.N. Nature does not forgive mistakes. – M.: Mysl, 1988. – 127 p.
3. Malykhina I.N. Training of faculty students primary education to environmental education of students. // Elementary School. – 2006. - No. 7. – P.26-27.
4. Frolova N.Ya. Ecological culture of junior schoolchildren. // Pedagogical workshop. – 2007. - No. 5.
6. Pedagogical pilot. Special supplement to the magazine “Lyceum and gymnasium education” Issue 4. MUK – 21 on the Web.
7. Mironov A.V. “The world around us” in elementary school: how to implement the Federal State Educational Standard. Teacher's manual. M.: Balass, 2012.
8. Alekseev S.V., Simonova L.V. The idea of integrity in the system of environmental education for junior schoolchildren. // Elementary School. - 1999. - No. 1.
9. Vinogradova N.F. Environmental education of junior schoolchildren. Problems and prospects. // Elementary School. – 1997. - No. 4.