The system of universal continuous environmental education and upbringing. On the issue of the concept of continuous environmental education
In today's complex, diverse, dynamic world full of contradictory trends, environmental problems (environmental problems) have acquired a global scale, these are:
firstly, dangerous pollution of water, air, soil of the planet;
secondly, a harmful effect on animal and plant life; thirdly, the extinction of countless species,
fourthly, disturbances in the ecosystem of the entire planet.
Currently, human economic activity is increasingly becoming the main source of pollution of the biosphere. Gaseous, liquid and solid industrial wastes get into the natural environment in increasing quantities. Various chemical substances, which are in the waste, falling into the soil. Air or water passes along ecological links from one chain to another, finally getting into the human body.
Waste production is by no means unique to humans.
All life necessarily includes metabolism, during which during external environment waste is inevitably generated. They are not only not needed by the body, but, as a rule, are directly harmful to it: few people in wildlife can successfully exist among the products of their own metabolism.
Environmental education and upbringing, continuous, comprehensive and mandatory, the formation of environmental ethics and culture on their basis, represent a condition and path to the humanization of relations between society and nature, reflect the need and need for studying and knowing the environment of one's habitat, its protection and preservation. This should be formed in a person from the very early years- the ability and vital need to perceive nature and its creations as a great and irreplaceable asset and essence of our life. They should become the basis for the education and upbringing of each person, the younger generation in particular.
Problems of development of environmental education in last third XX century objectively moved into the number of the most priority areas. This was due to an environmental threat. As a result of the growing negative consequences of the ill-considered use of natural resources in the process of practical social activity and the consumer attitude to the environment, humanity has faced the threat of an ecological catastrophe, which required an urgent search for ways based on fundamentally different worldviews and values.
Due to the sharp deterioration of the environmental situation, it became necessary to purposefully form a new mentality of environmentally safe and sustainable development. However, the population of Russia, for the most part, does not realize the approach of an ecological catastrophe, has become indifferent to the conservation of nature and the protection of the environment. This lack of awareness, according to most researchers, arose as a result of the extremely low level of environmental education.
Environmental education is a continuous process of education, upbringing and development of the individual, aimed at the formation of a system of scientific and practical knowledge, value orientations, behavior and activities that ensure a responsible attitude of a person to the surrounding social and natural environment. Environmental education is a holistic system covering the whole life of a person. It also aims to form a worldview based on the idea of unity with nature.
In many regions, territories and republics Russian Federation municipal education authorities and educational institutions promote environmental education as a priority direction in their activities. The main work in this direction is carried out with the younger generation in institutions of general secondary and primary education. vocational education.
On June 5, 1995, the resolution of the All-Russian Congress on Nature Protection was adopted. As one of the most important conditions for the successful implementation of environmental policy, it was noted "the creation of a system of universal continuous and compulsory environmental education, covering the entire process of preschool, school and out-of-school education.
A new worldview cannot be born by itself. The ecological consciousness of every citizen in the future may become not indifferent to the life of nature, simply, even if he (the citizen) does not become a leader making responsible decisions, but becomes a teacher, farmer, engineer or doctor. AT modern society it was believed that with the help of the correct organization of the economy and high-performance equipment, all economic and social problems can be solved. However, even the most advanced technology, if it conflicts with the laws of nature development, inevitably damages the environment, and, consequently, human health.
Comprehensive understanding of environmental problems is of great importance. pedagogical value, as it allows us to understand the laws of life sustainability, to assess the essence and degree of anthropogenic impact on nature, to clarify the nature of the contradictions in the development of relations between society and nature. For the body's readiness for adaptation and efficiency in its implementation, factors that strengthen the body play a significant role. These include rational nutrition, a reasonable regimen, some medications, physical training, and hardening.
In general, UNESCO considers the creation of a "global network of education" as a strategic task. It is necessary that all school systems included an acquaintance with global problems, dangers that threaten humanity, formed an understanding of the relationship between man, society and nature on a planetary scale.
In questions about the strategy of environmental education, there is a problem of its methodological organization. Some experts consider it necessary to develop a separate subject "Ecology", which must be introduced into the content of education at various levels, since environmental education is not equivalent to biological, geographical, etc., although it is closely related. Others argue that it is more effective to "green" all subjects, since environmental problems are global, interdisciplinary in nature.
The trend of environmental education in highly industrialized and economically developed countries should be highlighted. Thus, young people in England, Holland, Germany and other European countries practically do not imagine life outside the cities: nature as such occupies very little space in their lives. Accordingly, specific programs began to be created that deal with learning in nature, where children learn how the grass smells and that under the stumps there is a specific life of insects and protozoa. Here the emphasis is more on feeling and sensation than on specific biological, geographical or ecological knowledge. This does not apply to the training of natural scientists. There is a lot of emphasis on knowledge and practical work.
Another component is ecopolitical, where managers at various levels are taught to make environmentally balanced decisions that take into account the system of environmental risks. In some Western countries, environmental sciences include not only the concept of nature conservation, but also the protection of historical heritage (Hysterical preservation). Another feature of environmental education in the United States and European countries is the existence of scientific laboratories based on universities, the existence of mechanisms for the implementation of scientific ideas and their development in life. On the basis of working environmental legislation, attracting students to research and modern achievements environmental science. In the Netherlands, for example, special environmental programs have been developed that provide information, education and joint actions on environmental protection for such groups of the population as consumers, producers, politicians, civil servants, researchers, which are aimed at improving the environmental situation.
Bibliography
1. Abdrakhimov V.Z. Concept modern natural science. Samara: Samara State University of Economics, 2015. 340 p.
2. Abdrakhimov V.Z. Issues of ecology and utilization of technogenic deposits in the production of ceramic composite materials. Samara: Samara Academy state and municipal management, 2010. 160 p.
3. Kochergin A.H. Ecological education and upbringing in the context of modern global technogenic processes // Philosophy of education: Sat. scientific Art. / Rev. ed. A.N. Kochergin. -M.: Fund "New Millennium", 2006. S. 246-264.
4. Paputkova G.A. Postgraduate competence-oriented - environmental education. N. Novgorod: Volzhsky State Engineering and Pedagogical Institute, 2000. - 110p.
5. Paputkova G.A. Ecological education in the context of problems of ecological outlook formation. - N. Novgorod: Volga State Engineering and Pedagogical Institute, 2001. - 132p.
6. Perfilova O.E. Development of socio-ecological competence of a teacher in vocational education: dis. cand. ped. Nauk-M., 2007.-186s.
The system of continuous environmental education includes seven levels: home (family) environmental education, general environmental education (childhood, school), vocational education (primary, secondary, higher), postgraduate, additional environmental education at all levels, professional environmental retraining, promotion qualifications of managers of all types of institutions, enterprises and organizations, specialists and employees whose professional activity associated with the use of natural resources, direct or indirect influence on the state of the urban environment and the education of the individual. The level structure of environmental education is complemented by an organizational and managerial structure aimed at environmental education of the population. It covers all segments of the population and makes it possible to realize the informational and practical interests of residents in the field of ecology, ecological safety and the quality of the natural environment of the metropolis.[ ...]
The leading direction of environmental policy should be the formation of a system of continuous environmental education, covering all structures of society. To do this, it is necessary to promote the humanization and greening of the sphere of education and upbringing of children in every possible way. In the system of vocational education, it is necessary to combine the processes of acquiring professional knowledge and mastering the environmental aspects of a particular production activity.[ ...]
Nazarenko V. M. The system of continuous environmental education in secondary and higher pedagogical school: Dis. Dr. ped. Sciences. - M., 1994.[ ...]
Due to the vital importance of environmental issues, the principle of its continuity should become an obligatory principle of the methodology of environmental education. Environmental education is currently considered to be a single system, the main components of which are formal (preschool, school, secondary specialized and higher) education and non-formal education of the adult population.[ ...]
Thus, the teaching of environmental law is carried out on a stable basis and even tends to expand. The same cannot be said for teaching. general course, ecology. The resolution of the parliamentary hearings “On Ecological Culture” (November 2000) emphasized that the system of continuous environmental education in the country is deformed and actually breaks down. From the base curriculum secondary school excluded course "Ecology", not included this course into the 12-year education program, and pedagogical universities stop training teachers-ecologists. Finally, the section on ecology has been abolished in the Federal Expert Council of the Ministry of Education of the Russian Federation1.[ ...]
The adopted approaches to the development of a system of continuous environmental education in a metropolis made it possible to more clearly structure the content and levels of education, form continuity, horizontal and vertical interaction of educational institutions, culture, science, public organizations and their non-profit cooperation with the administration in the field of development ecological culture urban community.[ ...]
The system provides all students with continuous environmental education: at the first stage - a general, shaping worldview; at the second stage - general engineering, developing an understanding of the environmental problems of various industries; at the third stage - a special one, which forms students' abilities and skills to make rational, engineering decisions and analyze the consequences of these decisions for the state of the environment. While doing qualifying works students solve problems to justify and ensure environmental safety and effectiveness of ongoing research and developed projects.[ ...]
V. M. Nazarenko proves that the creation of a system of continuous environmental education requires a new paradigm: environmental education is not a part of formal education, but its new meaning, its goal. The worldview basis of environmental education is made up of two interrelated approaches: biocentric and anthropocentric, which allow one to form ideas about the unity of nature and man, about ways to harmonize their interaction, about the co-evolution of nature and society as the only possible way for the development of modern civilization, as well as about the structure of the personality that meets the requirements environmental ethics.[ ...]
The most responsible role in this process belongs to science and education, on the basis of which, within the framework of the Strategic Plan, the municipal system of continuous environmental education and enlightenment is being built. To create such a system, the scientific and educational resources of the city, the regulatory framework, material and technical capabilities, information flows, international and local experience were analyzed; specific sociological research. Issues on the development of the municipal system of continuous environmental education were resolved at several scientific and practical conferences.[ ...]
in the Ural State technical university(USTU) the system of continuous environmental education and upbringing includes the training of students and graduate students, the training and advanced training of industry specialists, civil servants and teachers on the problems of ecology and nature management.[ ...]
The current legislation of transportation, “on the universality, complexity and continuity of environmental education and upbringing. The principle of the complexity of environmental education and upbringing means that these two processes of influencing people's consciousness should be carried out jointly. The principle of continuity of environmental education is due to the need to constantly master new information as rapid development human civilization.[ ...]
An analysis of the results of the implementation of the first program for the development of a municipal system of continuous environmental education and enlightenment shows that the scientific and pedagogical potential of the metropolis made it possible, on the accepted conceptual grounds, to begin the formation of a multi-level municipal system of continuous environmental education and enlightenment. This is evidenced by the success indicators: prize-winning places of Yekaterinburg schoolchildren and students at republican and international olympiads and competitions in the field of ecology; prestigious national awards; an increase in the number of environmental specialties in universities; the appearance on television of an environmental program; more than 500 (for the last three years) publications of educational and methodological literature.[ ...]
Significantly increased volume scientific research in the field of theory and practice of environmental education, the principle of continuous environmental education is being approved, the sequence of such education at school has been developed, textbooks for schoolchildren and teaching aids for teachers, the greening of all preschool and school education and upbringing. As a result, we can probably say that environmental education is becoming an important factor in reforming, modernizing Russian education generally.[ ...]
Based on the foregoing, in the Nizhny Novgorod State medical academy a system of continuous environmental education has been developed, which operates at three stages of training medical specialists: at the level of a medical lyceum and medical college, in the process of studying at the university and at the stage of postgraduate educational process.[ ...]
In 1995, the period of formation of scientifically based concepts and provisions that determine the place and role of environmental education in the system of measures to ensure national security Russia. In accordance with the Law of the Russian Federation "On Environmental Protection", a system of universal continuous environmental education of the population is being established in the country. Thus, in accordance with the order of the Government of the Russian Federation dated February 16, 1997, the State Committee for Ecology and the Ministry of Education of Russia completed the revision of the federal target program"Ecological education of the population of Russia". The program is designed for the period up to 2010[ ...]
To be real realists, it is necessary to think already now about the school of the future. Interesting thoughts about school and education in the 21st century. says Professor G.A. Yagodin in the article “School of the future - a school of personality development. Recommendations for the creation of continuous environmental education”2.[ ...]
Of no small importance in the formation of personnel potential, which implements all the above functions and methods, is universal continuous environmental education.[ ...]
We thank all the authors for their participation in the preparation of the materials of the manual and look forward to further cooperation in the implementation of a system of continuous environmental education at the university.[ ...]
Even the reasoned presentation of the article by G.A. Yagodina gives an idea of the school of the future as a school of personality development. It's about on the creation of a system of continuous environmental education and environmental education from infancy to adulthood. The essence of the author's credo boils down to the following.[ ...]
NEOPHITES [from gr. neos new and phyton plant] are newcomers to the local flora. N.'s emergence in some cases demands acceptance of measures for the prevention of their distribution (for example, new types of weeds in agrocenoses). neophyte [gr. neophyíos] is also called a new supporter of c.-l. teachings, religions. LIFELONG ENVIRONMENTAL EDUCATION - see Continuing ecological education. IRRATIONAL USE OF AGRICULTURAL LAND - economically inefficient and environmentally unjustified use of land resources, leading to a decrease in soil fertility and environmental degradation.[ ...]
For the implementation of the coordination functions of the G. RF: coordinates the norms, standards and rules for the use certain types natural resources, limits and quotas for their withdrawal; develops and approves a list of works and services for environmental purposes; revokes licenses (permits) or gives representations about their cancellation; organizes work on regulatory and metrological support, standardization in the field of ecology; develops, coordinates or approves normative legal acts and instructive and methodological documents for the certification of environmental and certification of production, households. and other objects and territories; participates in the organization of the system of universal continuous environmental education and upbringing; publishes or transmits for publication information related to the environmental safety of the population.
3.1. Continuing environmental education
The essence of the concept of "environmental education". In recent years, in Russia and throughout the world, education has been viewed as a fundamental category that performs the function of reproducing social intelligence - science and culture as a whole.
Education can be considered both as a process, and as a result, and as a system. It reflects the process of mastering the system of knowledge, abilities, skills, experience of practical, cognitive and creative activity, as well as the process of formation of value relations, attitudes and beliefs.
The concept of modernization of Russian education and the National doctrine of education in the Russian Federation determine the focus of education on the preservation, dissemination and development national culture, to foster respect for the historical and cultural heritage peoples of Russia. In addition, these documents clearly indicate the orientation of education towards the upbringing of Russian patriots, citizens of a legal, democratic state, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance.
In Russia, as in other states, in accordance with the decision of the UN Conference on Sustainable Development (1992), the development of a strategy for the country's sustainable development began. Among the main directions of Russia's transition to sustainable development, along with the creation of its legal framework, the development of an incentive system economic activity and the establishment of the limits of responsibility for its environmental results indicates the formation of an effective system for promoting the ideas of sustainable development and the creation of an appropriate system of education and training.
The Law of the Russian Federation “On Environmental Protection” (Article 73) states: “In order to improve the environmental culture of society and vocational training specialists, a system of general, comprehensive and continuous environmental education and education is established, covering the entire process of preschool, school education and education, professional training of specialists in secondary and higher educational institutions, improving their skills with the use of the media”.
In the resolution of the Ministry of Education of the Russian Federation and the Ministry of Environmental Protection and Natural Resources of the Russian Federation "On the environmental education of students in educational institutions Russian Federation” (1994), its priorities are clearly defined:
Creation of infrastructure to provide a system of continuous environmental education;
Transformation of all training courses in terms of environmentally sound sustainable development;
Filling with real content the concept of "citizen of the planet";
Appeal to environmental globally significant problems;
Creation of a system of practical activities of students to improve the environment;
Coordination of school and out-of-school education systems; primary, secondary and higher vocational education, environmental education activities of non-governmental organizations;
Training and advanced training of teaching staff on issues of environmental education.
The uniqueness of environmental education lies in the fact that it sets the goals of education in a new way. The most important goal of environmental education is the formation of an ecological culture of the individual and society.
At present, ecological culture is becoming not something desirable, but a strictly obligatory requirement of life in the world community. Introduction to ecological culture is strictly necessary not only for the citizens of each country, but also for humanity as a whole. Ecological culture is a part of culture that determines the compliance of social activity with the requirements of the vitality of the natural environment.
A developed ecological culture implies the ability to appreciate each component of nature and becomes necessary condition preservation and development of modern civilization. It manifests itself as a set of ideological and moral-political attitudes, social and moral values, norms and rules that ensure the sustainable quality of the environment, environmental safety and rational use of natural resources.
In environmental education, the selection of educational content takes place in a new way, since it is characterized by the principle of "new synthesis", which has a special methodological significance (i.e., the synthesis of all human knowledge about nature, knowledge on the conservation and optimization of the environment).
Environmental education should be prognostic directed, related to caring for nature and preserving living conditions for future generations of people; it re-evaluates efficiency educational systems. In addition to knowledge, skills and abilities, the assessment of the results of environmental education should include actions to preserve and improve the quality of the environment, as well as the value attitude of students to nature.
Environmental education as a system is a set of educational programs, state educational standards and educational institutions implementing them.
The structure of the environmental education process. Currently, in the structure of the process of environmental education, the following are conditionally singled out:
Environmental education is a purposeful process, including the formation of a system of general environmental, socio-ecological and applied knowledge, as well as the development of methods and types of environmental activities and the ability to apply this knowledge in practice;
Environmental education - the formation of students' attitudes, views, beliefs and norms of behavior, characterized by an emotional and moral, careful and responsible attitude towards nature;
Environmental education is a continuous process of formation of public consciousness of an ecological type based on the activation, expansion and maintenance of interest in environmental problems in society. This is a process of dissemination of environmental knowledge and environmental information, increasing the environmental awareness of the population in matters of environmental safety and environmental protection.
Continuous environmental education. It should be noted that in the modern sense, education should accompany the existence of every person throughout his life. Therefore, the concept of “lifelong education” has entered into scientific use, including “continuous environmental education”, aimed at mastering systemic environmental knowledge, skills and abilities. environmental protection and the formation of ecological culture.
Currently, environmental education is carried out in many educational institutions through the introduction of various forms and types of education. The activities of environmental clubs are becoming increasingly important, training centers and circles in the system additional education schoolchildren.
Continuous environmental education involves not only the training and education of the individual in educational institutions in the system of preschool, general, secondary and higher professional education, but also advanced training of specialists.
S.A. Fomenko MOU DOD TsEVD, Strezhevoy
At each new stage of human development, there is a need to educate an environmentally literate citizen who knows general patterns development of nature and society, understanding that the history of society is continuously connected with the history of nature, able to subordinate all types of its activities to the requirements of rational environmental management.
Environmental education should become a continuous process of education, upbringing and personal development, aimed at the formation of a system of scientific and practical knowledge, skills that ensure a responsible attitude to the natural environment and health.
A special role in the implementation of continuous environmental education belongs to institutions of additional education, since they have a flexible system that quickly responds to changes in the individual and educational needs of children. Here it is possible to create conditions for the manifestation and development of individual abilities of students, when the knowledge gained at school becomes personally significant: to assist in social self-determination, in the practical preparation of students for life and professional careers in conditions of social change.
The Center for Ecological Education of Children in Strezhevoy has created a model of continuous ecological education for the younger generation, the implementation of which gradually forms the ecological culture of the child, which includes: - preschool environmental education for kindergarten students;
environmental education of students in grades 1-4, the so-called "School of early development";
environmental education of students in grades 5-8 - "School of choice";
environmental education of students in grades 9-11 - "Creative laboratory".
The purpose of the system of continuous environmental education and upbringing is the formation of a responsible attitude of each person to the environment and training in the skills of competent decision-making in the process of nature management.
Pedagogical tasks of environmental education:
teaching knowledge about the relationship between the nature of society and man;
formation of practical skills in solving environmental problems;
education and development of value orientation, motives, needs and habits, vigorous activity on environmental protection;
development of the ability to analyze environmental situations and assess the state of the environment.
It is the systematic and purposeful research activities students expands their horizons, forms practical skills and develops creative skills, helps to better understand the practical significance of the acquired knowledge, arouses a steady interest in classes, and also significantly improves cognitive activity.
Preschool and junior school age considered as a period of accumulation of knowledge about
rubbing the world based on the emotional perception of nature.
For this purpose, such educational programs are being implemented as: "Nature is our home", "Nature through the eyes of the soul", "Young naturalists", "Young ecologists", "Valeology", KVD "Zyuminka".
AT preschool age and in primary school Excursions, games, creative tasks related to modeling, drawing, crafts, reading fairy tales, writing fairy tales and stories on an environmental theme contribute to the emotional development of children.
In the environmental education and upbringing of children of this age, the unity of study, play and work is carried out. This contributes to the development of students' skills to express their point of view, to defend it in the discussion. In the process of implementing these programs, much attention is paid to the work of students with special literature under the guidance of teachers, the development various techniques research, the experience of speaking in front of an audience is acquired.
City environmental conference in progress research projects"First steps into the world of science" focused on primary and secondary school students of the city and pupils of the center. The subject matter is different great variety: "The influence of detergents and cleaning products on the cleanliness of dishes", "Peculiarities of atmospheric breathing of aquarium fish", "Birch tears", "The influence of soil composition on plant growth", "Container compositions in the interior of a school corridor", "The influence of different styles of music on animals " etc.
For middle-level students (grades 5-8), the following programs have been developed: "Floriculture - plant growing", "Floriculture", "Landscape architecture", "Phytointerior design", "Phenologists", "Cactus growers", "Ornithologists", "Microbiologists" , "Zoologists", "Aquarists", "Help Yourself", "Wonders of Nature", "Valeology", "Entertaining Biology Hour", "Entertaining Zoology Hour", Ecological Bulletin Press Club, Fairy Flower Theater.
Students are engaged in various environmental associations of interest, deepening and expanding their knowledge in specific areas: floriculture, vegetable growing, arranging and phytodesign, microbiology, zoology, aquarism, local history, human health, etc.
The classes of the associations are held on the basis of the greenhouses of the department of plant growing, in which a collection of exotic plants is collected, on the experimental site there is an arboretum with acclimatized trees and shrubs of 39 species.
The zoological department has exhibition halls: "Aquarium fish farming" (more than 60 species of fish), "Terrarium" (34 species of animals), "Decorative poultry farming" (20 species of birds), as well as rich herbarium material and entomological collections.
The programs, as conceived by the authors, are designed not only to develop knowledge about the interaction between man and nature, but also to contribute to the development of the emotional and volitional spheres of the child. For this, tasks are used that are focused on the personality of the student and cause his empathy, admiration, anxious feelings associated with the state of the environment.
The formation of ecological culture among older schoolchildren (grades 9-11) is carried out on the basis that in the upper grades there is a generalization of environmental knowledge about the subjects of the historical, social science and natural science cycles. It is important to relate the acquired knowledge about environmental issues areas with national and global problems, to identify their common features and characteristics, to compare universal values with the value orientations of students.
At the third stage of environmental education, the program "School of Ecological Knowledge" and individual consultations with members of the scientific society of students are implemented.
The main task of these programs is to foster environmental responsibility among students. Man's connection with nature and his influence on the world is revealed with the help of such concepts as "value of nature", "anthropogenic factor", "monitoring", "environmental problem".
Preference is given to complex ecological expeditions, raids, hikes, because one of the conditions for the implementation of continuous environmental education is the relationship between theoretical and practical work for the study of the environment.
It should be noted that at all levels of environmental education an integral component is experimental and research work as the main means of activation cognitive activity students and the formation of ecological thinking.
Students in grades 9-11 included in " Scientific society students", more and more often, when writing research papers, they turn to the social problems of their city, developing the topics: "Problems of landscaping the city of Strezhevoy", "Environment and health of the inhabitants of Strezhevoy", "Urban environment - as a human habitat " and etc.
At the same time, projects are being drawn up for work at the training and experimental site. practical orientation. So within 5 recent years the project "Cultivation of virginian lilac from seeds in the conditions of the Far North" was implemented. More than a thousand seedlings were handed over to residents of the city and organizations.
In August 2005, together with the city tourist station, we organized an outbound summer ecological camp at the mouth of the Sterlyadka River (a tributary of the Ob River, Aleksandrovsky District), and in July 2006 an outbound expedition to Goluboe Lake was organized. As a result of the expeditions, a qualitative and quantitative analysis of diseases of tree species, species composition, abundance and projective cover of herbaceous plants and lichens was carried out. Herbarium specimens of plants were collected, passports of water bodies were compiled, passportization of anthills was carried out, and the coastal territory was cleared of debris. The practical skills and knowledge gained by students in the process of preparing and conducting field ecological expeditions are the best fit for the goals of school and additional education.
Implementation of research work in the organization educational process demanded that the teachers of the Center revise the content of educational programs and focus on practical activities; as a result, from 30 to 50% of the study time is devoted to practical exercises, observations, and experimental work.
Irina Kovalenko
Environmental education is a continuous process of education, upbringing and development of a child
Consultation.
Topic: « Environmental education is a continuous learning process, upbringing and development of the child».
Take care of these waters, these lands.
Loving even a small blade of grass,
Take care of all the animals inside nature,
Kill only the beasts within you...
Human interaction with nature is extremely actual problem modernity. Every year its sound becomes stronger, too much damage has been done to wildlife. We obviously begin realize: use spontaneously and uncontrollably Natural resources it is forbidden. It is also obvious that from the nursery environmental permissiveness(pick a flower, kill a butterfly) to adult (cut down the forest, dry up the lake) the road is very short.
The most important aspect in solving the issue of land conservation is education people in the field of the environment, environmental education of the entire population including the younger generation.
The beginning of the formation ecological preschool childhood can rightly be considered as the orientation of the personality, since during this period the foundation is laid, a conscious attitude towards the surrounding reality, the foundation accumulates, a conscious attitude towards the surrounding reality, vivid emotional impressions accumulate, which for a long time, and sometimes for life remain in the memory of a person.
Kindergarten is the first link in the system continuous environmental education Therefore, it is not by chance that teachers face the task of forming the foundations of a culture of rational nature management among preschoolers.
Children themselves need kindness and affection. And at the same time, they are able to disinterestedly and immensely give their kindness to all living things, if only they were not interfered with, not turned away, but, on the contrary, helped to preserve their kindness for life. While the children are small, all the flowers and herbs, bugs - spiders, birds, cats, dogs - all this is close to them. Therefore, the topic environmental education so relevant in preschool age.
primary goal: upbringing from the first years of life humane, socially active, creative personality capable of understanding and loving the surrounding world, nature and treats them with care.
The tasks of teachers are next:
1. Upbringing children have love for native nature, capabilities perceive and deeply feel its beauty, the ability to carefully treat plants and animals.
2. Providing preschoolers with elementary knowledge about nature and the formation on this basis of a number of specific and generalized ideas about the phenomena of living and non-living nature.
3. Inform the preschooler about ecological situation in the city, region, world and its impact on people's health.
environmental education carried out throughout the pedagogical process- in Everyday life and in the classroom, not in isolation, but in connection with the moral, aesthetic, labor upbringing. The study of the material is compiled taking into account the age characteristics of children. According to principle "from simple to complex"; FROM developing component; based on the principle of repeatability.
Classes are simple and complex. Concept, preschool education, aims at the use of non-traditional forms of activities, with children ( "KVN", "What? Where when", "Field of Dreams", "Secrets of the Forester", "Aibolit"). Combined classes are interesting, in which the knowledge of nature is combined with artistic activity. (verbal, musical, pictorial) .
Forms and methods of work are used by the most various. These are excursions; observations; viewing pictures; classes-conversations, cognitive - heuristic nature. Various plot-role-playing; didactic and educational games; game exercises; experiments and experiences; environmental tests and tasks; videos, audio recordings, etc. of children younger and middle group it is necessary to acquaint (on the concrete examples) . For example, the relationship of a living organism with its environment (houseplants, animals need food, water, light, warmth).
Observation is the most important source knowledge about nature. They are develop in children, an important ability to see, draw conclusions and generalizations. Of great value are repeated observations of the same place at different times of the year and under different lighting conditions. (sunny day, overcast, fog, dusk). Observations provide enriched ground for reflection, encourage inquisitiveness and curiosity in children. They have countless "why" and why".
Children like folk signs very much. It is necessary to explain to them, people have long noticed that animals and plants in certain way behave before the change of weather. And how much joy there will be when these signs are confirmed by our own observations.
In every natural phenomenon, in every autumn leaf, children must be taught to see the beauty, to show how the color of the sky changes in different weather, how varied according to its cloud shape., observe animal birds, insects in natural conditions. Children convey impressions in drawings, games, applications, compose stories themselves and invent fairy tales.
The book is playing important role in aesthetic parenting, makes it possible to form a love for nature. For children, the works of such writers as V. Bianchi, M. Prishvin, K. Chukovsky, S. Marshak, L. Barto, S. Mikhalkov and others are suitable. Kids are very fond of fairy tales about animals, they are attracted by light comic, poems and nursery rhymes.
In system diverse knowledge about the environment, a special place is occupied by knowledge about the phenomena of inanimate nature. Familiarization should be based on the keen interest of the children and carried out in an exciting way. Very interesting are the classes with children on experimental activities, in game form, in "laboratories of nature". In these classes, children get to know: "what kind of sand - dry or wet", "what sinks in water - stone, sand or wood" "what happens to a lit candle if you close it with a jar", "how can air be detected" and so on.
To activate and consolidate what you have learned in the classroom ecological knowledge, together with the musical director conduct musical - ecological entertainment and holidays, leisure evenings( "I love Russian birch", "we were born in the Kuban", puppet theaters, environmental topics very popular with preschoolers.
One of the important conditions for the implementation of the system environmental education in preschool is the right organization and ecologization of the developing natural environment: 1. Cognitive child development. 2. Ecological - aesthetic development. 3. Wellness child. 4. Formation of moral qualities child. 5. Shaping environmentally competent behaviour. 6. Sensory development, creative, mental abilities. 7. Greening various kinds activities child.
Each group should be: * Experimental corner. In this corner is the material with which child can do it on his own (play, experiment)* Corner of nature. This corner contains natural objects for care and observation (for example, planted onions). There are also books containing illustrations containing information about plants, animals, natural phenomena. Nature calendars and so on. * Exhibition area. In the classes according to the program, preschoolers draw, make crafts, works are exhibited in a corner. Here you can also hold exhibitions, hang out photos of children and parents while communicating with nature.
unconventional element developing subject environment - Alpine Hill. This is a composition of many diverse plants and other natural material. It can be done on site. kindergarten or in a group "Mini rock garden" like in an aquarium.
Of great importance is a properly designed and cultivated site, which makes it possible to constantly communicate directly with nature, to introduce children to regular work. Growing flowers is the most accessible for children practical lesson. Even more valuable is the presence of a vegetable garden on the territory of the kindergarten, where children can grow vegetables on their own. Children involved in planting, as a rule, do not break them, do not tear afterwards. Caring for flowers and vegetables consists of fertilizing, loosening the soil, removing weeds, teaching children, the simplest methods of labor need to explain the need and the feasibility of this work. Learn to experience the joy of a job well done.
The feeling of the motherland of the baby is associated with the place where he was born and lives. Our task is to deepen this feeling, to help a growing person to discover the Motherland in what is close and dear to him - in the immediate environment. It is necessary to acquaint children with the nature of our region. corner "I was born in the Kuban" help children learn more about nature native land. Here you can place illustrations, photos from image of the nature of the Kuban, sights of the resort city of Anapa. Create separate folders "Anapa in autumn", "Spring in Anapa".
To expand children's ideas, enhance their impressions, it is necessary to conduct targeted walks and excursions. You can organize, on a day off, an excursion, together with your parents, to the dolphinarium or a meeting on the embankment, by the sea. So that the knowledge and conclusions gained do not go out of memory, they are recorded in the observation calendar. As a result, knowledge in children is systematized. In parallel, you can work with the folk calendar.
An effective way to work with parents ecological stand. Here are the words of famous people; articles, nurturing good feelings, mercy, respect for nature, giving specific ecological knowledge.
On a special parent assembly"Nature - love - beauty": parents are introduced to the subject ecology discuss principles environmental education of the child in the family.
Throughout school year in the corner for parents or special folders, recommendations, consultations are given, parents are introduced to the results children's education.
caregiver, conducts individual conversations with parents, offers to go with the children to consider certain objects (for example, "Flower Clock", "Fountains" etc., advises which books to read, which verses to learn.
Organizes various activities with the participation of parents. autumn "Harvest Festival". "The Birds Have Flew". In the beginning of April "Bird Day". Poems, contests, songs, games are being prepared. Homemade exercise: make crafts from natural materials at home, make a birdhouse or make bird feeders in the fall. Spend competition: "Dad, Mom and I are a healthy family".
So way, upbringing children have a love for nature, ability perceive its beauty is one of the most important tasks, solving which must be used different forms and methods in a complex, correctly combine them with each other.
And most importantly in environmental education- the personal conviction of the teacher, his ability to interest all children, to awaken in them the desire to love, protect and protect nature and thereby be a role model.
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