Characteristics of the level of formation of the value attitude. Formation of the value attitude of high school students to their small homeland
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Pedagogical conditions for the formation of a value attitude to nature in junior schoolchildren in the process of studying the surrounding world Performer: Shalkovskaya Natalya Sergeevna
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Relevance of the study The Russian state and society today need people capable of optimal regulation of relations in the field of interaction between society and nature. At the heart of such relationships is the realization that our behavior and activities in relation to nature are not always harmonious and adequate. The Concept of General Environmental Education for Sustainable Development (2010) points out the need to form a valuable experience for students, including: environmentally oriented reflexive and evaluative actions; the ability to interpret public environmental values and self-determination in them; assessment of their opportunities to participate in solving environmental problems; fulfillment of moral obligations in the field of non-wasteful consumption of natural resources.
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Purpose of the study To substantiate the possibilities of primary natural science education in the formation of a value attitude towards nature in junior schoolchildren and to determine the conditions that ensure the effectiveness of this process.
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The object of the research is the educational process of studying the surrounding world in elementary school. The subject of the research is the formation of a value attitude towards nature in junior schoolchildren in the process of studying the surrounding world.
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Hypothesis of the study The hypothesis of the study is based on the assumption that the formation of a value attitude to nature in younger students in the process of studying the world around them will be effective if: 1. The meaning-forming element of the content of the subject " The world» will act as a value component. 2. The formation of a value attitude will be carried out through the creation of personally significant situations, the solution of value-semantic tasks.
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Objectives of the study 1. To identify the essential characteristics of the value attitude to nature, to determine the criteria, indicators and levels of formation of this personal education in younger students. 2. To substantiate the need for the formation of a value attitude towards nature in junior schoolchildren by means of the subject "The world around us". 3. Determine, theoretically substantiate and experimentally test the complex pedagogical conditions the formation of a value attitude towards nature in primary schoolchildren the basis of the WMC"Harmony" O.T. Poglazova. 4. Design guidelines for teachers elementary school on the formation of a value attitude towards nature in junior schoolchildren.
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The problem of value relations Considered in the works of O.G. Drobnitsky, A.G. Zdravomyslova, M.S. Kagan, A.B. Kiryakova, L.P. Razbegaeva, V.P. Tugarinova and others. Value relations are considered as the most important element of the whole internal structure personality, as a result of its internalization of the leading social values, allowing you to navigate in the world of material and spiritual culture of society, providing motivation for the behavior and activities of the individual.
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To clarify and concretize the concept of value attitude to nature, we studied such concepts as "value", "value attitude" Values are criteria that are used to select and justify actions, as well as to evaluate oneself, other people and events. Values are the guiding principles of life. They determine how one should behave, what is the desired state or way of life, worthy of meeting and striving for them. personal education, based on the sensory perception of nature, based on personal emotional reaction, characterized by the awareness of nature as a value and manifested in interaction with objects of nature.
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There are some contradictions among younger students between what they know about the rules of behavior, what they recognize as necessary and important, and how they act independently in conditions of Everyday life. This is due to age and methodological problems in the organization by teachers of the process of formation of a value attitude towards the world around younger students.
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Experimental base of the study The base of the study was MKOU secondary school No. 14 in Tavdy. 24 schoolchildren of the 2nd grade took part.
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Experimental and search work 3 stages: 1st stage - ascertaining; 2nd stage - forming; 3rd stage - control
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The ascertaining stage The purpose of the diagnostic study was to study the level of formation of the value attitude to nature in children of primary school age. To achieve this goal, we have identified the following tasks: 1. Determine the criteria, indicators and levels of formation of a value attitude towards nature in junior schoolchildren. 2. Pick up diagnostic methods and develop tasks for diagnosing the level of formation of value attitudes towards nature. 3. Carry out diagnostic procedures and process the results of a diagnostic study.
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Based on the research of L.V. Moiseeva, we have identified indicators of the value attitude Understanding the value of nature, its indispensability in human life - the semantic perception or interpretation of objects and natural phenomena from their standpoint in human life and society. values Emotional responsiveness in relation to living objects of nature - a positive attitude towards the "other", the orientation of the individual to the manifestation of moral feelings, empathy natural objects. The ability to evaluate the diversity of the meaning of nature and the desire to realize the attitude in actions - the assessment of objects of nature with a focus on universal, social, personal values and the desire for "helping behavior", inner desire, willingness to act.
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Rice. 1. The levels of formation of the value attitude to nature in the control and experimental groups among junior schoolchildren.
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Most children recognize the importance of nature. However, not everyone can justify their position. The ascertaining experiment showed that in contemporary practice there are problems in the formation of the value attitude of nature among junior schoolchildren. We have identified a contradiction, which lies in the fact that, on the one hand, the content of the state educational standard involves the formation of a value attitude towards nature, on the other hand, in the mass practice of teaching younger students, conditions are not created that ensure the purposeful formation of a value attitude towards nature among students.
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Formative stage The purpose of the formative stage of experimental and search work is to create pedagogical conditions that ensure the formation of a value attitude towards nature in the experimental group in younger students.
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Formative stage The first condition - the value component will act as a semantic element of the content of the subject "The World Around" Based on the analysis of the teaching materials "Harmony" by O.T. Poglazova for the 2nd grade, we singled out the value aspects of the educational content and updated the value potential of the course "The World Around". A fragment of the training content is presented on the next slide.
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Value component of the content of the subject "The world around" (OT Poglazova, grade 2) Topic Program content Knowledge and activity components Value component Natural bodies and phenomena Observe natural objects, phenomena and characterize them. Give examples of natural bodies and phenomena. Observe the day and night sky, different types and forms of clouds. Explain the reason for the change of day and night, the change of seasons. Describe the differences between stars and planets using the example of the Sun and the Earth. Work with the globe and the physical map of the hemispheres. Learn to extract information from a pie chart (ratio of land and water surface on the ground). Distinguish and characterize the forms of land, their parts. Observe different forms earth's surface of their locality. Describe the appearance characteristics different types reservoirs. Distinguish and compare different forms of land and types of water bodies according to illustrations. Find on physical map plains, mountains, rivers, lakes, seas. Model various forms of sushi from sand, clay or plasticine. Analyze examples of human use of natural resources. The value of scientists studying animate and inanimate nature. The value of observations and experiments in the study of the laws of nature. beauty natural phenomena occurring in animate and inanimate nature. Valuable attitude to the science of astronomy. Understand the value of the Sun - the closest star to the Earth, a source of light and heat for plants, animals, and humans. The value of the stars and constellations. Comets, meteorites. The beauty of the night sky. Valuable ideas about the Earth's form, size and movement. The rotation of the Earth around its axis as the cause of the change of day and night, the revolution around the Sun is the cause of the change of seasons. The value of the first manned flight around the Earth, the first cosmonaut of the world, Yu. A. Gagarin. The value of the moon natural satellite Earth. The movements of the Moon around the Earth as the reasons for the change in its apparent shape during the month (the phases of the Moon).
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Formative stage The second condition - the formation of a value attitude will be carried out through the creation of personally significant situations, the solution of value-semantic tasks.
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For the formation of a value attitude towards nature in younger schoolchildren, tasks of a value-semantic nature were used (in the form of a story-reasoning). This gave students the opportunity to show an emotional attitude to the natural environment, a sense of empathy. Demonstrate an appreciation for nature. The reasoning story made it possible to track the development of the emotional component of the value attitude to nature in younger students.
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Theme "Nature is our home now!" 1. Do people protect nature at present? 2. What is the state of nature today? 3. What do you do to keep your city clean? 4. Do your parents or friends help you with this? 5. What should all people do to save nature? 6. Why is nature our home now?
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Sayings of children: “I care, how will we live if there is not a single tree left on Earth?” "Where will the fish live if the rivers are very dirty?". Masha K.: “When I watch TV and they show how animals are caught or killed, I feel very sorry for them. I don’t understand why they do it, and the parents explained that they were poachers and that it was very bad.” Olesya E. "Value is something that is very important for a person." Misha K. “Nature as a value means that we must respect it, protect and preserve it not only for ourselves, but also for other inhabitants of our planet.” Kolya S. Answered as follows: “People began to believe that man is stronger than nature. It happened because people stopped appreciating nature.”
The purpose of our experimental study was an experimental test of the effectiveness of the pedagogical conditions for the formation of the value attitude of high school students to their small Motherland.
Pilot-experimental research base: MAOU Novoseleznevskaya secondary school of the Kazan region Tyumen region. The experiment involved students of 10 "A" and 10 "B" classes aged 15-16 in the amount of 15 students in each class.
To solve the tasks set, the experimental work included the ascertaining, forming and control stages.
The purpose of the ascertaining stage of the experiment was the primary diagnosis of the level of formation of the value attitude of high school students to the small Motherland.
To identify the level of formation of the value attitude of high school students to their small Motherland, we used the criteria and indicators developed by M.A. Olive:
Table 1
Criteria and indicators of the formation of the value attitude of high school students to the small Motherland
Criteria |
Indicators |
Techniques |
cognitive criterion |
regional knowledge, High school students' awareness of the social significance of preserving the cultural and historical heritage of the small Motherland. |
Questionnaire "Are you familiar with the culture of your native land?" |
emotional and motivational criterion |
|
Mini-essay "My native land", Methodology of M. Rokeach "Value Orientations" |
activity-practical criterion |
striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness. the desire to contribute to the revival of the village, participation in events aimed at improving the village, helping the participants of the Second World War |
technique " Personal growth students” (P.V. Stepanova). Act of Volunteers, Surveillance |
Based on the degree of manifestation of the above indicators, the levels of the value attitude of high school students to the small Motherland were identified:
High level (8-10 points): knowledge of local lore, awareness by high school students of the social significance of preserving the cultural and historical heritage of the small Motherland; the presence of a sense of pride and respect for the work of the peasant, the consolidation in the minds of young men and women of such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness. the desire to contribute to the revival of the village, participation in events aimed at improving the village, assistance to the participants of the Second World War.
Intermediate level (5-7 points): local lore knowledge is available, but there is no awareness by senior students of the social significance of preserving the cultural and historical heritage of the small Motherland; there is no sense of pride and respect for the work of the peasant, but they are aware of such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, not with a desire to strive to contribute to the revival of the village, participate in activities aimed at improving the village, helping the participants of the Second World War .
Low level (0-4 points): there is no knowledge of local lore, there is no awareness by high school students of the social significance of preserving the cultural and historical heritage of the small Motherland; there is no sense of pride and respect for the work of the peasant, they do not realize such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, not to strive to contribute to the revival of the village, to participate in activities aimed at improving the village, helping the participants of the Second World War.
To determine the levels of formation of the value attitude of high school students to their small Motherland, the following methods were used: a survey “Are you familiar with the culture of your native land?” (see Appendix 2), a mini-essay “My native land” (see Appendix 3), M. Rokich's method "Value orientations" (see Appendix 4), the method "Personal growth of students" P.V. Stepanova (see Appendix 5), the “Act of Volunteers” methodology (see Appendix 6), observation (see Appendix 7).
To diagnose the cognitive criterion, the questionnaire “Are you familiar with the culture of your native land?” was used, the purpose of which was to assess the completeness of high school students' knowledge about the culture of their native land.
Schoolchildren were offered 9 questions reflecting the completeness of their knowledge and the systematic knowledge of the value of the cultural heritage of their native land, ways of actively learning the values of the culture of their native land.
To the question “Do schoolchildren need to study the culture of their native land?” the majority of high school students answered "Yes" 61%, "No" 39%. This is a good indicator.
To the question “Do you talk with your relatives, comrades about your region?” the majority of students answered "No" 76%, "Yes" 24%.
To the question “Do you know what peoples live in our region?” “Yes” 56% “No” 44%.
To the question “Are you familiar with the traditions of your native land?” “Yes” 34% “No” 66%.
To the question “Do you think it is necessary for you to study in detail the traditions and customs of the peoples inhabiting your village?” Almost all students answered “Yes”, only 9% answered “No”
To the question “Do you know your customs, the life of your village?” “Yes” was answered by 47%, “No” by 53%.
To the question “Would you like to know the features of life, the way of life of folk art of the inhabitants of our region?” The answer "No" was not chosen by anyone, "Yes" 100%.
To the question “Are you ready to take part in the preparations for the holidays?” 67% answered "Yes", 33% answered "No".
To the question “Do you think that studying the history and culture of your native land contributes to the formation of citizenship and patriotism?”, 75.5% chose the answer “Yes”, 24.5% “No”
The results of the study according to the method "Are you familiar with the culture of your native land?" are presented in table 2 and in fig. 1.
table 2
The results of the study of the level of formation of the value attitude of high school students to the small Motherland according to the method "Are you familiar with the culture of your native land?" at the ascertaining stage of the experiment
Rice. 1.
As shown by the qualitative and quantitative analysis of the results of the study of the formation of the value attitude of high school students to the small Motherland according to the method "Are you familiar with the culture of your native land?", high level showed 1 subject of the control group - 6.7% and 2 subjects of the experimental group - 13.3%. Schoolchildren show a constant and steady interest in learning the values of the culture of their native land.
The average level was shown by 4 subjects of the control group - 26.7% and 2 subjects of the experimental group - 13.3%. Schoolchildren show little interest in the culture of their native land.
A low level was shown by 10 subjects of the control group - 66.7% and 11 subjects of the experimental group - 73.3%. Schoolchildren have no interest in learning the values of the culture of their native land or its weak manifestation.
To diagnose the emotional-motivational criterion, we used the technique of mini-essay "My native land", the purpose of which is to assess the personal understanding of the value and significance of the culture of the native land of older students.
The students were asked to write a short essay about their native land.
Previously, students were introduced to the styles of speech: business, artistic, journalistic and their features, with the visual means of the language: epithet, metaphor, comparison, etc., with an interview - one of the types of information in print.
They paid special attention to the relevance of the theme of the culture of the native land, its compliance with the chosen style of presentation.
They advised students to think deeper into the meaning of words, to select exact sentences to express their thoughts.
The level of formation of the value attitude of high school students to the small Motherland according to the essays was assessed as follows:
High level - 11 or more offers;
Average level - 5-10 sentences;
Low - 4 or less offers
The results of the study of the formation of the value attitude of high school students to the small Motherland according to the method "My native land" are presented in Table 3.
Table 3
The results of the study according to the method "My native land" at the ascertaining stage of the experiment
For clarity, we present the results in Figure 2.
Fig.2
As the results of the study of the formation of the value attitude of high school students to the small Motherland according to the method "My native land" show, 1 subject of the control group - 6.7% and 1 subject of the experimental group - 6.7% showed a high level. Schoolchildren show emotional experiences and feelings when describing the native land.
The average level was shown by 6 subjects of the control group - 40% and 3 subjects of the experimental group - 20%. Schoolchildren have a slight emotional attitude to the culture of their native land.
A low level was shown by 8 subjects of the control group - 53.3% and 11 adolescents of the experimental group - 73.3%. Schoolchildren have no emotional manifestations when describing their native land, sentences are dry and do not have value assessments of the culture of their native land.
The results can be visualized in tables 4 and 5.
Table 4
The results of M. Rokeach's methodology "Value orientations" on terminal values
Values |
Control |
Experimental group |
|
active active life |
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life wisdom |
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health |
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interesting job |
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beauty of nature and art |
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financially secure life |
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having good and true friends |
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public acceptance |
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knowledge |
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productive life |
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development |
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entertainment |
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happy family life |
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the happiness of others |
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creation |
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self confidence |
Table 5
The results of the methodology of M. Rokeach "Value orientations" on instrumental values
Values |
Control |
Experimental naya group |
|
neatness, the ability to keep things in order, order in business |
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upbringing |
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high demands |
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cheerfulness |
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diligence |
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independence |
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intolerance to shortcomings in oneself and others |
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education |
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responsibility |
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rationalism |
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self-control |
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courage in defending one's opinion, one's views |
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firm will |
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tolerance |
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broadmindedness |
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honesty |
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efficiency in business |
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sensitivity |
The table shows that in the control group, the subjects chose health, an active active life, the presence of good and true friends, self-confidence as the most significant for themselves; public recognition is quite important for them. Among the instrumental values, education, good breeding, honesty and self-control were chosen.
The subjects of the experimental group prioritize the presence of good and true friends, health, love, material security of life, interesting work, and the most important values for them are good manners, accuracy, cheerfulness, responsibility and education.
To diagnose the active-practical criterion, we used the diagnostics by V.P. Stepanov "Personal growth of schoolchildren". The results of the method are presented in table 6 for the experimental group and in table 7 for the control group.
Table 6
The results of diagnostics according to the method "Personal growth of schoolchildren" in the control group (stating stage of the experiment)
Visually, the results of diagnostics according to the "Personal growth of schoolchildren" method in the experimental group (stating stage of the experiment) can be presented in Fig. 2
Rice. 2
Table 7
The results of diagnostics according to the method "Personal growth of schoolchildren" in the experimental group (stating stage of the experiment)
Visually, the results of diagnostics according to the method "Personal growth of schoolchildren" in the experimental group (stating stage of the experiment) can be presented in Fig. 3
Rice. 3.
As we can see, the discrepancies in the diagnostic results of the control and experimental groups are insignificant.
The purpose of this technique is to determine the activity and motives for the participation of students in the life of an educational institution, and in our case, the MAOU Novoseleznevskaya secondary school of the Kazan region.
Before the start of the experiment, we talked with the subjects of the control and experimental groups. They began their conversation with the words: “Guys, do you want to plunge into the world of the history of your school and your village? Then it is you who can become unique explorers and masters of your search!”
On this offer 10 people of the control group responded, which is 66% of total number subjects and 12 people in the experimental group (80%). According to the results, it can be concluded that the subjects of the experimental group are most interested in the history of their school and their village.
We also observed the subjects who participated in the experiment (see Appendix 7).
Qualitative and quantitative analysis of the results of observation indicates that in the control group with a high level of formation of value attitudes towards the small Motherland, 2 subjects (13%). Subjects with this level have knowledge of local lore, are aware of the social significance of preserving the cultural and historical heritage of the small Motherland; there are feelings of pride and respect for the work of the peasant, fixing in the minds of young men and women such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; there are valuable and significant qualities of the personality of a citizen and a patriot as: accuracy, politeness, attentiveness, desire for co-creation and cooperation, exactingness, purposefulness. They strive to contribute to the revival of the village, participate in activities aimed at improving the village, helping the participants of the Great Patriotic War. With an average level of 5 people (33%) - subjects with this level have knowledge of local history, but do not realize the social significance of preserving the cultural and historical heritage of their small Motherland; such subjects do not have a sense of pride and respect for the work of the peasant, but they are aware of such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, do not want to contribute to the revival of the village, participate in activities aimed at improving the village, help the participants of the Second World War . With a low level of 8 people (53%). The subjects of this level lack local history knowledge, there is no awareness of the social significance of preserving the cultural and historical heritage of the small Motherland; there is no sense of pride and respect for the work of the peasant, they do not realize such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, do not seek to contribute to the revival of the village, participate in activities aimed at improving the village, help the participants of the Second World War.
In the experimental group with a high level of 5 subjects (33%), with an average level of 6 subjects (40%) and with a low level of 4 people (26%).
Thus, a qualitative and quantitative analysis of the results of the ascertaining stage of the experiment showed that the subjects in the control group with a high level of formation of a value attitude to the small Motherland were 1 person, which is 6% of the total number of subjects in the experimental group. A student at this level has a well-formed civil position, a stable system of socially significant values and interests, the ability to objective assessment social phenomena of reality, to the emotional perception of the social and natural environment, the rural world, the desire for creative creative activity related to the preservation of the historical and cultural heritage of the small motherland. With an average level of formation of a value attitude to the small Motherland, 9 subjects make up 60% of the total number of subjects in the experimental group. Such students are characterized by the uncertainty of civic position, the locality of cognitive and communicative interests, subjectivity in the assessment of social phenomena, an unstable need for socially significant activities, an insufficient manifestation of emotional perception of reality, an indifferent attitude to historical and cultural heritage small homeland. There were 4 people with a low level of formation of a value attitude to the small Motherland in the experimental group, which is 26% of the total number of subjects in the experimental group. Such students are characterized by the absence of a clearly expressed civic orientation of the individual, the narrowness of personal interests, a negative attitude towards socially significant activities, skepticism in assessing social phenomena, the absence of a vivid emotional perception of the social and natural environment of the village, and a negative attitude towards the historical and cultural heritage of the rural world.
In the experimental group of subjects with a high level of formation of value attitudes to the small Motherland, 0 people. With an average level - 7 people, which is 46% of the total number of subjects in the control group. Students with this level have not decided on their civic position, the locality of cognitive and communicative interests, subjectivity in assessing social phenomena, an unstable need for socially significant activities, insufficient manifestation of emotional perception of reality, indifferent attitude to the historical and cultural heritage of their small homeland. With a low level of formation of a value attitude to the small Motherland - 8 people, which is 53%. Subjects with this level do not have a clearly expressed civic orientation of the personality, the narrowness of personal interests, a negative attitude towards socially significant activities, skepticism in assessing social phenomena, there is no brightness of emotional perception of the social and natural environment of the village, a negative attitude towards the historical and cultural heritage of the rural world ( see Appendix 9).
The results of the ascertaining stage of the experiment can be visually presented in Table 8 and in Fig.4.
Table 8
Results at the ascertaining stage of the experiment
Fig.4.
The implementation of the pedagogical conditions for the formation of the value attitude of high school students to their small Motherland will be considered in the next paragraph.
MINISTRY OF EDUCATION AND SCIENCE
RUSSIAN FEDERATION
FGAOU VO "NORTH CAUCASUS FEDERAL UNIVERSITY"
INSTITUTE OF EDUCATION AND SOCIAL SCIENCES
DEPARTMENT OF PEDAGOGY AND EDUCATIONAL TECHNOLOGIES
COURSE WORK
in the discipline "Additional education for schoolchildren"
on the topic of: "FORMING SCHOOLCHILDREN'S VALUE ATTITUDE TO NATURE IN CONDITIONS OF ADDITIONAL EDUCATION"
Performed:
Shagartaeva Elena Sergeevna
student of the 3rd year of the group PPO-b-o-14-2
Psychological and pedagogical education
full-time education
Work manager:
Candidate of Pedagogy, Associate Professor of the Department of Pedagogy
and educational technologies
Kolosova Natalya Viktorovna
Stavropol, 2017
ecological culture schoolboy nature
INTRODUCTION
CHAPTER 1
1 Value attitude to nature as a component of ecological culture
2 Environmental education in the structure of the system of additional education for children
3 Analysis of the pedagogical practice of forming a value attitude towards nature among schoolchildren
Chapter 2
1 Identification of the initial level of formation of schoolchildren's value attitude to nature
2 Implementation of the pedagogical conditions for the formation of a value attitude towards nature in schoolchildren in the conditions of additional education
3 Analysis of the results of the pedagogical experiment
CONCLUSION
BIBLIOGRAPHY
APPLICATION
INTRODUCTION
Relevance. The significance of this problem is determined by the presence of contradictions between the organization of the educational process and the existing system of values, value relations of the individual; between the need to form a value attitude towards nature in junior schoolchildren and the lack of didactic and methodological means of optimization this process; between the implementation of the process of education by teachers and their insufficient methodological preparedness. This predetermines the study of conditions, methodological tools regarding this phenomenon in primary school age, which is characterized by specific features.
To determine the content of the formation of a value attitude to nature, it is necessary to take into account the features psychological characteristics children of primary school age. During this period, the child acquires experience of interaction with the nature of the region, which means that an attitude to environment, inherent in his personality is not only a fact of knowledge and understanding, but namely the ability to cohabit with the immediate surrounding reality, which for a younger student is nature. The educational potential of nature is coordinated with the priorities of spirituality, it helps to ensure harmony in relations with the environment of the motherland.
IN pedagogical science the question of the formation of a value attitude towards nature among younger schoolchildren has not yet been adequately reflected.
Thus, the relevance of the research problem and the search for conditions for optimizing the process of forming a value attitude to nature among elementary school students determined the choice of the research topic.
Purpose of the study- theoretically substantiate and experimentally test the effectiveness of additional education conditions in shaping schoolchildren's value attitude to nature.
Object of study: the process of formation of schoolchildren's value attitude to nature.
Subject of study: the process of formation of schoolchildren's value attitude to nature in the conditions of additional education.
The problem, subject and purpose of the study led to the implementation of the following tasks:
Implement theoretical analysis problems of formation of values and valuable attitudes towards nature in junior schoolchildren.
To expand and clarify the essence of the concept of "value attitude to nature" and to identify the features of its manifestation in children of primary school age.
To determine the criteria and indicators of the levels of formation of the value attitude towards nature in junior schoolchildren.
Theoretically substantiate and experimentally test the effectiveness of the model and pedagogical conditions for optimizing the process of formation of a value attitude towards nature in junior schoolchildren in conditions of additional education.
Hypothesis: it is possible to optimize the process of formation of a value attitude towards nature among younger schoolchildren under the following conditions: integration of local history material into the content of primary additional education; a variety of forms, methods, techniques, means of the educational process; implementation of a holistic approach to classroom and extracurricular educational work with younger students; methodological readiness of the teacher for coordinated and multifaceted activities on the stated problem.
Research methods: theoretical analysis of scientific literature on the research problem, classification, systematization, generalization, pedagogical experiment.
Theoretical significance The research lies in the fact that the material on the formation of a value attitude towards nature in schoolchildren in the conditions of additional education was systematized.
Practical significance The work consists in the fact that in the presented material there are results that reveal practical ways of successfully forming a value attitude towards nature in schoolchildren in conditions of additional education. The materials of the work can be used in the practice of school institutions, institutions of additional education for children to improve the value attitude to nature of younger students.
Work structure: course work consists of an introduction, two chapters with six paragraphs, a conclusion, a list of references and an appendix.
CHAPTER 1
.1 Value attitude to nature as a component of ecological culture
The problem of ecological education of children and youth has been and remains relevant for scientists - representatives of various branches of knowledge. Works of philosophers, psychologists, ecologists, doctors, hygienists, sociologists, teachers, etc. are devoted to its study. Interest in environmental topics is growing, works are devoted to these issues that reflect various aspects of the identified problem.
The initial aspect in the study of the problem under study is the definition of the ratio of "value attitude" and "value attitude to nature". In modern science realized different approaches to the definition of the essence of the concepts "value", "attitude", "value attitude". However, despite the fact that the problem of studying value relations has a long history, today in psychological and pedagogical science there is no common understanding of this phenomenon. Given this, the concept of "value attitude to nature" is considered by us from the standpoint of an axiological approach.
Value relations reflect a special kind of objective connections of a person with his natural, social and technogenic environment, which contain information about the relationship between the objective properties of objects and the needs of the subject, and therefore about the vital significance of the surrounding objects and phenomena, their ability to satisfy needs and interests, to benefit or dissatisfaction.
Under the value attitude to nature, we mean an integrative personal quality, which is manifested in the moral, intellectual and value attitude of a junior schoolchild to the natural and social environment in which he lives, his cultural and spiritual heritage, historical past, ethnic identity. We believe that the value attitude to nature is an internal, integrative condition for the self-realization of the individual.
Mastering the ideas of a value attitude to nature, turning them into guidelines for the life of children and youth is facilitated by the pedagogical interpretation of the local history potential for education. Local history work ensures the adaptation of the child in the social and natural environment of his native land, creates conditions for expanding the worldview of the younger student, the system of knowledge, moral views and beliefs that determine the attitude towards nature and the development of the emotional and value sphere of the individual.
From the point of view of A.I. Bilan, the formation of a value attitude to nature at each age stage of personality development has its own specific features, which must be taken into account in pedagogical activity. We note that the formation of a value attitude to nature in children of primary school age is considered by us as a process, which implies a purposeful educational influence on the development of the components of the studied integrative quality as a result of the implementation of the corresponding local history aspect of the content. primary education.
In the field of view of researchers of the process of environmental education of schoolchildren are questions of the formation and development of environmental consciousness, environmental outlook, environmental behavior, environmental education, as well as environmental and axiological aspects, features of the organization of the process of environmental education in the system of primary education, secondary school.
So, in the monograph N.A. Biryukov, a number of problems are considered, which we will also touch upon in our work, we are talking, first of all, about the system of environmental education, about the formation of worldview and environmental values in the education system, about the place of educational ecology in the structure modern education etc .
The process of ecological education of junior schoolchildren is fundamentally and systematically studied in the works of N. Lysenko, in which special attention is paid to the organization and content research activities in the nature of schoolchildren, means of activating cognitive activity in the process of familiarizing children with nature, to unlock the cognitive potential of environmental knowledge in the context of the integrated use of various types of children's activities in nature. The place of folk customs, traditions, oral folk art in the system of environmental education is also highlighted.
In the monograph G.P. Pustovit determined the main parameters, levels and directions of the subjective attitude of the individual to nature in its ontogenesis and characterized the types of its practical activities in the environment. The theoretical-methodological and methodological foundations modernization of the content of environmental education and upbringing of students in grades 1-9; conceptual approaches and principles for selecting, structuring and building their content in out-of-school educational institutions and efficiency criteria in the formation of components of environmental upbringing of a person. The classification of principles, forms and methods has been improved, new active organizational and pedagogical forms and methods of environmental education and upbringing of students have been developed, and their effectiveness has been proven.
The pedagogical heritage of V.A. Sukhomlinsky regarding his ideas for the development of ecological culture of younger schoolchildren. The effectiveness of using the ideas of V.A. Sukhomlinsky lies in the fact that they help to form aesthetic, practical, environmental, cognitive and moral values in children. At the same time, they contribute to the expansion of children's ideas about the phenomena of inanimate and living nature, their relationship and interdependence, etc. The humanistic ideas of V. Sukhomlinsky, notes I.A. Sychko, provide for the most complete consideration of the natural basis of the child. The underestimation of these foundations causes alienation from the organic connection with the natural environment, weakens the connection between generations and the influence of folk pedagogy. Here the main idea is the responsibility of everyone for the normal life of all.
The problems associated with the formation of a value attitude to nature as a component of environmental work in additional education are considered by K.G. Magrlamova, noting that the concept of "value attitude" includes the norm (behavior) and the desired (ideal) and is considered as a social form of assessment by the individual of objects and phenomena of the surrounding reality and acceptable types of interaction with it, which have subject-individual identifications and developed by mankind in the process historical development» . On the basis of the mentioned interpretation, the author considers the education of students of a value attitude towards nature as a purposeful conscious process of personality formation, the activity of which is manifested in the moral and ethical principles of environmentally expedient behavior in solving environmental problems.
The content of environmental education of students in the educational process of the basic school, the scientist proposes to consider the following components: ontological, which provides the formation of a complex of environmental knowledge, skills and abilities of knowing the laws and patterns of the functioning of the environment; evaluating, which forms a certain system of ideals, values and beliefs in relation to the individual to nature; guide, which reveals the essence of environmentally appropriate behavior and activities of the individual in the environment.
The process of educating a value attitude to nature in students of grades 3-4 in extracurricular work is presented in the scientific heritage of L.S. Kurniak. Author based on analysis scientific approaches and organization practices extracurricular activities substantiates the criteria for the formation of a value attitude towards nature, which includes positivity, subjectivity and non-pragmatism in relation to nature. Important are the pedagogical conditions for educating a value attitude to nature, formed by the researcher, taking into account the personal experience of a value attitude to nature of a teacher and students, actualizing on its basis the needs, motives and goals of interaction of younger students with nature; managing the operations of searching for valuable objects and natural phenomena by students, their evaluation, choice and projection in behavior and creativity, expanding the subjective functions of younger students; integration of the natural science and artistic content of the study of nature by students on the basis of their sensory experience; assimilation and application by students of knowledge about nature based on the reflection in them of a positive, subjective, non-pragmatic attitude towards it.
The humanistic paradigm of education is based on pedagogically expedient, humane subject-subject relations between teachers and schoolchildren.
The humanization of education is realized by filling all forms of consciousness and communication between people with a humanistic meaning. An important place in this process is occupied by the humane attitude of the educator to the pupils, the humanistic orientation of their behavior, the formation of humane qualities in them. Special conditions should contribute to solving the problems of not legal, but ethical education. Consequently, the humanistic attitude is the effective mechanism on which education is based.
The relevance of this provision for environmental education is explained, in our opinion, by an increase in last years general and, in particular, environmental culture, which cannot but affect the process of environmental education. The teacher in the process of environmental education relies on trust, responsiveness and other positive qualities of the student's personality. The elementary school teacher has indisputable authority among students, which is also explained by age characteristics. All this contributes to the establishment of harmonious relationships and, in general, has a positive effect on pedagogical process.
1.2 Environmental education in the structure of the system of additional education for children
The main meaning of environmental education and upbringing of students is their awareness of the relationship and interdependence of man and nature, in the formation of readiness and desire to have a positive impact on changes in the environmental situation, through a value attitude to the environment.
Studying the process of formation of a value attitude towards nature in junior schoolchildren, N.E. Glukhova tested a model for the formation of a value attitude towards native land, the basis of which are such pedagogical conditions as the integration of local history material into the content of the educational process of elementary school, ensuring the integrity of the educational process and preparing teachers for organizing the education and upbringing of students on a local history basis.
A clear statement of the goal of the process of formation of the aesthetic perception of nature.
The focus of teaching diverse academic disciplines and extracurricular activities of students on the formation of an aesthetic perception of nature.
Orientation of the educational process to the organization of creative activity of students.
Building the process of formation of aesthetic perception on the basis of the relationship of the creative potential of younger students with nature and with works of art.
Accounting for student development trends lower grades, which reflect the most significant age features.
The use of multidirectional, diverse activities of younger students, which is necessary for the formation of their knowledge of nature, aesthetic skills.
The use of "weak" influences to give the process of aesthetic perception of nature an activity-creative character.
Orientation of the educational process to the consistent achievement by students of the levels of perception of nature, objective, effective, aesthetic attitude and aesthetic perception of nature.
Systematic diagnostics of the level of aesthetic perception of nature.
Continuity between kindergarten and school in the process of forming the aesthetic perception of nature.
Integration of school and family influences aimed at shaping the aesthetic perception of nature.
Extracurricular activities of students allow to a large extent systematize and expand the scope of environmental knowledge and skills of schoolchildren. An analysis of the methodological literature shows that extracurricular work should take into account following conditions: age characteristics of schoolchildren, their interests and inclinations; combination of theoretical and practical exercises; unity of intellectual and emotional perception of the environment; active practical work to study environmental problems and improve its condition; a combination of play and work activities of schoolchildren.
The study of real life by schoolchildren in the process of extracurricular work provides material for discussion in the natural environment of various life situations, especially environmentally negative behavior of people. This allows students to learn lessons in practice, change the goals of their activities, make decisions in accordance with their beliefs. At the same time, natural scientific knowledge substantiates the optimal ways of behavior and activity in the environment.
Extracurricular activities create conditions for gaining experience in making environmentally sound decisions based on the acquired knowledge and in accordance with the formation of value approaches and orientations.
The role of extracurricular work is significant in encouraging schoolchildren to independently study nature, which they can carry out in accordance with their more inherent speed of assimilation, which makes the process of becoming a personality much more productive.
In this case, the student can turn to the experiment, short-term and long-term observation, the study of human relations with nature over a long period of time with fixing the results on film, in drawings, diagrams and other documents. All this makes the study of the natural environment and its protection attractive and interesting.
The upbringing of a value attitude to nature among schoolchildren is possible only if there is a relationship between different types and forms of extracurricular work. A variety of activities enable schoolchildren to deeply master the knowledge of the relationship between man and nature, to consider ecological problems in real life, to acquire the simplest skills in nature protection, only in additional environmental education is it possible to conduct long excursions, hikes in nature, recreational areas, research institutions, with this form of organization of work, the ways of attracting schoolchildren to practical activities of an ecological nature are expanding.
At the same time, we came to the conclusion that of the additional activities in the pedagogical and methodical literature mainly typical are considered, and in practice a small variety of types of extracurricular work is used. Teachers mainly use traditional methods of conducting extra-curricular activities, which, in turn, are episodic in nature with a pronounced theoretical approach and a narrow practical orientation, which is due to modern socio-economic realities.
Given the wide field of educational opportunities of out-of-school educational institutions, the logic of the study determined brief analysis the results of the implementation of the educational potential of out-of-school education, which can be considered at different levels: the personality of the student; establishments; district, city, region, all-Russian level, etc.
The tasks of cultivating an ecological culture, a conscious and careful attitude to nature, as well as responsibility to future generations for conservation are being solved to a large extent teaching staff stations of young naturalists (SUN), environmental and naturalistic centers, environmental circles. For example, classes with young naturalists can be held on the basis of classrooms, in a corner of wildlife, flower beds, an arboretum, on an educational and experimental land plot, a rabbitry, an apiary, as well as on the basis of schools and preschool institutions in the city.
In the summer period, it is possible to organize ecological camps, field practices, both for young naturalists of the ecological center, and regional (city) ecological and naturalistic centers, stations of young naturalists. Organize the work of such specialized tent camps: the young ornithologists "Bird of the Year", the young ichthyologists "Ichthyos", the young biologists "Green Pearl", the camp-school of the advanced pedagogical experience"Yunnat".
In the additional education of children, the following mass events can be organized: competitions “My native land, my land”, “Parks are the lungs of cities and villages”; campaigns "Plant a Garden", "Children and the Environment", "Bird of the Year", "Tree of Life". In addition, to hold gatherings of young ecologists, naturalists "Golden Narcissus", a gathering of winners of district, regional competitions "Yunnat-erudite", foresters, environmental propaganda teams; organize the participation of extracurricular educational institutions and schools in various regional mass-educational activities and the like.
1.3 Analysis of the pedagogical practice of forming a value attitude towards nature among schoolchildren
Pedagogical and scientific activity V.A. Sukhomlinsky. Work at the Pavlysh school was structured in such a way that from the first day a child arrived there until last day his stay in it, the disciples daily, if not hourly, communicated with nature. V.A. Sukhomlinsky could not imagine education without trips of the children's team to the primary sources of the word. Here is how Vasily Alexandrovich describes this process: “We walked to the vineyard alley. In a quiet corner surrounded by trees, vines have grown. Braiding a metal frame, they formed a green hut. Inside the hut, the ground is covered with tender grass. Silence reigned here, from here, from the green twilight, the whole world seemed green. We sat down on the grass. This is where our school begins. From here we will look at the blue sky, the garden, the village, the sun ... The children could not tear themselves away from the world that fascinated them ... ".
In nature, V.A. Sukhomlinsky saw a powerful source of activating thinking, abilities, life-affirming power: “We went to the steppe, sat on the top of the mound, looked at the wide fields sown with wheat, admired the flowering gardens and slender poplars, the blue sky and the singing of the lark. Admiration for the beauty of the land where grandfathers and great-grandfathers lived, where we are destined to live our lives, repeat ourselves in children, grow old and go to the land that gave birth to us ... ". in the education system. Sukhomlinsky, nature acts both as an object, and as a means, and as the essence of human activity. Constant communication with nature is an essential aspect of the educational process.
So, for example, the “School of Joy” used a unique method of teaching writing: children, inspired by the beauty of nature, draw a picture (meadows, forests, fields, lakes, and so on) from nature, sign the drawing, and through the musical scoring of the word comprehend the basics of literacy. V.A. Sukhomlinsky specially selected such musical melodies in which bright images were born that were prompted by nature and understood by children: the chirping of birds, the rustling of leaves, the murmur of a stream and the howling of a blizzard. After listening to the melody, the children heard the silence of the fields and the whisper of the trees in a completely different way. Then the piece of music was listened to again. Thus, a bright emotional image firmly entered the aesthetic culture of the child.
One of the effective forms of environmental education of junior schoolchildren are environmental projects. I.T. Suravegina believes that the results of the projects are: landscaping; creation of a park, alley; the ability to find the right solutions in a difficult environmental situation and evaluate them; skills of possession of a technique of carrying out of nature protection actions . Design technology environmental protection provides for 5 stages. stage - preparatory. It provides for the coordination of issues on project activities with the administration of the educational institution, school employees who will take part in the project; formation of a group of project participants; conducting the first briefing; stimulation of search work; definition of goals, time of project implementation and required resources; work planning taking into account the work plan of the educational institution; collective discussion of the planned activity. stage - collection of necessary information: discussion and choice of research methods and information retrieval; determination of the total area or volume of the territory for environmental protection measures in the microdistrict, near the school; search for potential territories; study of potential places for the implementation of environmental protection measures; justification of the need for environmental protection measures: landscaping the area, the creation of a park, alleys, etc.; coordination of issues related to the implementation of the project with local authorities in order to obtain assistance and permission; searching for information about the work to be done. stage - determination of areas of activity: generalization of the collected material, systematization and analysis of the information received; determination of the most effective ways to solve the problem; planning activities to solve the problem, predicting the consequences of activities, distribution of tasks; determination of the time required for their implementation; study of effective ways of interaction with representatives of funds mass media, power; determination of the necessary budget, resources; release of leaflets, booklets, posters calling on the public to support the planned activities; coordination of issues related to the implementation of the project with local authorities, forestry, utilities in order to obtain assistance. stage - stage of activity: implementation of the tasks planned for stage III; collection of signatures in support of environmental protection measures: landscaping, creation of a park or square, planting an alley, and the like; consultation with experts; search for material; conducting a mailing campaign of letters, articles in the media; organization of cooperation with forestry, public utilities, etc.; organizing a community work day to clean up the territory; planting trees, and the like. stage - presentation and evaluation of the effectiveness of the project: processing and registration of the results of the project (creation of a demonstration stand, multimedia presentation); presentation of group work materials at a circle meeting, a conference, a teacher's seminar, parent-teacher meetings; dissemination of information about the work done in the press; study of public opinion on the relevance and expediency of the implemented project; evaluation of results, taking into account the original goals; summarizing the experience gained, determining the strongest and weakest aspects of the work; identification of opportunities further development project activities.
Other forms of work also provide space for the ecological education of junior schoolchildren: circles, exhibitions, competitions, holidays, extracurricular activities, extracurricular reading of fiction and popular science literature, organization of the work of “living corners”, school museums of local lore, meetings, etc., at which we won't stop. (The methodology for the formation of a value attitude to nature among younger students is given in Appendix 1). We only note that these forms of work are typical at all stages of the period under study, they can be considered traditional from the second half of the 20th century, only the content modules have changed.
Here is an example of the course "The Road to a Wonderful World".
The purpose of the course "Road to a Wonderful World" is to form in students a system of scientific knowledge, views, beliefs that lay the foundations for a responsible and efficient attitude to the natural environment. The program of the course "Road to the Wonderful World" takes into account the links between the preschool and elementary levels of the general education school and covers the following content lines "Wildlife", "Inanimate nature", "Seasons", "Native land", "Nature is the living environment of organisms", "Nature Protection", "Man and Nature". The content of the course assumes an organic combination of the implementation of educational, developmental and educational tasks of the elementary school by involving students in the work on the ecological path.
The content of the course is maximally adapted to the age capabilities, characteristics and interests of younger students. It covers tasks that contribute to the development of the child's thinking, observation, independence, activity; development of elementary skills necessary for participation in socially useful activities; take into account the needs of the child in communication, exploration of the environment, artistic expression of their feelings. The program integrates environmental knowledge into educational space subjects of the invariant and variable component of the curricula.
The goal is achieved by implementing the following tasks:
to update and form students' knowledge and ideas about sustainable development and ways to achieve it, about everyone's involvement in solving the problems of resource conservation, the environment and the fate of the planet;
to form in students models of behavior and actions that meet the needs of sustainable development;
to develop in students an emotional and value attitude to the problems of the development of human civilization as personally important, as well as the ability and desire to consciously act to preserve the environment and achieve sustainable development of society. The methodological foundations of the course are based on a combination of activity, personality-oriented and competence-based approaches.
Within the framework of the partial search, or heuristic method, the teacher can direct the activities of schoolchildren to independently perform individual steps in the search for knowledge about natural objects. For example, using this method in the third grade in the lesson - “Results of observations of inanimate and wildlife and the labor of people (spring season)”, teachers can disassemble proverbs with students: “April with water, May with grass”. First of all, the teacher should turn to the observations of the students themselves, to the already acquired knowledge, life experience. Children should express their opinions: why, when there is a lot of moisture in April, luxurious grasses grow in May. The teacher must summarize all the answers of the students and draw a conclusion about the relationships in nature, about the dependence of the growth and development of plants on precipitation.
When applying the research method, it is necessary to take into account its main goal - to teach students to independently learn about nature. It is advisable to offer such assignments that would ensure the creative application by students of basic knowledge about nature, the mastery of the features of creative activity, and the gradual increase in the complexity of natural history problems. In addition, the teacher must control the progress of the work, check the results of the work and organize their discussion. For example, using this method, through observations, one can turn to folk signs. It is quite natural that in educational process research tasks take a long time. Therefore, we recommend that the teacher use this method mainly in extracurricular work.
Classification of methods of ecological education of junior schoolchildren in additional classes.
Explanatory-illustrative: Conversation. Explanation. Story.
Reproductive: Problems of ecological content. Observations of seasonal changes in nature. Basic schemes. Variable tasks.
Problem Statement: Explanation. Observations. Conversation.
Partial-search: Riddles. Rebuses. Crosswords. Quizzes. Interesting exercises. Phenological stories
Basic schemes. Conversation
Research: Observation of seasonal changes in nature. Examination folk signs about the relationship in nature through observation. Problem tasks.
Distinguishing individual methods of environmental education is important for understanding and organizing various types of student activities. However, this does not mean that in the real educational process these methods must be separated from each other. On the contrary, it is advisable to implement them in combination, parallel to each other.
It is important to emphasize that during the lesson, the methods of environmental education must be changed, alternated depending on the content, the purpose of studying the topic, and the level of training of students.
In the formation of an emotional-valuable, responsible attitude of a junior schoolchild to nature important role the game is playing.
The most important result of the game is the deep emotional satisfaction of the child with its process, which to the greatest extent meets the needs and possibilities of knowing the world around and building harmonious relationships with nature.
The ability of a person to aesthetically perceive, feel and experience the surrounding life, to understand the uniqueness and value of each natural object is a component of ecological and aesthetic culture. Thus, a necessary condition for building a system for educating the ecological and aesthetic culture of the individual is the formation of aesthetic sensitivity to nature in primary school students as a special ability to respond to the environment.
Work in all areas of education of aesthetic responsiveness to nature in younger students is successfully combined in the game. The significance of the game for the education of aesthetic sensitivity to nature in younger schoolchildren is determined by the possibilities of the game in the development of the child's sensory sphere. Yes, acceptance playing role requires immersion in an imaginary situation, the use of sensory experience. For example, assuming the role of an animal relies on becoming familiar with it. appearance, behavioral features, voice sounding, living conditions. In the absence of such knowledge, the student, having accepted the role, will be forced to pay attention to those properties that he did not pay attention to before, but which are essential for solving problems. game task. Thus, the game contributes to the development in younger students of the ability to distinguish the external expressive properties of nature.
The significant potential of the game in the ecological and aesthetic education of younger students can be realized only if the teacher's work is directed accordingly. The effectiveness of the use of the game in order to educate younger students in aesthetic sensitivity to nature also depends on the system for presenting game material.
All games that may be oriented toward educating younger students in an aesthetic sensitivity to nature can be divided into three groups. The first group - games aimed at developing the ability of younger students to distinguish the variety of external expressive properties of natural objects and phenomena. The second - games related to improving the ability to put oneself in the place of another, to show compassion. The third is games that contribute to the development of schoolchildren's susceptibility to external expressiveness in nature and the ability to identify sympathetic reactions in relation to natural objects.
The first group contains such games: “Colors”, “What colors are more?”, “Shades”, “Associations”, “Recognize by voice”, “What do you hear outside the window?”, “Who (what) do these sounds remind you of? ”, “Who moves how”, “Zoo”, “Magic leaves”, “What has changed?”, “Extra color”, “Extra sounds”, “Picture outside the window”, etc. Almost all the proposed games involve the identification of one external properties of nature. For example, during the game “Recognize by voice”, younger students, after familiarizing themselves with the recordings or imitation of the “voices” of nature, must determine which natural object can produce such sounds (a group of sounds corresponds to the singing of a bird, the voice of an animal, the rustle of grass and leaves, the sound of water and wind). The game develops the ability of schoolchildren to distinguish sounds and groups of sounds in terms of pitch, strength, rhythmic organization, timbre color, and to differentiate the sounds of nature. Such games, when properly introduced into the educational process, develop observation, expand the range of perception of aesthetically valuable objects of nature, and contribute to the formation in children of the need to communicate with nature.
The second group includes the games "Define the Mood", "Wild and Domestic Animals", "Unfinished Story", "Unusual Situation", "Sound Picture" and the like. They are focused on the formation of skills to distinguish and understand the emotional states of comrades, peers, adults, and later - animals, birds, plants; create images, convey them using various means of artistic expression. For example, the game "Wild and Domestic Animals" is aimed at developing the ability to identify the characteristic in movements, the behavior of animals; spiritualization of natural objects.
The games of the third group reinforce the knowledge and skills acquired during the performance of the games of the first two groups. During the games “Imaginary Journey to the Forest”, “Game of Forest People”, “Journey to the Land of Divas” and the like, younger students show their sensitivity to nature, the ability for emotional decentration, the creation of images, an aesthetic assessment of natural objects and phenomena from the point of view view of their expressiveness.
The introduction of games of certain groups into the pedagogical process will contribute to the formation of elements of ecological and aesthetic culture in children of primary school age.
Conclusions to the first chapter
The problem of the essence of environmental education, as we see, is multifaceted. Its meaning, purpose and role cannot be limited to the training of environmentally educated schoolchildren. The essence of the process of ecological education of schoolchildren lies in a kind of transformation of eco-cultural values into personally significant ones.
Environmental education cannot be considered only as an integral part of the environmental system, it is, first of all, a necessary component of the formation of a personality capable of solving the problems of the future development of our civilization. Therefore, environmental upbringing and education should be considered as one of the priority factors influencing the progressive changes in society.
The essence of environmental education can be defined by the following key categories: consciousness, culture, behavior, responsibility, through which the understanding of environmental education is projected. Scientists also propose to explore environmental education in the coordinates of other categories: worldview - values - attitudes - behavior as interconnected and interdependent in the process of organizing environmental education. We will consider the first components, which, in our opinion, have been studied to a lesser extent in the context of environmental education.
A value attitude to nature is formed in the process of environmental education and manifests itself in such signs: awareness of the value of nature in human life, the inherent value of nature; a sense of personal involvement in the conservation of natural resources, responsibility for them; the ability of the individual to coexist harmoniously with nature; behave competently, environmentally friendly; a critical assessment of the consumer-utilitarian attitude to nature, which leads to a violation of the natural balance, exacerbation of the ecological crisis; the ability to resist the manifestations of such education in accessible ways; active participation in practical environmental activities; carrying out environmental protection activities on their own initiative; environmental education.
Chapter 2
.1 Identification of the initial level of schoolchildren's formation of a value attitude to nature
To solve the tasks set, a set of research methods was chosen: conversations with children, observation of their behavior in nature in everyday life and specially created pedagogical situations, analysis of the results of children's activities, documentation of educators, and questioning.
IN pilot study 30 children of primary school age took part, students of the 1st grade of MKOU secondary school No. 1 of the Kursk municipal district of the Stavropol Territory: 15 children of the experimental group (EG) and 15 children of the control group (CG).
To determine the level of formation of schoolchildren's value attitude to nature in children of primary school age, we have chosen the following criteria and indicators: the quality of environmental ideas (volume, consistency, realism, awareness), the type of attitude to nature (emotions and motives), the nature of the child's activity and behavior in nature (the ability and skills of caring for objects of nature, actions).
The first series of tasks was aimed at identifying indicators of a cognitive criterion - students' understanding of basic local history and moral and ethical concepts, the formation of students' ability to valuablely reproduce the experience about nature acquired in the educational process. For this, the following methods and techniques were used: a story about one's native land, writing an essay on the theme "Spring Forest", creating a projective drawing.
The second series of tasks was aimed at identifying the emotional and value attitude of younger schoolchildren to their native land (nature, architectural monuments, the ability to emotionally respond to events taking place in their homeland). To solve this series of tasks, questionnaires, the game method (“My museum”, “I am a guide”) and observations were used.
The third series of the study included tasks aimed at identifying the ability to identify the emotional foundations of one's behavior and other people, to carry out a moral assessment of situations and to use alternative ways of one's own problem solving. For this purpose, game methods, the method of projects and observation were used during the organization of educational extracurricular activities.
When developing the research program, we took into account the essence, content of the concept of "value attitude to nature" and the features of its formation in children of primary school age.
A high level was characterized by a sufficient volume of children's ideas about objects and natural phenomena (within the framework of the program for teaching and educating children in preschool and elementary school), correspondence of ideas to reality, understanding of ecological connections and dependencies between objects of nature, objects of nature and conditions of existence, between nature and man, the ability to substantiate them with the help of speech; type of attitude to nature - positive emotional and value; children have formed the skills and abilities of caring for objects of nature, which they independently use.
The average level was characterized by the volume of children's ideas within the framework of the program, partial correspondence of ideas to reality, the ability to differentiate living and non-living beings, partially determine the individual needs of living organisms, name some conditions necessary for their life, lack of understanding of the integrity of nature, the dependence of human life and health on environmental factors, difficulties with argumentation of judgments; type of attitude to nature - mixed; in children, the skills and habits of caring for objects of nature are mainly formed, which are used sporadically.
The low level was characterized by an insufficient volume of children's ideas about objects and natural phenomena, a partial correspondence of ideas to reality, insufficient awareness of the dependence of a living organism on environmental factors, a misunderstanding of environmental relationships, the integrity of nature, a lack of argumentation of judgments; type of attitude to nature - consumer or mixed; the skills and habits of caring for natural objects are basically not formed, they are not used.
As a result of the study, it was found that 20% of children from the EG and 20% of children from the CG showed a high level of formation of a value attitude towards nature among schoolchildren, an average level - 46.7% of children from the EG and 40% of children from the CG, a low level - 33.3% of children from the EG and 40% of children from the CG (Appendix 2.3, Table 1.).
Table 1.
The results of the ascertaining experiment
For clarity, we present the obtained data in Fig. 1. Rice. 1. Results of the ascertaining experiment We stated that teachers are aware of the need to form a value attitude to nature among younger schoolchildren who have a certain amount of knowledge in ecology, who mainly show interest and interest in raising their own knowledge of nature. Work on environmental education is planned, traditional forms of work and methods of influencing children are used in this direction. However, as the analysis of the documentation (plans of educational work) showed, a fairy tale of natural history content as a means of ecological education of younger schoolchildren is used extremely rarely, and the main method of working with a fairy tale is reading followed by a conversation. During the ascertaining stage of the experiment, it was found that most parents do not realize the need to carry out work on environmental education in the family, considering this to be the competence of the school educational institution; they are not always attentive to the choice of works about nature for reading to children. A relatively small percentage of parents are interested in participating in environmental events held at an educational institution, and did not deny the opportunity to expand their knowledge in this area. The results of the ascertaining experiment made it possible to draw a conclusion about the insufficient ecological education of children of primary school age, the need to optimize the process of ecological education due to the complex impact on the cognitive, sensual and activity spheres of the individual. One of such means is the author's fairy tale of natural history content. 2.2 Implementation of the pedagogical conditions for the formation of a value attitude towards nature in schoolchildren in the conditions of additional education Taking into account the data of the ascertaining experiment, we have developed pedagogical conditions and a methodology for using author's fairy tales of natural history content in the process of environmental education of children of primary school age. The purpose of the formative experiment was to develop and test the methodology and select a system of author's fairy tales of natural history content that can be used in the process of environmental education. It should be noted that in the control group there was no purposeful activity on the formation of a value attitude to nature among junior schoolchildren. The purpose of the study was expressed through the solution of the following tasks: the formation in children of the initial ecological ideas about living organisms and their needs, about the connection and dependence in nature, about the integrity of nature and human activity in it; education of a positive emotional and value attitude to nature; creation of methodological support for the use of author's fairy tales of natural history content as one of the effective means of environmental education of younger schoolchildren. At the beginning of the formative experiment, the following pedagogical conditions for the use of fairy tales were ensured: The use of a fairy tale in the process of communicating with children in various activities in the context of solving the problems of environmental education. Using visualization in the process of working with a fairy tale (observing objects and natural phenomena, looking at illustrations, etc.). Application of fairy tales in the system: at the initial stage - use short stories, excerpts from fairy tales about living objects, natural phenomena, in order to provide a positive emotional response to the perception of this object; in the future - the use of short tales about living organisms, inanimate objects of nature, natural phenomena in order to consolidate and expand children's knowledge about a given object or phenomenon, to develop cognitive interest in it; the use of fairy tales, in which the needs of a living organism are considered and the connections of an individual object with others are traced; the use of fairy tales, in which connections and dependencies in nature are traced in a multi-stage hierarchical sequence and unity; creative transformation of the content of familiar fairy tales and their integration into different kinds activities (under the guidance of a teacher) creative independent transformation of the content of familiar fairy tales by children. The unity of positions of teachers and parents on the use of fairy tales in the process of environmental education of children. The methodology for using author's fairy tales in the process of environmental education of children of primary school age was implemented in three directions (work with children, with teachers educational institutions, with parents), among which the leading work was work with children, consisting of three stages: ) consolidation of children's knowledge about objects and natural phenomena, the formation of a positive emotional attitude towards it by means of an author's fairy tale of natural history content; ) the formation of ideas about the connection and dependence in nature, the development of an emotional and value relationship with the help of an author's fairy tale; ) the formation of an idea of the integrity of natural systems and man as a part of nature, the development of a positive emotional and value attitude by means of the author's fairy tale of natural history content, the motivation for environmentally appropriate behavior and activities. To implement the developed system of working with fairy tales, they were selected in accordance with a specific goal. The texts of the selected fairy tales were analyzed, their scientific basis was highlighted and compiled into a collection. Fairy tales were presented in such a way as to ensure the gradual enrichment of children's knowledge from ideas about individual objects and natural phenomena to understanding its integrity. The leading form of work during the formative stage of the experiment was everyday communication with children using fairy tale material. Such methods of working with fairy tales as reading fairy tales, storytelling, conversations on the content of fairy tales were used; drawing, modeling, manual work on the content of fairy tales; didactic games based on the plots of fairy tales; theatrical games based on the plots of fairy tales; using a fairy tale as an answer to a child's question. Creative methods of working with the texts of fairy tales were also used (transferring the heroes of familiar fairy tales to new circumstances, changing situations in familiar fairy tales, creating new plots of fairy tales). We paid much attention to non-traditional methods of working with fairy tales, which were proposed by J. Rodari and N. Ryzhov ("Once upon a time there was a river") - different variants creation of fairy tales of natural history content "Vinaigrette" from fairy tales; continuation of the fairy tale started by the teacher; inventing a new ending to the tale; a fairy tale in a given direction; fairy tales "on the contrary"; fairy tale game and the like. At the first stage of solving the project problem, a quasi-real situation was created, which consisted in helping the fairy-tale hero, the onion boy Cipollino, the hero of the fairy tale "The Adventure of Cipollino" by J. Rodari. It was necessary to help the fairy-tale hero, show sympathy for him and show the children how important communication with plants is in a person's life. During the discussion of the current situation, most of the younger students were not familiar with this fairy-tale hero, did not show personal interest in helping him. Some children were familiar with this hero, understood the importance and significance of plants in nature and human life, expressed a desire to help him, but did not know how to do it. There were children who showed initiative and independence in helping the fairy-tale hero, but there were few such children. The second stage of solving the problem "Growing together" (the stage of discovering a new mode of action) - 5 lessons. On this stage junior schoolchildren mastered a new way of ecological action - designing the image of plants as a source of protection, benefit, beauty, knowledge, in the course of performing a system of tasks (emotionally-evaluative, cognitive and activity-based). When performing tasks of a cognitive nature (20 tasks), various forms and methods of work were used: ethical conversations about objects of wildlife and the role of plants in the life of man and nature: conversations with fairy tale characters- Dr. Aibolit, Thumbelina, Old Man Lesovichok, the cat Matroskin, Znayka; games: "Let's play", "What is made of what", "Who am I?", "Guess what's in my hand", "Word game", "Plant structure", "Collect a plant", "Fruits and vegetables", "Owls and Crows", "Where do the plants live?"; discussions, a story with elements of a conversation, analysis of literary texts (poems and stories), work according to the dynamic scheme "Objects of living and inanimate nature, products and buildings", entertaining exercises(riddles, crossword puzzles, physical education minutes). Tasks of an emotional and evaluative nature (20 tasks) were aimed at developing ideas and concepts about the values of nature, norms and methods of non-pragmatic interaction with natural objects. The fulfillment of tasks of an emotional and evaluative nature was facilitated by the use of various forms and methods of work, such as: games: “Game - thinking “Apple”, game - performance “Who is the most important?”; games: "Ladder", "Food chain", "Repeat after me", "Mood barometer", "Color choice", "Human face", "What would happen if they disappeared ..."; method of artistic representation of natural objects "We draw a forest"; method of ecological reflection, method of ecological identification, method of ecological empathy, discussions "Answer the questions of Dr. Aibolit". When performing tasks of an activity nature (10 tasks), various forms and methods of work were used: the method of environmental care, practical activities in a corner of nature (planting, care, watering); work on the recognition and definition of natural objects - the games "Magic Bag", "Picture of the World"; production of a collective panel "Plants in nature and human life", creative activity. The fulfillment of the tasks was facilitated by communication with fairy-tale characters who led the children to their fairy tale, introduced them to plants and their significance in the life of man and nature. This is Dr. Aibolit, Thumbelina, Matroskin the cat, Old Man Lesovichok, Znayka. With them, children mastered the fundamental natural science concepts of "nature", "plants", learned to recognize plants, discussed important properties and the value of plants, communicated with plants living in a corner of nature, observed their condition, looked after them, experimented with plants, chose a friend among plants, came up with a name for him, talked with him, drew his friend, came up with joint business. Fairy-tale heroes gave children gifts-symbols: a houseplant - aloe, as a symbol of the fact that plants are the source of life; application of a flowering plant, as a symbol of the fact that plants are a source of beauty; vegetables from the garden, as a symbol of the fact that plants are a source of labor; green leaf as a symbol that plants are the source of life; an apple with an asterisk as a symbol that plants are a source of knowledge. Let us give examples of the performance of some tasks by children. So, for example, completing the task of the game-performance “Who is the most important?” put younger schoolchildren in the situation of choosing the most important object of nature, which helped to systematize children's ideas about objects of nature and emphasize their significance for nature and human life. Participating in a plastic miniature, younger schoolchildren "turned" into objects of nature, which activated sensory experience and creative activity children, they showed emotions and feelings for natural objects, empathized with them. The result of the game-performance was the children's understanding of the significance of natural objects in the world around us. Participating in the game - thinking "Apple", younger students made a discovery that our Earth is large, and there is very little fertile soil, thereby coming to the conclusion that it is necessary to protect and protect the soil. The game "Food Chain" made it possible to systematize knowledge about the structure of the ecosystem and think about the fact that everything in nature is interconnected and that natural objects should be treated with care. The interest of younger schoolchildren was aroused by a conversation with Dr. Aibolit, who showed and spoke about indoor plants, their properties and values, about the rules for caring for them. Children participated in the conversation with interest, because learned new characteristics about the plants of their immediate environment. 2.3 Analysis of the results of the pedagogical experiment
The final stage of the study was control experiment. Its purpose is to test the hypothesis, pedagogical conditions and effectiveness of the developed methodology for using the author's fairy tale in the process of environmental education of children of primary school age. To achieve a certain goal, a set of research methods adequate to the age of children was chosen, similar to those carried out in the ascertaining experiment, but in a slightly modified form. Analysis of the results of the control experiment showed the following dynamics of changes in the levels of environmental education of children (Appendix 4.5, Table 2.).
Table 2.
Results of the control phase of the study
We present the results obtained in Figs. 2. Rice. 2. Results of the control stage of the experiment Based on the data shown in the diagram, we can state that in the experimental group of children with a high level of environmental education was 40%, in the control - 20%; with an average level in the experimental group - 60%, in the control - 53.3%; children with a low level of environmental education in the experimental group 0%, in the control group - 26.7%. Thus, the analysis of the results of the control experiment gives us grounds to assert that in the experimental group the number of children with a high level has significantly increased, and the number of children with a low level has correspondingly decreased; in children of the control group, there is a slight increase in the level of environmental education. An analysis of the documentation of school teachers during the control stage of the experiment showed that the range of author's fairy tales of natural history content that were used by teachers expanded, the methods of working with a fairy tale became diverse, and the interest of teachers in the environmental education of preschoolers by means of an author's fairy tale about nature increased. The results of a survey of parents showed that the activity of their interaction with teachers in solving issues of environmental education has increased, at home conscious work is carried out with children from the EG in this direction. Most parents choose natural history literature for reading to children, in particular fairy tales, conduct conversations on the content of what they have read, and attract children to the natural world. Conclusions to the second chapter The author's fairy tale, which is based on specific scientific facts, and the form of presentation of information is figurative, due to the emotionally rich nature, it ensures the effectiveness of the assimilation by children of primary school age of ecological ideas about living organisms, their relationship with each other and with the environment, the relationship between man and nature; the formation of a positive emotional and value attitude, environmentally appropriate behavior and activities in nature. CONCLUSION
The problem of the essence of environmental education, as we see, is multifaceted. Its meaning, purpose and role cannot be limited to the training of environmentally educated schoolchildren. The essence of the process of ecological education of schoolchildren lies in a kind of transformation of eco-cultural values into personally significant ones. Environmental education cannot be considered only as an integral part of the environmental system, it is, first of all, a necessary component of the formation of a personality capable of solving the problems of the future development of our civilization. Therefore, environmental upbringing and education should be considered as one of the priority factors influencing the progressive changes in society. The essence of environmental education can be defined by the following key categories: consciousness, culture, behavior, responsibility, through which the understanding of environmental education is projected. Scientists also propose to explore environmental education in the coordinates of other categories: worldview - values - attitudes - behavior as interconnected and interdependent in the process of organizing environmental education. A value attitude to nature is formed in the process of environmental education and manifests itself in such signs: awareness of the value of nature in human life, the inherent value of nature; a sense of personal involvement in the conservation of natural resources, responsibility for them; the ability of the individual to coexist harmoniously with nature; the ability to behave competently, environmentally safe; in a critical assessment of the consumer-utilitarian attitude to nature, which leads to a violation of the natural balance, exacerbation of the ecological crisis; active participation in practical environmental activities; in the implementation of environmental activities on their own initiative; in environmental education. Analysis of the results of the control experiment showed that after the work on the ecological education of children of primary school age by means of the author's fairy tale, the natural history content of children with a high level of environmental education in the EG, children with a high level of environmental education became 40%, in the control - 20%; with an average level in the experimental group - 60%, in the control - 53.3%; children with a low level of environmental education in the experimental group 0%, in the control group - 26.7%. The author's fairy tale, which is based on specific scientific facts, and the form of presentation of information is figurative, due to the emotionally rich nature, ensures the effectiveness of the assimilation by children of primary school age of ecological ideas about living organisms, their relationship with each other and with the environment, the relationship between man and nature ; the formation of a positive emotional and value attitude, environmentally appropriate behavior and activities in nature. Thus, on the basis of the study, we believe that our hypothesis was fully confirmed, the goal of the work was realized, the tasks were completed in full. BIBLIOGRAPHY 1. Bilan A. I. environmental education children of primary school age / A. I. Bilan. - M.: Pedagogy. 2010 - 71 p. 2. Biryukova N.A. Problems of formation of ecological consciousness / Biryukova N.A. // Pedagogy. - 2014. - No. 10. - S. 35-42. Bobyleva L.D. The practice of environmental education at school / Bobyleva L.D. // Biology at school. - 2015. - No. 3. - S. 55-58. Boreyko V.E. Introduction to environmental aesthetics / Boreyko V.E. - - B.: Belgorod Ecological and Cultural Center, 2015. - 104 p. 5. Buslenko V. Organization of environmental health work at school / V. Buslenko// Pedagogy. - 2013. - S. 21 - 23. Vashulenko T.A. Ecological chains // Pedagogy. - No. 7. 2013. - S. 18 - 20. Glukhova N.A. Emotional communication of a child with nature as a condition for creative comprehension of the world / N.A. Glukhova // Pedagogy. - No. 10. - 2011. - S. 8 - 11. Dyachenko T. Traveling along the ecological path /T. Dyachenko // Pedagogy. - No. 5. - 2012. - P. 28. Kurnyak L.S. Ecological culture: concept and reality. // Higher education. - 2015. - No. 3. - S. 32-37. 10. Kryukova E.V. Formation of ecologically expedient behavior of junior schoolchildren / Kryukova A.V. // Theoretical and methodological problems of raising children and students: [collection scientific papers] - M .: Pedagogy, 2014. - Book. I. - S. 289-296. 11. Lysenko N. The use of observations in the work on the environmental education of schoolchildren / N. Lysenko // Pedagogy. - 2013. - No. 25 - 26. - 44 p. 12. Pechko L.P. On the use of the foundations of ecological aesthetics in the pedagogical process / Pechko L.P. - Omsk: ARP, 2015. - 95 p. 13. Polovinkov G. Ways to improve the efficiency of environmental education of schoolchildren / G. Polovinkov // Regional Studies. Geography. Tourism. - 2012. - No. 16. - S. 4-8. Putosvit G.P. Theoretical and methodological foundations of environmental education for students in grades 1-9 in out-of-school educational institutions / G.P. Empty. - M.: Alma mater, 2013. - 540 p. Reznik L.M. Ecological education of younger schoolchildren on folk traditions / Problems of Pedagogy. - No. 4. - 2014. - P.4-8. Sychko I.A. Using the ideas of V.A. Sukhomlinsky for the development of ecological culture of younger schoolchildren / I.A. Sychko // Psychological and pedagogical problems of the school. - Issue. 41. - 2015. - S. 201-207. Suravegina I.T. Methodological system of environmental education / I.T. Suravegina // Pedagogy. - 2014. - No. 9. - S. 32-36. Sukhomlinsky V. A. I give my heart to children / V. Sukhomlinsky // Izbr. works: In 5 vols. 1987. - Vol. 3. - 563 p. Untilova O.N. Ecological culture as a factor of sustainable development of society / O.N. Untilova // On the way to sustainable development Russia. - 2010. - No. 4. - p. 46-49. Ecological journey / ed. G.K. Magrlamova // Library of the teacher of elementary grades. - No. 11. - 2014. - S. 14 - 16. Ecology and environment / I.A. Yarita // M.: Pedagogy, 2012. - 185 p. Human Ecology: A Textbook for Students of Higher Educational Institutions / Ed. A. M. Mikityuk, A. S. Zlotin and others - Belgorod: Morning. - 2009. - 208 p. Elkonin D.B. Psychology of teaching younger schoolchildren / D.B. Elkonin. - M.: Knowledge, 1974. - 64 p. ANNEX 1 Educational environment APPENDIX 2 The results of the study of the experimental group at the ascertaining stage of the study
General level Alexander R. Alexey N. Anastasia P. Andrew B. Victoria N. Gregory S. Dmitry K. Eugene B. High level in % Average level in % 7 - 46,7%
Low level in % 5 - 33,3%
APPENDIX 3
The results of the study of the control group at the ascertaining stage of the study
General level Elizabeth T. Karina P. Xenia I. Love Ch. Polina Sh. Sergey M. High level in % 3 - 20 %
Average level in % Low level in % APPENDIX 4
The results of the study of the experimental group at the control stage of the study
General level Alexander R. Alexey N. Anastasia P. Andrew B. Valerie K. Victoria N. Gregory S. Dmitry K. Eugene B. Average level in % Low level in % APPENDIX 5
The results of the study of the control group at the control stage of the study General level Elizabeth T. Karina P. Xenia I. Love Ch. Polina Sh. Sergey M. High level in % 3 - 20 %
Average level in % 8 - 53,3%
Low level in % 4 - 26,7%
The process of formation of basic national values occupies one of the leading places in the system of modern education. In the logic of our study, the views on spirituality, morality and values of such scientists as F. Anisimov, N.A. Berdyaev, B.T. Likhachev, V.D. Didenko, I.S. Narsky. These values are derived from national life society in all its historical, ethnic and cultural diversity. In the sphere of national life, one can single out the sources of morality and humanity, i.e. those areas of social relations, activity and consciousness, reliance on which allows a person to resist destructive influences and productively develop his consciousness, life, the very system of social relations.
The problem of forming a positive attitude of a junior schoolchild to basic national values raises a number of questions: “How to educate a person so that he can successfully function in a diverse system social relations?”, “How to evaluate social education?”, “What is the specificity of this process at primary school age?” and etc.
Basic national values are the main moral values, priority moral guidelines that exist in cultural, family, socio-historical, religious form in the way of life and traditions of the multinational people of the Russian Federation, transmitted from generation to generation and ensuring the successful development of the country in modern conditions. In children of primary school age, the problem of value orientations is of particular relevance. It is during this period of time that the child develops appropriate habits and behavioral skills that are developed through prolonged exercises or other activities.
G.N. Mousse singles out neoplasms that substantiate qualitative differences in the levels of assimilation of basic national values. “Thus, a neoplasm that characterizes the achievement by a junior schoolchild of the optimal level of mastery of basic national values is self-consciousness. It is understood by us as social consciousness transferred inside, as a personal way of integrating socially significant activities, hierarchization of behavioral motives. student achievement primary school the average level of mastering the basic national values is of a rational and logical nature: the student has the ability to self-knowledge (studying oneself, seeing through the eyes of others, ideas about the boundaries and possibilities of one's behavior). A neoplasm that characterizes the low level of assimilation of basic national values is the transition from the emotional to the rational: the reflection of knowledge occurs through cognitive processes, concrete thinking. Achievement by the younger student critical level the development of basic national values is emotionally syncretic in nature: the upbringing of the child is carried out only through emotional sphere, visual-figurative thinking".
With regard to the content, methods, forms, means of education in theory and methodology, quite significant experience has already been gained, it only requires adaptation to the conditions of the present, to the features of the modern stage of primary education and its subject - a student of primary school age. A much more serious aspect of the problem under study seems to us to be the determination of the criteria for mastering the basic national values by junior schoolchildren.
Criteria are considered as signs on the basis of which changes in personality are evaluated. The indicator, in turn, can be interpreted as a characteristic of the criterion in one or more aspects.
Jr school age- a period of intensive socialization, the assimilation of various moral norms. Therefore, it is this age that is sensitive (favorable) for the spiritual and moral development and education of the individual, the formation of the direction of the cultural and value orientations of the younger student in accordance with moral principles. At this age, children are preparing for their independent living. In this regard, it is necessary to saturate his consciousness with norms, on the basis of which the younger student will form ideas about the need to fulfill them. The child should have a desire to master these qualities, that is, it is very important that there is a motivation for inclusion in a variety of activities.
As a result, we identified the criteria for the formation of the attitude of a junior schoolchild to basic national values: knowledge, relational and behavioral (Table 1).
Table 1
Criteria, indicators and levels of formation to basic national values in a junior schoolchild
Criteria |
|||
knowledgeable |
Erroneous, confused knowledge, their absence |
Partial, steep, approximate, exemplary, available but with a hint. |
Deep, full, systemic, clear. |
Relational |
Negative, lack of respect for values |
Neutral, occasional, situational |
Positive, regular, persistently positive |
Behavioral |
Controversial, not involved in activities |
Situational on a case-by-case basis |
Active, proactive, independent |
Knowledge, the main criterion, determines the volume and availability of knowledge about basic national values. It characterizes the evaluative-normative component, which is reflected in the knowledge of the moral and immoral phenomenon. This criterion also describes the degree of awareness of the content of the child's knowledge and the role in his life of "basic national values: patriotism, social solidarity, citizenship, family, work. creativity, science, traditional Russian religions, art, literature, nature, humanity” .
The relational criterion is determined by the attitude of a person to the world as a whole. All this is reflected in the distinction between good and evil, truth and falsehood in the public consciousness and the consciousness of an individual. Value is content inside spiritual person and his activities in real life. This criterion includes the attitude of a junior schoolchild to a large and small Motherland, to the people and society, to parents, older and younger, to work, especially educational, to scientific knowledge, to traditional Russian religions, to culture, traditions, to the environment, to people. The relational criterion is decisive; not only the rest of the components depend on it, but all of its components are refracted through this prism. personal characteristics. This component combines both pronounced emotions and, as a rule, weakly expressed volitional qualities.
The behavioral criterion describes the actions and activities of a younger student in the aspect of applying his knowledge about the "small homeland", participation in social and environmental actions, subbotniks, landscaping months, sports events at various levels, celebrations of the Days of Russian Military Glory, etc. “The behavior of a junior schoolchild is determined not only and not so much by knowledge of basic national values - often this knowledge does not guarantee appropriate behavior. Primary school students are impulsive, tend to act under the influence of immediate impulses. And although children have an idea of the basic national values, there is a gap between their consciousness and behavior.
The whole variety of personal manifestations of a younger student in terms of their attitude to basic national values can be conditionally divided into the following levels:
The low level characterizes the lack of knowledge about basic national values; erroneous and often confused elementary knowledge about state symbols Russian Federation. Negative attitude towards patriotism; lack of respect for the values of the family, people, society. Behavior at this level appears to be contradictory; the child does not participate in civil and patriotically oriented activities.
The middle level characterizes partial knowledge of basic national values; knowledge is available, but abrupt and exemplary, a younger student often needs a hint. Attitude at this level manifests itself as neutral; depends on the case, the situation. Behavior is situational and occurs on a case-by-case basis.
A high level is characterized by deep knowledge of the values of the family, people, society, humanity, etc.; full understanding of the traditions of their people; pronounced significance of activities for the benefit of the family, people and society. The basic national values at this level include sustainable positive attitude, the desire to take part in all events dedicated to this topic; active behavior, independence in actions.
The described criteria make it possible to evaluate the effectiveness of the process and content of the upbringing of the younger generation, during which moral, civil, national, social, family and basic values are formed, manifested as material and spiritual.
Peer review methodology
formation of value relations among schoolchildren of 5-9 grades
(developed)
Purpose: to identify the level of formation of value relations of students in grades 5-9.
Instructions for use. Classroom teacher or another teacher responsible for the student team, performs the role of an expert in the formation of value relations in children. He gets acquainted with the Card for assessing the development of value relations of schoolchildren. This map was compiled in accordance with the requirements of the Federal State Educational Standard for General Basic Education for personal results students.
Map for assessing the development of value relations of schoolchildren
Value Relations | Relationship levels |
||
Does not show a constant and sustained interest in knowledge. Knowledge is not a value. In the classroom, he is mostly passive, there may be manifestations of a sharp rejection of the educational process. On the wave Have a good mood Shows situational interest in information and performance of tasks. Extracurricular activities of a cognitive nature are limited to homework | Cognitive interest is mostly limited educational program. Shows interest in specific subjects. Knowledge is not one of the most significant values of a person. In the process of perception educational material quite active, with the support of the teacher demonstrates good learning abilities. Avoids tasks related to the need for additional independent search for educational information. Participates in extracurricular activities of a cognitive nature as a spectator or executor of the teacher's instructions | Shows a high degree of interest in knowledge. In the process of acquiring knowledge, he is active and organized. A position of responsible attitude to teaching has been formed. In cognitive activity, internal motives play a priority role, rather than external requirements. Participates in olympiads, conferences, intellectual competitions, not only at the insistence of the teacher, but also on his own initiative. Shows interest in self-education activities |
|
Attitude to transformative activity and the manifestation of creativity in it | Passive, tries to avoid participation in activities, participates in it only at the request of teachers or student self-government. The position of a spectator or a non-initiative performer is characteristic. Creativity is not shown. Most often indifferent to current events in the class, school, country, world | Active, but not always. The position of an initiative performer is characteristic, especially when he shows interest in activities. Has little organizational experience related to planning and organizing a joint business in small group classmates. Sometimes shows creativity and responsibility, but still needs external control. Can respond to a request for assistance to young children, the disabled and the elderly, for participation in socially significant events | In most cases, he is an organizer or an active and responsible executor of ongoing affairs in the classroom, school and beyond. Possesses organizational skills and abilities. Strives to be creative. In the activities carried out, the priority role is played by internal motives, and not external requirements. Emotional responsiveness to joy, grief and problems of people from the immediate and distant environment is characteristic |
Attitude to the social and natural environment (based on morality) | Violated ideas about the principles and norms of morality. IN social activities class, school team retains a detached position, at times completely avoids communication and interaction. Situationally active in socially significant activities. Communication is limited to a narrow circle of people, prefers communication in a small group of well-known people. Demonstrates independence from the opinions of others, does not seek to establish constructive relationships. Shows a fragmentary interest in nature, does not think about the need to preserve it | Realizes and accepts the values of the state, collective, family, personality and individuality of another person. Understands the need to comply with the norms of morality and law in life. Shows interest in public life classroom and school community. Open to communication with other people, but sometimes has difficulty establishing contacts and collaborative relationships. Socially significant activity does not cause a negative or detached attitude. Understands the need for a careful attitude to nature, but does not show his own activity in environmental actions | Respects and accepts values Russian state and society, collective, family, another person as an individual and personality. Guided in life by moral norms and laws. Ranked socially active position(takes part in actions, volunteer movement, is a member of public organizations). Has a high level of motivation for communication and cooperation. Shows emotional and active responsiveness to the problems of society, as well as specific people. Appreciates the beauty of nature and strives to make efforts to preserve it by participating in various activities |
Attitude towards the Fatherland | The image of the Fatherland, values and ideals are blurred. The desire to comprehend the past and present of the Motherland, civic position and responsibility are weak or absent. Indifferent to socially useful activities, needs the requirements of a teacher or other adults regarding participation in it. Does not express any feelings in relation to the events taking place in the country. Poorly understands his place and role in the social life of the class and school | He tries to master the meaning and image of the Fatherland, basic national values, his place and role in the life of society. Interest in the events of the past and present of his homeland is situational in nature, selectively expresses his opinion in relation to them. Sometimes he gives preference to dubious ideals, does not always show citizenship and responsibility. Usually takes part in socially useful causes, but often for self-interested motives | He is fully aware of the meaning of the concept of "Fatherland", his place and role in the life of society. Strives to comprehend the past and present of his Motherland, reasonably expresses his point of view on this matter. The ideals are the basic national values, outstanding figures of the Fatherland different eras and spheres of social life, human virtues and people from their immediate environment who possess them. He is proud of the successes and experiences failures in the development of his country. He has a high level of motivation to know himself and his abilities. Strives for self-improvement. Makes high demands on himself. Adheres to the principles of a healthy lifestyle |
Having carefully studied the information contained in the map about the manifestations of value relations of students in the process of their development, and based on the results of their pedagogical observations and diagnostic studies carried out in the classroom, the teacher fills out an expert assessment form for the formation of value relations of schoolchildren. A more rational option for filling it out is a consistent assessment of the formation of value relations among all students: first the first relation, then the second, and then the third, fourth, fifth and sixth, that is, you should fill out the table by columns.
Form of expert assessment of the formation of value relations of schoolchildren
In this form, opposite the name of each student, in the column with the name of a particular relationship, an expert assessment in points is entered, meaning the following:
6 - the formation of the relationship corresponds to the third level;
4 - the formation of the relationship corresponds to the second level;
2 - the formation of the relationship corresponds to the first level.
It is possible to use grades "3" and "5" if the teacher believes that the development of a value attitude should be characterized as intermediate (borderline) between the first and second (grade "3" is given) or the second and third levels (grade "5" is given).
The subject of expert evaluation can be not one, but several teachers.
Processing and interpretation of results. After the expert marks the sum of points in each row and each column is calculated. Then the coefficient of formation of this or that attitude among the students of the class is determined. It is the quotient of dividing the sum of the scores in the column by the number of grades in it (usually this should be equal to the number of students in the class). Comparative analysis coefficients obtained in this way allows us to assume which of the six value relations are developed to a greater extent, and which to a lesser extent. The average score for assessing the entire set of value relations can be considered as an indicator of the effectiveness of pedagogical activity in implementing the requirements of the Federal State Educational Standard for results. personal development students