home Boilers and equipment Formation of an ecological picture of the world in science lessons. Thesis: Formation of ecological culture of junior schoolchildren in extracurricular activities in the course "The World Around Us"

Formation of an ecological picture of the world in science lessons. Thesis: Formation of ecological culture of junior schoolchildren in extracurricular activities in the course "The World Around Us"

The presented work is devoted to the topic "Development of methods of teaching natural science at the present stage." The problem of this study has relevance in the modern world. This is evidenced by frequent examination of the issues raised. The topic “Development of methods of teaching natural science at the present stage” is studied at the intersection of several interrelated disciplines. The current state of science is characterized by a transition to a global consideration of problems on the topic “Development of methods of teaching natural science at the present stage.” Many works are devoted to research questions. Basically, the material presented in the educational literature is of a general nature, and numerous monographs on this topic examine narrower issues of the problem “Development of methods of teaching natural science at the present stage.” However, it is necessary to take into account modern conditions when studying the problems of the designated topic. The high significance and insufficient practical development of the problem “Development of methods of teaching natural science at the present stage” determine the undoubted novelty of this research. Further attention to the issue of the problem “Development of methods of teaching natural science at the present stage” is necessary in order to more deeply and substantively resolve particular current problems of the subject of this study. The relevance of this work is due, on the one hand, to the great interest in the topic “Development of methods of teaching natural science at the present stage” in modern science, on the other hand, to its insufficient development. Consideration of issues related to this topic is of both theoretical and practical significance. The results can be used to develop an analysis methodology "Development of methods of teaching natural science at the present stage." The theoretical significance of studying the problem “Development of methods of teaching natural science at the present stage” lies in the fact that the problems chosen for consideration are at the intersection of several scientific disciplines. The object of this study is to analyze the conditions of “Development of methods of teaching natural science at the present stage.” In this case, the subject of the study is to consider individual issues formulated as the objectives of this study. The purpose of the study is to study the topic “Development of methods of teaching natural science at the present stage” from the point of view of the latest domestic and foreign research on similar issues. In order to achieve this goal, the author set and solved the following tasks: 1. To study the theoretical aspects and identify the nature of “Development of methods of teaching natural science at the present stage”; 2. Talk about the relevance of the problem “Development of methods of teaching natural science at the present stage” in modern conditions; 3. Outline the possibilities for solving the topic “Development of methods of teaching natural science at the present stage”; 4. Outline the trends in the development of the topic “Development of methods of teaching natural science at the present stage”; The work has a traditional structure and includes an introduction, a main part consisting of 3 chapters, a conclusion and a bibliography. The introduction substantiates the relevance of the choice of topic, sets the goal and objectives of the research, characterizes research methods and sources of information. Chapter one reveals general issues, reveals the historical aspects of the problem “Development of methods of teaching natural science at the present stage.” The basic concepts are defined and the relevance of the questions “Development of methods of teaching natural science at the present stage” is determined. Chapter two examines in more detail the content and contemporary problems of “Development of methods of teaching natural science at the present stage.” Chapter three is of a practical nature and, based on individual data, an analysis of the current state is made, as well as an analysis of prospects and development trends “Development of methods of teaching natural science at the present stage.” Based on the results of the study, a number of problems related to the topic under consideration were revealed, and conclusions were drawn about the need for further study/improvement of the state of the issue. Thus, the relevance of this problem determined the choice of the topic of the work “Development of methods of teaching natural science at the present stage”, the range of issues and the logical scheme of its construction. The theoretical and methodological basis for the research were legislative acts and regulatory documents on the topic of the work. The sources of information for writing a work on the topic “Development of methods of teaching natural science at the present stage” were basic educational literature, fundamental theoretical works of the largest thinkers in the field under consideration, the results of practical research by prominent domestic and foreign authors, articles and reviews in specialized and periodical publications devoted to the topic "Development of methods of teaching natural science at the present stage", reference literature, other relevant sources of information.

In elementary school science courses, two main concepts can currently be distinguished.

The first direction includes the formation of knowledge about nature and the surrounding world. Natural science is an integrated course based on the dialectical unity of the “nature-man-society” system. The features and properties of each component of this system are considered by various sciences, such as geography, geology, biology, chemistry, physics, soil science, and ecology. Integration of the elements of each science creates conditions for the formation in students of general ideas about nature, the relationship and interdependence of its components. Therefore, to develop knowledge in the first direction it is necessary:

Summarize the information students have received from school;

Form basic natural history concepts and objects (water, air, rocks)

Give basic information about planet Earth and the solar system;

To become familiar with the structural features of the human body and to develop on this basis some personal hygiene skills and the basics of life safety.

Natural history programs are also based on the principle of local history - the study of the nature of one’s native land. This allows you to form concepts based on direct study of objects and phenomena, promotes the development of observation, the ability to obtain knowledge not only from textbooks, but also from the environment.

The second direction is related to environmental education and environmental education of students. Oh

The wound of nature is the core of the entire natural science course, regardless of what program the subject is studied in. The main attention should be directed to creating conditions for the direct participation of children in environmental activities, to understand the need and importance of such work. Students:

Gain an understanding of the relationship and dependence of living organisms and inanimate nature;

They get acquainted with the basic environmental measures that contribute to the formation of skills for correct behavior in nature.

Children develop a humane attitude towards the environment, develop a sense of responsibility for its preservation, and develop certain norms of behavior in nature. All this contributes to the formation of an ecological culture of the individual.

In addition, the study of natural history helps to reveal the role of science and scientific knowledge for the development of society and the conservation of the environment. When selecting educational material, the scientific nature and accessibility of concepts are taken into account. In this regard, basic knowledge is given at the level of ideas and elementary concepts. Such concepts include knowledge about bodies and substances, about the properties and significance of water and air, about minerals, rocks and minerals, about the diversity of living nature; ideas about processes and phenomena in nature.

At each stage of learning, initial ideas are deepened, saturated with content, gradually turning into concepts, which, in turn, turn into knowledge. Thus, natural science knowledge is formed according to the “representation-concept-knowledge” scheme. This sequence ensures continuity of knowledge and deepening of its content. While studying a subject, students generalize their observations and previously acquired ideas; based on the acquired knowledge, they form new ideas and concepts. Consistent and systematic content content allows students to consolidate and improve their knowledge.

Interdisciplinary concepts ensure continuity of knowledge in all natural science disciplines.

5.Pedagogical meanings and objectives of the natural science course.

Natural science as an academic subject has its own didactic features that distinguish it from other school subjects. An integrated course, which is a system of generalized knowledge about nature. It introduces students to objects and phenomena in an accessible form, reveals connections between individual phenomena, and helps to understand the patterns of development of the world around them. The main objective of the course is to develop in primary school students a broad picture of the world, which is gradually enriched as new facts and phenomena are learned and accumulated.

Children of primary school age perceive the world as a single whole, without dividing its manifestation into biological, physical, and chemical phenomena. Integration of natural science knowledge at the first stage of education makes it possible to form a correct, holistic understanding of natural phenomena and creates a certain basis for further differentiated study of the natural sciences. When studying it, the foundations are laid for understanding the materiality and knowability of the world, the interconnection of phenomena, the ideas of regularity and evolution.

In the natural science course, students receive initial knowledge about living and inanimate nature, natural phenomena, bodies and substances, their properties and their use by humans. Modern life is unthinkable without information from various fields of biology, chemistry, physics, geography, and ecology. Scientific knowledge provides a person with the opportunity to transform nature, control natural forces, and create new machines and technologies. In elementary school, environmental knowledge becomes a priority. The study of environmental issues is the core of the entire natural science course. In each topic, the student is introduced to environmental measures aimed at preserving natural resources.

Environmental education and perception of younger schoolchildren are a necessary and important link in the natural science education of the population.

Natural history is part of the natural science cycle, therefore an important place in its teaching is occupied by methods of scientific knowledge of nature: observations of objects and phenomena, experiment, depiction of natural objects, practical work.

In the process of solving educational problems, natural science contributes to the development of logical thinking as a way of understanding the world around us, and equips students with knowledge for understanding the laws of nature. It teaches you to connect and process information coming from the outside world, and to correctly evaluate natural phenomena. The natural science course solves major problems aimed at developing the child’s mental activity.

Observation is the ability to consciously perceive the objects of their phenomena, find the individual and the general in them, identify certain patterns, analyze them and draw conclusions. Development is gradual, in the process of directed activity of the child, constant, systematic exercises. All this is of no small importance for the development of a child’s mental activity, the development of logical thinking, and the desire to explore the world around him. It is the natural sciences that teach the ability, through inferences, to penetrate into the depths of phenomena that are sometimes hidden from the eyes of the observer. The development of logical thinking occurs in several stages.

Observation of facts and phenomena.

Asking questions to find the answer.

constructing possible proposals about what is observed.

Examination of assumptions and selection of the correct answer based on empirical testing, logical reasoning and inference.

The study of objects and natural phenomena provides extremely valuable material for the formation of logical thinking. Considering the role of sensory perception in the thinking process, it is necessary to widely use visualization and organize student observations.

Along with the formation of initial natural science ideas and concepts, the natural science course is of great educational importance. In natural history lessons and on excursions, students get acquainted with nature and learn to see and understand its beauty. Understanding nature has a strong emotional impact on children, revealing the harmony and coherence of life. The study of living organisms, the nature of their native land, and excursions into nature have a particularly strong impression on the child. Love for one’s native land is cultivated on the basis of knowledge of its nature. A child’s awareness of the degree of human responsibility to nature, the need to preserve its wealth and diversity, is a condition for the formation of an environmentally literate personality.

The educational material of the initial course of natural science is successfully used for the aesthetic education of children. Nature, living organisms inhabiting the earth, the child should see harmony.

Equally important is the education of sanitary and hygienic skills in a child. This work begins in the 1st grade and continues throughout the child’s education at school at different levels.

A natural science course in primary school helps students develop a holistic understanding of the world around them; fosters curiosity, understanding of the beauty of nature, love and caring attitude; develops cognitive interest in the study of natural sciences; creative attitude to the surrounding reality. In the process of studying the course, students develop practical skills: hygienic, laboratory and practical, excursion, environmental protection and others.

6. General and specific principles of teaching natural science. Give a description of each feature.

I. General didactic principles:

The principle of scientificity - when selecting educational material, the scientific nature of concepts is taken into account. Basic knowledge is given at the level of ideas and elementary concepts (knowledge about bodies and substances, the properties and significance of water, air, minerals, rocks, the concept of the diversity of living nature, ideas about processes and phenomena in nature). These initial concepts serve as the basis for the development of scientific knowledge in secondary school.

The principle of accessibility is a full knowledge of the essence of natural phenomena. The lightness of the material, like excessive difficulty leads to slow growth of cognitive powers.

The principle of systematicity and consistency - at each stage of learning, initial ideas are deepened, saturated with content, gradually turning into concepts, which in turn turn into knowledge. Thus, natural science knowledge is formed according to the scheme “ideas – concept – knowledge”. This sequence ensures continuity of knowledge and deepening of its content between the preschool, primary, and educational levels. While studying a subject, students generalize their observations and previously acquired ideas and, based on the acquired knowledge, new ideas and concepts are formed. Consistency and systematic filling of content allows students to consolidate and improve their knowledge.

The principle of connecting theory with practice is introducing children to modern production technologies, progressive working methods, applying knowledge in practical activities, connecting with the child’s experience.

The principle of clarity is necessary due to age characteristics junior schoolchildren visual learning based on specific images, direct targeted observation.

The principle of integration (laid down by Zuev and Gerd) is the combination of information from various sciences in order to create a holistic picture of the world.

The principle of consciousness and activity is stimulating the child’s cognitive activity. The result: independently and deeply meaningful acquired knowledge.

The principle of compliance with social goals - any material must comply with the social order, i.e. generally accepted goals of education and development of the younger generation.

II. Natural Science Principles:

The principle of seasonality - the study of seasonal changes in nature, observations of changes in living and inanimate nature at different times of the year provide convincing material about the relationship of phenomena in nature.

The principle of local history is the study of the nature of the native land. This allows you to form concepts based on direct study of objects and phenomena, promotes the development of observation, the ability to obtain knowledge not only from textbooks, but also from the environment.

The ecological principle (environmental principle) - environmental education and upbringing of junior schoolchildren, reveals the interconnection and interdependence of all natural phenomena in the light of scientific and technological development. The ecological principle is the core of the entire natural science course in any program. We create conditions for children to participate in environmental activities and form a humane attitude.

7 Natural history concepts. the relationship between ideas, concepts, and the thinking of a primary school student.

Representation– these are mental visual images of objects and phenomena of the surrounding reality. Forming ideas about nature is the most important task of natural science, because human thinking always has images at its core. We say “forest” and immediately imagine it in one form or another. In natural history, these are ideas about a ravine, a hill, the nature of the Far North, animals, etc.

Depending on the techniques by which images are created, representations are divided into representations of memory and imagination.

Memory representations are formed on the basis of direct observation of natural objects or their displays and images in teaching aids - paintings, films, etc. The more accurately the image conveys the external appearance of an object or phenomenon, the more adequate the idea of it. Ideas arise in the process of contemplation or purposeful observation of an object, when the teacher, by asking questions, draws the children’s attention to certain aspects (signs) of what is being observed.

Representations of the imagination- these are images that arise without direct perception of the object. They are based on a natural (written or oral) description. For example, based on the description, a student can imagine a steppe, a tropical forest, an iceberg, etc. Representations of the imagination are always more vague and, to a greater extent than representations of memory, reflect the individuality of the student’s perception of the description of an object.

Highlight views single, which are based on the perception of specific objects (the Volga River, a ravine in the vicinity of a school, a dog, etc.) and generalized, in which essential features come to the fore. This is, for example, a river, a hilly plain, a ravine, birds, etc. Schoolchildren's images of these objects vary greatly, but significant features are invariably present in them.

Considering that the sensual, visual-figurative principle, which is based on sensations, predominates in the thinking of younger schoolchildren, the formation of ideas in students is the most important task in teaching natural science.

Sensations are a reflection of individual properties of objects and phenomena that directly affect the analyzers. Consequently, the more analyzers are “involved” in the perception of what is observed, the more complete, deeper and more correct the emerging image. For example, when introducing sulfur to schoolchildren, it is necessary to pay attention not only to the color of the mineral, but also to its flammability, smell, crystal shape, etc. And yet, students’ ideas are always individual. They are a subjective image of the objective world, the initial stage of all our knowledge.

Representations are necessary in the formation of concepts.

Concepts reflect the essential properties, connections and relationships of objects and phenomena. The process of mastering a concept involves identifying the general, which is achieved by abstracting from all the features of individual objects of a given group. Concepts are characterized by a higher level of abstraction than ideas, and therefore, taking into account the peculiarities of thinking of younger schoolchildren, their formation causes significant difficulties.

Both the concepts and ideas that children will master when studying natural science are divided into general and individual.

General concepts cover homogeneous objects and phenomena. These are, for example, rivers, mountains, plains, deserts, fish, or the concept of terrain orientation, precipitation. Characterizing any general concept, children must name its essential features or stages (sequence) of actions.

Single concepts- these are concepts about specific objects and phenomena, for example, the Volga River, the Caucasus Mountains, Lake Baikal, rain, thunderstorm, etc. The content of individual concepts is revealed in their description or characteristics.

In the process of teaching natural science, in addition to ideas and concepts about objects and phenomena, spatial ideas about the size of the object, its shape, position in relation to the sides of the horizon, etc. are formed. In the formation of these ideas huge role play visual teaching aids. Mastery of ideas and concepts requires the use of factual material and familiarization of students with the basic scientific ideas in a given branch of knowledge. Natural history concepts and ideas are necessary for the formation of certain patterns. For example, without mastering the concept of heating the earth's surface by the Sun, it is impossible to reveal the pattern of change natural areas from north to south, etc.

Students’ skills play an important role in the process of forming ideas and concepts. These are the skills to read, perform various types of observations, practical work, and conduct experiments.

Natural science concepts, concepts, patterns, facts, ideas and skills constitute the main content of a natural science course in primary school.

8 Teaching methods. Classification of methods. Give a general description.

A method is a way to achieve something.

A teaching method is a way of interconnected activities between teacher and students.

The teaching method is the way the teacher conveys knowledge and the way the students assimilate it.

The teaching method is a joint work, in the process of which knowledge and learning values are achieved.

A teaching method is a system of ways of coordinated interaction between a teacher and a student to achieve educational goals and the comprehensive development of the student.

Classification of teaching methods.

Depending on the source of knowledge:

Verbal methods (story, conversation, seminar, lectures, instruction, work with children's literature)

Visual methods (demonstration of experiments, objects, aids)

Practical methods (laboratory, practical work, modeling, activities in nature)

Depending on didactic goals:

methods for learning new material

fastening methods

methods for improving knowledge

verification methods

According to the forms of activity of the teacher and student:

teaching methods

study methods

According to the nature of the student’s cognitive activity:

reproductive methods (reproduction)

explanatory and illustrative

problematic

heuristic (partially search)

research

By type of inference:

inductive

deductive

9 Methodological techniques and their classification.

The structural unit of any method is a methodological technique. Goal: strengthening the capabilities of a certain method. Methodological techniques are individual actions of the teacher and students aimed at mastering skills. The same techniques are included in various teaching methods, and one way of communicating information can be implemented in various ways: comparison, generalization, problem statement, practical work, demonstration technique visual aids, techniques for attracting children’s attention and stimulating their interest in studying natural objects (an entertaining form of presenting material, clarity, questions for the class), techniques that ensure comprehension and lasting assimilation (plan for studying an object, diagrams and tables).

10 Verbal teaching methods. Characteristics of each method.

I. A story is a monologue way of presenting new material. Used when students have no information on the issue being studied. The story is always connected with the personality of the teacher (emotionality, awareness). Using the method: in the process of preparing and conducting experiments, excursions, observations.

Story structure.

Creating a problematic situation

Disclosure of the main content

Solution of a problem

II. The conversation is carried out if the children have certain information (including based on the teacher’s story, also on the basis of working with educational literature, studying illustrations). A conversation involves a detailed communication of information with a switching of attention. A conversation is a clearly structured system of questions that arouses children’s interest in mastering and supplementing certain knowledge through independent reasoning, generalizations and conclusions.

Functions of this method:

developmental (search-eurotic)

informational

“+” conversations: increased class activity, speech development.

“-” conversations: duration in time, fragmentation of knowledge acquisition.

III. Discussion. This method is used in the developmental education system. Discussion is a purposeful, orderly exchange of opinions and ideas on a problem with the goal of making a common decision. In the lessons of the surrounding world, educational discussion has the character of a controlled, targeted thematic cognitive debate, which requires the mandatory preliminary establishment of uniform rules of polite behavior (preparation for this method takes place with the help of game techniques and trainings). The organizational basis of this method will be the self-organization of students.

Forms of discussions:

round tables (discussion of the problem, exchange of opinions, dividing students into groups).

debate (discussion of a problem by two teams)

court session (trial)

"+" method:

increased class activity

speech development

the ability to convincingly defend one’s position

development of communication skills

high efficiency in consolidating the studied material

"-" method:

less effective than telling a story

requires high self-organization of students

Stages of educational discussion:

Detecting the problem

Defining the goal and ideal result

Shape selection

Planning the course (topics of speeches, issues discussed and selection of reference material)

Selection of participants and distribution of roles

Drawing up control questions to stimulate thinking (what would happen if...; how; why; why; why...)

Variability of the discussion

IV. Working with a book. The book serves as the most important source of knowledge. Modern science textbooks are characterized by a high scientific level and well-thought-out methodological apparatus. Successful work with a textbook is possible provided that the teacher, firstly, recognizes the importance of this work and conducts it systematically, secondly, knows its content and design features well, and thirdly, he himself knows how to work with this teaching tool.

Structure of a science textbook

Techniques for working with a textbook when teaching natural science:

Techniques for orienting in a textbook, finding the right paragraph, picture, diagram, assignment.

Techniques for working with text: explanatory reading, finding the necessary data, highlighting logical parts, certain concepts, drawing up a plan, etc.

Techniques for working with tasks and questions: orientation in questions and tasks, independent work with tasks, the ability to select the sources of information necessary to answer.

Techniques for working with a plan and map, reading symbols, characteristics of work.

Techniques for working with drawings, tables, photographs: comparison, description, juxtaposition.

Techniques for working with several components of a textbook: table and text, text and task, text and map, plan and map.

The ability to work with a textbook is developed in class, so the teacher must plan in advance what techniques he will introduce or practice. Particular attention should be paid to such work techniques as explanatory reading, text analysis, work with assignments, analysis of text maps, drawings and photographs.

The teacher must take care to avoid monotony and diversify the way students work with the textbook. In one lesson he can analyze the text, in another he can work with tasks and questions, in the third he can describe or compare drawings, photographs, etc.

Methods of working with the textbook. Stages of reception formation:

1Introduction of the technique - acquaintance of schoolchildren with the composition of the technique, explains its meaning in the form of instructions, recommendations and rules.

2 Mastering the technique - students completing a system of tasks for analyzing texts, text maps, etc. The teacher poses questions to students aimed at reproducing knowledge about the actions included in it.

3Application of the technique - when performing new educational tasks in the analysis of texts and other components of the textbook.

An article about the formation of environmental competencies in children with intellectual disabilities. The success of solving problems in environmental education in geography and science lessons, in overcoming psychophysical deficiencies and correcting some pathological personality traits of children with intellectual disabilities will largely depend on the correct choice and use of working methods and forms of teaching. From work experience.

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Formation of environmental competence in science and geography lessons at school for children with mental retardation.

Galaktionova Galina Anatolevna

Geography and natural science teacher, GKOU School No. 2124

"Center for Development and Correction", Russia, Moscow

The topic of my report is two meaningful words- competencies and ecology. We live in a time of global changes, transformations in the world and society. The term “competence” came to us from the Concept of Modernization of Russian Education. The goal of modernization is to obtain modern educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, which will be characterized by mobility, dynamism, and constructiveness. The two main lines of modernization are:

Systemic-personal approach - i.e. development of universal learning activities, the ability to learn, the student’s ability for self-development, self-improvement through the conscious and active appropriation of social experience.
Competence-based approach - mastering the totality of knowledge, abilities, skills, methods necessary for high-quality productive activity, personal ability to solve certain problems.

The main result of the activities of an educational institution should not be a system of knowledge, skills and abilities per se, but a set of key competencies declared by the state:

Educational competence- a set of semantic orientations, knowledge, abilities, skills and experience.
General cultural competence- the ability to understand the world around us, navigate in it, value understanding of nature, careful attitude to cultural and historical heritage.
Educational and cognitive competence- organization of independent cognitive activity, planning, analysis, reflection, adequate self-esteem, etc.
Information competence- ability to work with various sources of information, systematize knowledge, generalize, save and transmit information.
Social and civic competence- practical skills in environmental monitoring, the ability to make decisions, responsibility for the results of one’s own activities.
Communicative competence- the ability to listen and hear, accept another point of view, work in a team, be sociable.
Competence of personal growth and development -improvement of personal qualities, emotional self-regulation, health care, formation of internal ecological culture.
Environmental competence- the ability to apply environmental knowledge and skills for independent and collective activities to solve environmental problems in accordance with the ideas of sustainable development.

What does the term “ecology” and “idea of sustainable development” mean? The terms “ecology” come from the Greek word “oikos” - home, habitat. Previously, the word ecology was replaced by the concept of “nature conservation”. Nowadays, this word has a broader meaning. This is awareness and care for your body - human ecology, this is the ecology of the home (ecologically friendly food and materials, economical use of resources - water, heat). This is the relationship between family members (family ecology). Ecology of the city (structure, population, transport, production, landscaping). Ecology of countries, continents, oceans. Resources, human economic activity and its impact on the global ecosystem. Ecology is a science that describes the interactions of various organisms united common environment a habitat.

Modern economic laws grossly violate basic environmental laws. The last century has been a remarkable demonstration of the successes of civilization following the path of scientific and technological progress. However, these successes have been achieved at the expense of the ever-accelerating destruction of the Earth's ecosystem. Declining fertile land, climate change, loss of biodiversity. 10,000 known species of birds, almost every third species of fish, and every fourth species of mammals are under threat of extinction. The human community is characterized by blatant social injustice. Armed conflicts have not yet been eliminated. To change the situation, the UN developed a model of “Sustainable Development” as a concept for improving the quality of life of people, subject to the harmonization of relations between man, society and nature, their coordinated changes, which should lead to the preservation of the biosphere. The state of the environment is quality indicator the nature of interaction between society and nature. It is the quality of this interaction that is commonly called “ecological culture of society.” The development of environmental culture is the main task of environmental education and upbringing in school. |

Speaking about the formation of environmental competencies, we are talking about the formation of a new moral ideal of a person who voluntarily changes his needs and assumes full responsibility for the lives of all living on Earth. Today, environmental education and upbringing is, first of all:

searching for new forms and methods of transmitting environmental knowledge (today, innovative methods of teaching are interactive learning technology and project activity technology, since the use of these technologies forms the environmental competence of students);
orientation of the student’s personality towards active participation in solving a specific environmental problem;
developing a sense of personal responsibility for the quality of the environment; providing concrete assistance to nature.

The school course in geography and biology is especially helpful in developing environmental knowledge and environmental awareness among students. In his work “The Pedagogical Concept of Forming Environmental Competence of Students,” D.S. Ermakov defines environmental competence as a normative requirement for the educational training of students in the field of environmental activities aimed at preserving life, at practical improvement of the state of the environment in the process of identifying, solving and prevention of environmental problems. This is the possession of knowledge about the world around us, the ability to analyze, see problems and the ability to find the right solutions to these problems.

Unfortunately, teaching and educating students with disabilities health, in a school for children with mental disabilities, we cannot talk about the full formation of environmental competence. Analysis of the situation, understanding of environmental problems, and the ability to find the right solution are not available to most students in our school. Environmental education in science and geography lessons in a correctional school aims to form a responsible attitude of our students towards the environment. In this regard, the following set and interconnection of pedagogical tasks can be identified:

Educational tasks - the formation of knowledge about the unity of living and inanimate nature, the laws of natural phenomena, the interaction of nature, society and man; informing about environmental problems and ways to solve them; development of practical skills to assess and improve the state of the environment in their area;
Educational tasks - the formation of value orientations of an environmental nature, needs, habits of environmentally appropriate behavior, will, perseverance in achieving environmental goals; the ability to form aesthetic, moral, legal judgments on environmental issues in the interests of sustainable development, the desire for active practical activities to protect the environment;
Developmental tasks - the ability to perform a basic analysis of environmental situations, choose ways to solve environmental problems, formulate correct environmental behavior aimed at preserving the environment; in the emotional sphere - the perception of the beautiful and the ugly, satisfaction and indignation from the behavior and actions of people in relation to health, the natural and socio-cultural environment.

The program in natural science and geography for children with mental disabilities is structured in such a way that after studying each topic there is material devoted to studying issues of environmental conservation, studying the rules that a person must follow in relation to himself, other people, animals, and the surrounding world .

The formation of environmental thinking is a continuous process. It includes family and school. IN primary school In the lessons of the surrounding world, natural science, the child expands his knowledge about the components of nature, about the cyclical nature of phenomena in the natural environment. At the middle level of school, when abstract thinking is formed in students, they realize the need to solve environmental problems, the diversity of relationships “Man - nature”, and the consequences of these relationships. My task, as a geography teacher, is to help children appreciate economic activity people, identify the causes of environmental problems and propose solutions.

Almost any geography lesson needs to address environmental issues. The main goal of such lessons is to develop an ecological worldview among children and help them become an environmentally literate person.

Due to their developmental characteristics, children with reduced intelligence, to a greater extent than normally developing ones, need the targeted teaching influence of an adult. They do not spontaneously assimilate social experience. The success of solving problems of developing environmental competencies, overcoming psychophysical deficiencies and correcting some pathological personality traits of children with intellectual disabilities will largely depend on the correct choice and use of working methods and forms of training. On initial stage The main method of studying the course “Natural Science” is: a story, a conversation with a demonstration of pictures of nature, illustrations using multimedia equipment, and conducting simple experiments. Students receive basic knowledge about the world around them: water and its properties, air, soil, minerals, animals and plants of forests, meadows, fields, gardens, wild and domestic animals. Children conduct phenological observations and observations of living objects and learn the very first rules and norms of behavior in nature. For example: “You can’t make noise in the forest,” “We must take care of the birds,” “You can’t destroy anthills,” “Don’t leave garbage in the forest, in the park, in the meadow, or by the river.”

In high school, when developing environmental competencies, you can conduct lessons with elements problem-based learning. For example, the topic is “Ravine, its formation” and “Fighting ravines.” Students already know how a ravine is formed. At the beginning of the next lesson, the teacher describes the problem that needs to be solved - 1) the ravine interferes with human economic activity, 2) the ravine is growing. Students are offered several ways to deal with ravines. Children must choose the correct method for a particular case and explain their choice.

When studying environmental problems of natural regions of Russia in 7th grade, you can use a group form of work to solve a problem situation. Students must find the cause of an environmental problem and find the most correct solution from the proposed list. In a circle, students offer solutions. The group listens to everyone’s opinion, and using signal cards of 2 colors, they vote, either accept this point of view, or reject it. At the end, the results are summarized and the best solution is noted.

It can also be lessons with practical tasks. For example, making bird feeders, birdhouses; separate waste collection, monitoring of air pollution, water purity in nearby reservoirs.

One of the forms of organizing the educational process is an excursion, which allows you to instill norms of environmental behavior in nature. The teacher must carefully prepare for such a lesson:

choose a topic. It is advisable that the topic of the excursion sounds emotional;
determine the goal, objectives and draw up a plan, develop a route;
select educational and gaming material, riddles, poems to match the topic;
conduct a preliminary conversation with students, instruct them, plan forms of student activity, distribute responsibilities between excursion participants:
help children generalize observations and draw correct conclusions.

Of particular importance for environmental education is conducting lessons together with employees of the museum named after. Darwin. Visit to the Polytechnic and Zoological Museum. Their classes in an original, fun, entertaining form with demonstrations of experiments help children with reduced intelligence to better master educational material.

Another form of environmental education can be project activities. When the same problem is studied in different lessons. For example, on the topic “Wintering birds of the Moscow region”, students study the behavior of wintering birds in science lessons, give a descriptive portrait of birds in Russian language and literature lessons, draw birds of the Moscow region in art lessons, and make feeders in labor lessons. The result of such work can be the “Bird Day” holiday summing up the work. Several classes can participate in the celebration. Each event is preceded by a lot of preparatory work, during which children prepare messages, learn riddles, poems, proverbs, and draw illustrations. According to this scenario, preparations were carried out for the holiday “Bread is the head of everything”, “Poisonous plants are enemies and friends.”

"Ecology and human health." This section is aimed at 9th grade students who explore individual human health and its dependence on environmental factors. When studying program topics, you can involve parents and friends, which contributes to the socialization of schoolchildren and the development of their communicative culture.

Gaming technologies help solve many of the problems listed above. They are aimed at solving the following problems: didactic on mastering the content of a particular subject area;psychological, that is, the development of the cognitive and personal sphere of subjects of the educational process, optimization of relationships between children, as well as between the teacher and students;communicative,as the basis for the formation of a culture of communication.

Among the effective methodological techniques that contribute to the activation of cognitive activity of students with disabilities is a didactic game. Didactic games provide excellent opportunities for the correction and development of higher mental functions. They activate mental activity: they teach to analyze, compare, generalize, classify, and highlight unnecessary things. When solving riddles, puzzles, and crosswords, students’ vocabulary is replenished, and the skills of correctly spelling difficult words and natural history terms are strengthened (for example, when solving crosswords, spelling errors do not allow correctly guessed words to be entered into intersecting columns). Students develop voluntary attention. In the process of gaming activities, especially in games of a competitive nature in rows, teams, and groups, students develop a sense of collectivism. The guys worry not only about themselves, but also about their classmates, and try to help each other. While playing in class, a good emotional mood is created and fatigue is quickly relieved. It should be noted that students develop a careful attitude towards games and handouts, they try not to spoil them, because they will not be able to play in subsequent lessons; that is, the positive impact of play on children with reduced intelligence is beyond doubt.

The use of various didactic games allows the teacher to carry out an individual and differentiated approach to students with disabilities. For example, the whole class is given cut pictures, given the task of folding them and naming the resulting animal (plant). Some students receive a set of pictures from which two animals can be added, others receive pictures divided into 6-8 parts, and others - into 4 parts. Some children are additionally given a large card on which the outline of the animal is drawn. It is important that students get the impression that the assignments they receive are identical.

The game can be used at any stage of the lesson, for example, the theme of the lesson can be given in the form of a riddle, rebus, charade. The use of games is appropriate in the process of explaining new material. So, when teaching a lesson on the topic “A plant is an integral organism,” the game “Where did the artist go wrong?” Students must correct mistakes by rearranging individual cards to form a complete flowering plant (root, stem, leaf, flower).

Lessons on the formation of environmental competence are interdisciplinary in nature: natural history, natural science, geography, social and everyday orientation, agricultural lessons, interdisciplinary connections are used. Thus, mathematical skills are necessary when calculating the speed and altitude of flight of different birds, the difference between day and night temperatures, and the rate of melting of glaciers. When calculating the amount of water flowing from a poorly closed tap. Or the number of trees to make one set of textbooks.

There are quite a few fiction for knowledge of ecology. These are environmental fairy tales by B. Zakhoder, stories by V. Bianki, poems about nature by I. Bunin, F. Tyutchev, Russian folk art - proverbs and sayings. At SHT lessons, knowledge about cultivated plants, the properties of soil, and methods of processing it are consolidated and practical skills are developed.

One of the tasks facing a teacher of natural science and geography is the education of a person for whom nature is his home, the safety and purity of which must be taken care of. And everyone living around is the closest beings who need to be loved and protected.

Ecology is one of the serious factors of social life. This is where the most influential processes and circumstances on which forms of sustainable development are built intersect. Ecology is a concern not so much for the environment, but first of all for the person himself.

Bibliography:

1. Galeeva A.M. Pedagogical foundations of the system of social-ecological education and upbringing // Problems of social ecology. M., 1991.

2. Shilova V.S. Socio-ecological education: theory and practice. M., 1999.

3. Environmental education of schoolchildren //ed. Zvereva I.D., I.T. Suravegina. M., 1983.

4. Yakushkin V.P. Environmental education - a social aspect // Ecology of the planet, 1990, No. 3.

5. Ermakov D. S. Priorities of environmental education: from the study of ecology to sustainable development // Public education. – 2005. – № 2.

5. Adapted basic general education program for the education of students with mental retardation (intellectual disabilities) / Ministry of Education and Science of the Russian Federation. - M.: Education, 2017.

INTRODUCTION

Relevance of the problem and research topics. The modern school is going through a complex process of renewal. Particularly relevant, in our opinion, is the study of the formation of an ecological picture of the world as a holistic image of the surrounding world, the assimilation by children of a system of environmental knowledge and ways of knowing nature, the development of personally significant initial worldviews on reality, the formation of a value-based, responsible attitude towards nature.

The purpose of education is not to simply acquire information or master laws, but to educate an ecologically cultural personality. The child must learn to acquire new knowledge, information, and most importantly, apply his knowledge correctly, without compromising nature.

The relevance of the problem of forming an ecological picture of the world among students in the process of teaching natural science at the socio-pedagogical level is determined by the search for new ways to develop thinking abilities associated with the formation of the foundations of an intellectually developed personality, open to new experience, in demand by modern society. In this period, the development of society is becoming increasingly important to the development of a harmonious relationship between man and nature, the need to form in the younger generation a holistic vision, feeling for nature and ways of studying it. The general picture of the world, corresponding to ideas about the structure and development of nature, in science is called the natural scientific picture of the world.

In the process of realizing oneself in the world and one’s place in it, the formation of an ecological picture of the world (EPP) in students plays a major role. One of the ways to solve this problem is to correct the subjective experience associated with knowledge about nature in the process of teaching natural science. We believe that such an adjustment is made on the basis of systematic excursions into nature.

The process of transformation of subjective experience when correcting it to a scientific one is considered by us as a process of creating a new image of the ecological picture of the world, which is the result of knowledge of one of the areas of the real reality of nature and its relationship with man and society.

The federal state educational standard provides for the development of knowledge about the surrounding world, the unity and differences of the natural and social, about man and his place in nature and society, the cultivation of a positive emotional and value attitude towards the surrounding world, ecological and spiritual-moral culture, patriotic feelings; the child must gain experience in practical activities: observations in nature, comparison of the properties of observed objects, orienteering, ensuring the formation of a holistic picture of the world.

The goals of teaching natural science disciplines are based on their ecologization, which provides for the development of an individual capable of obeying the laws of nature, thereby realizing the co-evolutionary development of humanity and nature.

An analysis of the development of natural science education in school in relation to the designated general theoretical foundations revealed a number of contradictions:

between the need of society to ensure the quality of natural science education and the insufficient development of program material, which should contain seasonal excursions that ensure students master the ecological picture of the world;

between the need to green the school natural science course and the insufficient development of approaches to forming an ecological picture of the world among students in the process of teaching natural science;

between the rich potential of the content of the primary science education course for students and the lack of pedagogical tactics for forming an ecological picture of the world among students through seasonal excursions into nature in the process of teaching natural science.

Based on the identified contradictions, a pedagogical problem is identified, which consists in the formation of an ecological picture of the world through seasonal excursions into nature in the process of natural science education.

Purpose of the study - testing of a complex of seasonal excursions into nature, ensuring the formation of an ecological picture of the world among students in the process of teaching natural science.

Object of study - the process of natural science education of students.

Subject of study - seasonal excursions as a means of forming an ecological picture of the world.

Research hypothesis . Students will more successfully develop an ecological picture of the world in the process of natural science education if:

The methodology for conducting excursions includes various forms of work (individual, frontal, group), and play activities.

The content of the excursions includes tasks on environmental theme, phenological and ecological stories.

Tasks:

Conduct an analysis of scientific literature and, on its basis, determine the essence of the concept “ecological picture of the world” as the main concept of environmental education.

Develop a program of extracurricular activities for conducting excursions in order to form an ecological picture of the world.

Implement a set of seasonal excursions into nature aimed at developing an ecological picture of the world as the main indicator of the effectiveness of environmental education.

Carry out diagnostics to identify the level of formation of the ecological picture of the world.

Research base: Research work is carried out on the basis of the municipal educational institution Secondary School.

CHAPTER 1. THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR FORMING AN ECOLOGICAL PICTURE OF THE WORLD

“Picture of the World” is a visible portrait of the universe, a figurative and conceptual model of the Universe, which outlines its spatio-temporal boundaries and the place of man in it. The concept of “picture of the world” expresses the specifics of man and his existence, his relationship with the world and is the most important condition for his existence in the world.

As a result of the analysis of literature, types of pictures of the world were discovered: religious, philosophical, scientific. Religious, philosophical and scientific pictures of the world coexist with each other. While maintaining due caution, it can be argued that the three pictures of the world do not oppose, but complement each other.

A scientific picture of the world is a system of general scientific ideas about the world, characteristic of a certain stage of development, built on the basis of relevant philosophical knowledge and ideas. The term “picture of the world” emphasizes that we are not talking about a part, a fragment of knowledge, but about an entire system. Along with the three main pictures of the world, there are other pictures of the world: linguistic, environmental, etc.

Research in the field of socio-natural history shows that a new ecological worldview paradigm is needed.

The ecological picture of the world includes generalized natural science and humanities knowledge about the structure of the surrounding world, the patterns of its development; it is a reflection in a person’s head of ideas about the world around him and his place in it, inherent in members of a certain community.

The ecological picture of the world is distinguished by the following features:

– The ecological picture of the world appears to be part of the overall picture of the world. The core of the ecological picture of the world is the ecological worldview, which defines the most general ideas, methods and principles of human activity aimed at preserving the environment and people in it;

– the ecological picture of the world arises as a result of both direct cognition of reality by a person with the help of the senses or thinking, and with the help of secondary symbolic means;

– the ecological picture of the world is formed in the process of human socialization, is less individualized and has common national-specific features characteristic of a person as a representative of a certain social group;

– the image of the world that underlies the ecological picture of the world appears as a unity of living and inanimate nature, the natural and anthropogenic environment, humans and other living organisms;

– When building an ecological picture of the world, a person relies on both everyday practical and scientific knowledge that exists in the form of concepts. Ecological knowledge is a constantly evolving system, supplemented by modern scientific discoveries. The ecological picture of the world is a synthesis of human natural science and humanities knowledge about the world around us and our place in the world and society;

– the basis of the ecological picture of the world is knowledge about the state of the environment and the vital activity of living organisms inhabiting it, about the position of man in the world;

– The ecological picture of the world is focused on the present and the near future, without taking care of which a person cannot survive.

The natural worldview is based on a corresponding scientific picture of the world, but this was not enough to understand, explain and transform the world to overcome the environmental crisis.

One of the most effective means of forming an ecological picture of the world is a seasonal ecological excursion into nature, which is defined as a form of environmental education in the organization of the educational process, which is a group visit to natural complexes.

The excursions used various forms of work: individual, frontal and group; mastery of the basic system of values and value orientations.

As a result of observations, the child creatively transforms reality. Students' assimilation of certain knowledge begins with the creative transformation of the material they assimilate. The uniqueness of ecological seasonal excursions is associated with the assimilation of theoretical, environmental material, various relationships and dependencies in nature.

An excursion is one of the main types of classes and a special form of organizing work on environmental education, one of the most labor-intensive and complex. An excursion as a form of educational work allows you to organize observation and study various items and phenomena in natural conditions. The purpose of such excursions is the environmental education of children, understood as one of the components of the moral formation of the individual. Therefore, in the content of the excursion, the main role is played by the formation of a conscious and careful attitude towards objects of living and non-living nature. This attitude is developed in children on the basis of direct contact with living objects and various forms of interaction with them (observation, games), mastering the rules of nature conservation. All this contributes to the education of fundamental moral values - kindness, responsiveness, cordiality, careful and caring attitude towards natural objects, respect for human work.

As V.A. Sukhomlinsky wrote, it is necessary to cultivate in a child a love “for everything that cannot live without a gentle human hand; without a sensitive human heart. It’s about love for the living and the defenseless, the weak and the tender.”

The objectives of the educational component of the excursion are for children to master a system of environmental ideas and concepts about nature. The developmental component of excursions stimulates the formation of:

sensory abilities (the ability to see various signs of objects: color and its shades, spatial arrangement, variety of shapes, textures, etc.);

thought processes (analysis, comparison, generalization, classification), imagination and creativity.

When developing excursions, it is important to set and solve a set of educational, educational and developmental tasks. In the practice of the school, two traditional types of excursions have now been established: natural history and excursions to agricultural sites.

A nature excursion traditionally solves the problem of getting to know nature, i.e. accumulation of ideas about the diversity of living nature objects and their characteristic features. An excursion to agricultural facilities helps to develop an understanding of people’s work. These are excursions to the field, to the garden, to the vegetable garden, to the farm. A visit to these sites provides an opportunity to show how people influence nature, grow plants and animals, and care for them. The main goal of the excursion is to show what people do and for what purpose, how they use machines, and how they relate to their work. The use of these types of excursions is aimed at nurturing a love for nature and a conscious and careful attitude towards it. Any of the above excursions consists of an introductory conversation, collective observation, individual independent observation of children, collection of material, children playing with the collected material, a final part, during which the teacher sums up the excursion and reminds of the need to respect nature.

Having brought students to the excursion site, the teacher organizes collective observation, during which the main program tasks are solved, helps to notice characteristic features objects and phenomena, establish the necessary connections between them.

Domestic and foreign psychologists consider aesthetic perception as a means of emotional knowledge of the world. Organization of excursions.

For each excursion, tasks are determined that are mandatory for all children to master. Excursions are conducted according to a certain system. It is advisable to carry them out at the same objects in different times year, in order to show children the seasonal changes that occur in nature. For example, in the spring, students should be given three excursions to the park with gradually increasing complexity of tasks. The purpose of these excursions is to introduce spring changes, develop the ability to see them and understand the reason for what is happening in nature.

Organizing an excursion is much more difficult than organizing a group lesson, and it will only be successful if careful preparation has been carried out.

Teacher preparation consists primarily of determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the selected location (one way) should not exceed 40-50 minutes. In this case, you should take into account the characteristics of the road and weather conditions.

The excursion site must be inspected in advance. Having visited the site of the future excursion, the teacher clarifies the route, finds the necessary objects, outlines the content and scope of the knowledge that students should receive about a given range of phenomena, the sequence of individual parts of the excursion, establishes places for collective and independent observations, and for children to relax.

Preliminary acquaintance with the place of the future excursion makes it possible not only to clarify and specify the plan, but also to think over the methods of conducting it.

Preparing children begins with the teacher telling them the purpose of the excursion. Students must know where they will go, why, what they will learn, what they need to collect. They should know that an excursion is an activity that is not carried out in a classroom, but in nature and on an agricultural site, so it is necessary to be disciplined and attentive during the excursion. The teacher reminds the children of the rules of behavior on the street.

When preparing for an excursion, you need to pay attention to the clothes of children. Children should be dressed comfortably, in accordance with the weather and season. For the excursion, the teacher should prepare excursion equipment and equipment for placing the collected material in a corner of nature. It is good to involve students in its preparation. This helps to arouse interest in the upcoming excursion.

Having brought the class to the excursion site, the teacher reminds the topic, gives the opportunity to look around, and then begins to observe the intended objects and natural phenomena.

The main part of the excursion is collective observation, during which the main program objectives of the excursion are solved. The teacher helps to notice the characteristic features of objects and phenomena and establish the necessary connections. The main attention in the observation process is paid to questions and questions-tasks that force children to examine the subject, compare, find differences and similarities, and establish connections between natural phenomena.

At the end of the main part, the teacher gives the opportunity to satisfy curiosity in individual independent observations and collection of natural history material. At the same time, he himself is not left alone, but shows a keen interest in their actions: he asks questions, supports the children’s initiative, and exchanges impressions with them. However, when giving tasks to collect, you should strictly limit its quantity in order to focus the children’s attention only on certain plants or animals, and, in addition, solve the problem of instilling a caring attitude towards nature. At the same time, children should be shown how to dig up plants, cut a branch, etc., but they cannot do all the work for the children. The collected material is sorted, placed into folders and baskets, and some of it is immediately used for games and exercises.

In the final part of the excursion, the teacher once again draws the children’s attention to the overall picture of nature. (Table 1).

Table 1 - Plan of the excursion to the forest

Stage

Tasks

Methodical techniques

1.Introductory part

To prepare students for the perception of nature, to draw attention to the objects of the “forest” ecosystem.

Develop the ability to behave correctly in the forest.

Introduction of a motivating situation. Appeals to children's experiences. Reminder of the rules of conduct.

2. Main part

To form in students an idea of the forest as a community of various plants and animals.

Comparison of meadow and forest. Collective observation aimed at perceiving and realizing the fury of the forest. Children's individual observations of animals in the Forest and stories about them. Solving a cognitive problem: does the forest need insects? Game "Guess the description". Collection of forest herbaceous plants.

3. Final part

Summarize the idea of the forest ecosystem. Encourage a conscious, caring attitude towards nature.

Questions for students. Repetition of rules of conduct in the forest and their rationale.

Having analyzed the scientific and methodological literature on the research problem, we came to the following conclusions:

The basis of environmental education for students is an approach to knowledge in which the pedagogical process is based on the leading ideas and concepts of the science of ecology. The ultimate goal of environmental education is the formation of the beginnings of an ecological culture, which is formed, including through a system of knowledge about the surrounding nature, an understanding of natural mechanisms.

The content of environmental education for children has recently included knowledge from a key section - bioecology. The central concept of the natural science block of knowledge is the relationship between the organism and the environment.

Students can study the adaptation (adjustment) of living organisms, including plants, to environmental conditions. In this case, the objects of study can be plants that make up the immediatethe child’s natural environment (primarily indoor plants).

CHAPTER 2. IMPLEMENTATION OF RESEARCH WORK ON FORMING AN ECOLOGICAL PICTURE OF THE WORLD BY MEANS OF SEASONAL EXCURSIONS IN NATURE

At the diagnostic stage, a questionnaire was administered to: test initial knowledge. A survey was conducted in the experimental and control classes. The study involved fifth grade students: control grade 5 “A” and experimental grade 5 “B”.

The use of a complex of excursions in environmental education of students allows us to create a system of influence on the child’s personality. “Diagnostics of the level of formation of an individual’s ecological picture of the world” was carried out (Appendix 1). Depending on the indicators reflecting the formation of the ecological picture of the world, the levels of formation of the ecological picture of the world were identified: Level I (high) – I can independently apply environmental ideas, have environmental ideas and apply them with the help of an adult; Level II (intermediate) – have environmental concepts, but do not know how to apply them;IIIlevel (low) – they begin to perceive the ecological picture of the world. As a result, we received the following data (Figure 1).

Figure 1. Levels of development of the ecological picture of the world1

In both classes, a low level of formation of the ecological picture of the world prevails. There are students with a high level, these are the guys who participate in scientific activity, not always excellent students. The average level of formation of an ecological picture of the world is inherent in students attending elective courses. Most children have no idea about the ecological picture of the world.

2.2 Description of seasonal excursions into nature aimed at forming an image of the ecological picture of the world among 5th grade students

Purpose of the program: Formation in students of a holistic ecological worldview and ethical values in relation to nature and the surrounding space through the greening of the entire educational and educational process.

Program objectives:

The developed content of excursions for the formation of an ecological picture of the world in children includes knowledge about nature (sensory images), elementary concepts (ecology, food chain, ecosystem, environment, adaptation), relationships (man - nature, nature - society), ways of knowing nature, Various forms of work (individual, frontal, group), and play activities were used.

To teach observation techniques, the content of the excursions includes various reference plans: studying the appearance of plants, studying the appearance of animals, identifying significant features of observed objects, comparing objects, summarizing observations of natural objects, establishing the influence of human activity on the surrounding nature.

The content of the excursions (Table 2) included tasks on environmental topics, which made it possible to make digital material more accessible, understand the features of nature, broaden one’s horizons, and understand the connection of program material with the environment. Solving problems on an environmental topic develops students’ interest in nature, educates inquisitive, inquisitive people who understand that man is also a part of nature and that human health depends on nature. Environmental tasks have educational significance, develop memory, thinking, and cultivate love for nature and the native land (Appendix 2). When compiling tasks containing information of an environmental nature, the material was taken from geographical sources, reference books, but also obtained by the students themselves when studying natural objects during excursions (Appendix 4).

Table 2.Tasks proposed in the content of excursions

Class

Subject

Target

Tasks

1. Observation of autumn changes in nature.

2.Winter excursion to the forest.

3.Spring excursion to the forest.

4.Summer excursion to the forest.

Reveal changes in living and inanimate nature in autumn, winter, spring, summer. Expand your understanding of the forest.

Describe the weather.

Games: “What grows in the forest, who is in

lives in the forest", "Imagine yourself

tree”, “Get to know the tree”, “Nature”.

Collect fallen leaves and describe them (work in groups).

Why do you think there are few flowers, what flowers are listed in the Red Book, why?

In order to cultivate ecological culture, one of the indicators of the anthropological part of the ecological picture of the world, it is necessary to form an ecological worldview, environmental consciousness.

For this purpose, phenological and environmental riddle stories were included in the excursion material. A phenological story is dedicated to a specific season or even month (Appendix 3). The children's task is to find these mistakes while the teacher reads the story. Those mistakes that the students did not notice are explained by the teacher after finishing reading. It is not enough to point out mistakes; it is also necessary for students to explain why this does not happen. In addition, some stories mention species of plants and animals listed in the Red Book. Students should mark them. Ecological stories are devoted to the behavior of children in nature.

Thus, providing an increasing degree of independence in the observation of biological objects, gradual complication mental activity When completing tasks, they bring students closer to creative cognitive activity. This is largely facilitated by natural history seasonal excursions into nature.

After seasonal excursions into nature, a control diagnosis of the level of formation of the ecological picture of the world was carried out. In the class where the excursions were held, children began to more actively show emotions and feelings towards the environment and natural objects. The knowledge base about natural objects and phenomena has expanded significantly. Children began to formulate statements related to natural objects in a detailed and precise manner.

Analyzing the data obtained (Figure 2), we see: the results of the experimental class significantly increased the results of the control class. Students began to give more detailed and reasoned answers.

Figure 2. Levels of formation of the ecological picture 2

The results of diagnosing the level of formation of the ecological picture of the world among students in the experimental class before and after the study are presented in Figure 3.

Figure 3. Comparison of levels of development before and after seasonal excursions in the experimental class

Analysis of diagnostic results in the experimental class showed:

The level of formation of an ecologically correct attitude towards the natural world has increased.

The attitude of students in the experimental group towards natural objects changed noticeably. In the process of direct observations of nature, a clear and accurate idea of objects and natural phenomena was laid in the minds of children, that in living nature everything is interconnected, that individual objects and phenomena are interdependent, that the organism and the environment are an inseparable whole, that any feature in the structure of plants, the behavior of animals is subject to certain laws, that man, as a part of nature, endowed with consciousness, actively influences nature through his work.

Students began to actively participate in school and city Scientific and Practical Conferences; in subject Olympiads in Biology, Ecology; environmental competitions (Appendix 4).

Thus, the work to form an ecological picture of the world during seasonal excursions into nature is a rather long and labor-intensive process. To form an ecological picture of the world among students, a system for the development of students’ mental operations in the process of teaching them natural science is needed, which would take into account the age-related characteristics of the development of children’s thinking, the results of the latest researchers in the field of psychology and pedagogy, and the experience of practical pedagogical activities. This is achieved by making changes to the content and organization of training, relying on students’ independent activities, requiring students to provide evidence-based, logical, detailed reasoning out loud, and making assignments more difficult.

As a result of the study, it was revealed that the higher the level of development of mental operations among students, the higher their level of formation of an ecological picture of the world in the process of studying natural science.

CONCLUSION

So, we can conclude that in order to form an ecological picture of the world among students, it is necessary to make changes in the content and organization of training: reliance on independent activity of students, requirements for evidence-based, logical, detailed reasoning out loud, and complication of tasks.

1. The work clarified the concept of “ecological picture of the world” - this is a generalized natural science picture of the world, representing as a multidimensional, holistic, individually formed image of the universe, where there is a place for ideas about the role of man in the world, about the natural conformity of human life.

The ecological picture of the world and leading ideological ideas set the contours of a new educational paradigm designed to resolve the contradictions of modern educational systems in its formation.

2. The content of the excursions included: guide plans that ensured the formation of observation techniques: the technique of analyzing the external signs of natural objects, the technique of identifying essential features, the technique of comparison, the technique of generalization, the technique of establishing cause-and-effect relationships, tasks of ecological content, phenological and ecological stories.

3. The program for organizing excursions includes various forms of work: group work, which united children, encouraged children to cooperate and develop tolerance, weak children began to reach out to stronger ones, while working in groups girls began to communicate with boys, individual, frontal, and also gaming activity.

4. The results of the study indicate positive dynamics and show that the inclusion of seasonal excursions into nature in the educational process from the fifth grade contributes to the formation of an individual multidimensional holistic image of the universe, in which there is a place for ideas about the role of man in the world, about the natural conformity of human life.

5. Interdisciplinary communication was carried out (mathematics and natural science), using tasks of environmental content. Environmental tasks have educational significance, develop memory, thinking, and cultivate love for nature and the native land. When compiling tasks containing information of an environmental nature, the material was taken from geographical sources, reference books, but also obtained by the students themselves while studying natural objects during excursions.

The conducted research fully confirmed the hypothesis, the goal of the study was achieved, and the assigned tasks were achieved.

Research prospects include improving the methodology and techniques for forming an ecological picture of the world. This methodological problem requires the selection and systematization of both natural science and humanities material, ensuring the further formation of a value attitude towards nature. Students take great pleasure in caring for indoor plants and pets.

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Principles for selecting the content of primary science education. Environmental education for junior schoolchildren

...

Remember

1. What is the principle of learning?

2. What principles are highlighted in didactics?

3. What learning principles underlie the science programs you know?

4. What is meant by environmental education for schoolchildren?

The content of elementary science courses should be selected taking into account certain principles, i.e., the basic, initial provisions, normative requirements underlying the didactic process. They correspond to the level of development of society, science and culture. The content of natural science education is based on both classic long-known principles and new ones that reflect the modern level of development of scientific knowledge and the social order of the school.

General didactic principles of teaching

In the first chapter we already talked about the difference between the school subject “natural science” and the natural sciences. Scientific disciplines are studied in higher education, whose students are familiar with the elementary course and have the skills to work independently. Therefore, university disciplines are presented as required current state science both in terms of its material and research methods.

When selecting the content of a school subject, it is necessary to take into account the psychological characteristics of younger schoolchildren who do not yet know how to study, that is, independently acquire knowledge and correctly perceive what they hear and read. “When presenting educational material in school, the center of gravity of the whole matter lies precisely in promoting the comprehensive development of the student for the purposes of general education...”. Therefore, serious attention should be paid to the selection of material, methods of its processing and presentation techniques.

The basis of natural science programs for elementary schools is principle of integration, i.e. combining knowledge from various disciplines. In modern didactics, the integration of knowledge is usually understood as interpenetration of knowledge, leading the student to understanding a unified scientific picture of the world(NKM), which is defined as “a special form of systematization of knowledge, predominantly qualitative generalization and ideological and methodological synthesis of various scientific theories.”

The unifying basis of the NCM are ideas about the fundamental characteristics of nature and the basic laws of natural science. It is quite obvious that in primary school an idea of NCM cannot be formed, since its construction is based on categories such as matter, motion, space, time, which are inaccessible to primary schoolchildren. It would probably be more correct to talk about the initial ideas about the integrity of the world.

The ideas of knowledge integration were put forward by A. Disterweg, I. G. Pestalozzi, K. D. Ushinsky. A. Ya. Gerd believed that in elementary school there is no place for individual natural sciences (botany, zoology, mineralogy, physics, etc.). Here you need to study a unified science about the inorganic and organic world. Many years of practice in studying the integrated course “natural history” have confirmed the correctness of this approach.

The modern standard of primary education integrates the educational areas “Natural Science” and “Social Studies” into one educational component “ The world" The ability to effectively integrate information from natural and social sciences very controversial. The fact is that natural science and social science have different objects of study (nature and society, respectively) and are related by philosophy to different areas of human knowledge. Their development for centuries took place independently of each other and was not connected either by methodology or methods of scientific research.

This course does not consider the educational component “The World Around us” as a whole, since the methods of teaching natural and social sciences develop quite independently and have strong common ties only with didactics.

In didactics, highlighted general principles training, which should be used to guide the transformation of scientific knowledge into an educational subject.

The basis for constructing any school course should be scientific principle , but this does not mean that a school subject should become an exact copy of science in a compressed form. “Thus,” believed V.V. Polovtsov, “... dogmatism is inevitably introduced, since in the pursuit of a concise presentation of abundant facts, one inevitably has to release the most valuable thing, that is, the scientific treatment of these facts. This is the same as releasing blood from a living organism and drying it up!” . Scientificity involves the selection of verified factual material and its processing and research using scientific methods. In the initial course of natural science, it is impossible to fully present the scientific discipline and apply the entire variety of methods for processing the material. Only that material should be selected that introduces primary schoolchildren to the main objects of the surrounding world and serves to understand the patterns of natural phenomena and processes. The teacher is obliged to choose the most essential and omit everything else that does not provide anything new in comparison with what has already been studied. For example, when introducing the concept of insects, it is enough to highlight their main distinguishing feature - three pairs of legs, by which children can easily recognize these animals in nature. Schoolchildren will study all other structural features of insects in a zoology course. When getting acquainted with plant reproduction, you need to find out the role of pollination, the main methods of distribution of fruits and seeds, and the stages of plant development from seed. Children can trace these phenomena on their own. Introducing ideas about the spore reproduction of plants will be completely useless in this case, since primary school students will not be able to learn the differences between a gametophyte and a sporophyte.

Training material should be presented taking into account principle of accessibility. This principle involves the use of certain rules developed in pedagogical science since the time of J. A. Komensky. They are based on knowledge of the age characteristics of children. The most important didactic rules:

1. From simple to complex, from known to unknown.

These rules suggest starting the course not only with the material that is easiest and most familiar to students, but also using the simplest methods and training equipment. From this point of view, it is unacceptable in elementary school to study single-celled plants and animals, despite the fact that they have the simplest structure, since familiarization with the simplest organisms requires the use of a microscope.

2. From near to far.

This rule underlies the local history principle of teaching, which is revealed below.

3. From concrete to abstract.

This rule requires that the generalization and derivation of certain patterns be preceded by familiarity with specific objects and phenomena, which will serve as the basis for creating vivid images of the surrounding world in the child’s mind.

The above rules are not all used in developmental learning technologies, which will be discussed in the following chapters.

The issue of accessibility of educational material in all controversial cases is clarified by experimental studies, which provide objective data on the level of knowledge of students and make it possible to determine the reason for low results.

One of the oldest in didactics is principle of visibility, which will be discussed in detail when studying visual aids and teaching methods.

When presenting the material of an academic subject, it is necessary to observe the principle of systematicity and consistency, who rejects the study of individual facts without clarifying their meaning and connection with previously studied material. “This especially applies to descriptions of animals and plants, in which they often dwell on such details of external forms that, in essence, do not have any significant educational significance.” The construction of school course material should be coherent and integral. Each subsequent position must be derived from the previous one. The logic of constructing a natural science course is based on the didactic rules already mentioned: “from inanimate to living,” “from close to distant,” “from simple to complex.”

It follows from the above principle of continuity of knowledge, which requires a sequential transition from one course to another; increasing complexity of methods for studying the subject; consistent development of concepts and practical skills; increasing requirements for the level of training of schoolchildren; deepening and strengthening interdisciplinary connections.

This principle also implies strengthening propaedeutic the role of the initial course in natural science, i.e., highlighting a preliminary range of knowledge and skills to prepare younger schoolchildren for the study of biology, geography, physics, and chemistry in high school. Currently, there are significant discrepancies between science curricula for primary and secondary schools. At the same time, in the programs of A. A. Vakhrushev, A. A. Pleshakov there are large sections of a propaedeutic nature, which allow students to form initial ideas from natural science courses high school. However, in order to achieve strengthening of the propaedeutic role of primary natural science, it is necessary:

- study new material based on existing knowledge;

– develop students’ practical skills inherent in the natural sciences;

– organize control over the assimilation of propaedeutic concepts.

In turn, a primary school natural science course should be a continuation of preschool propaedeutic courses on studying the surrounding world. In this regard, it is worth noting the program for preschool educational institutions A. A. Pleshakova and S. N. Nikolaeva “Green Path”, which serves as the basis for the subsequent study of the system of environmental courses “Green House” in elementary school. Within the framework of the educational system “School 2100” there is a preschool education program “Hello World”, the goal of which is “to introduce preschoolers to a holistic picture of the world in the process of solving problems to comprehend their experience.” This program is propaedeutic in relation to the course of the surrounding world for elementary school.

Currently, a draft Concept of the content of lifelong education has been developed, which must be used to guide the development of programs for preschoolers and primary schoolchildren.

In modern didactics it is highlighted the principle of student consciousness and activity in teaching, according to which teaching becomes effective only when the student becomes a subject of activity and exhibits cognitive activity. According to this principle, it is necessary to introduce into the content of the subject material that helps to develop the educational activities of younger schoolchildren, which presupposes the ability to set goals, motivate and plan their work, independently obtain knowledge, exercise self-control and self-assessment. At the same time, the role of the teacher in organizing the cognitive activity of students cannot be underestimated. Student activity can be achieved provided that their cognitive interests are taken into account; creating problematic situations in the classroom; the use of didactic games and educational discussions; organizing group forms of work that develop children’s communicative activities.

The construction of training programs should be carried out taking into account principle of practical orientation training. Taking this principle into account does not mean removing from the content of the subject material that has no practical significance. In this case, natural science will lose its general educational character, and the systematic nature of the course will be disrupted. This principle requires that the learning process encourage students to apply their acquired knowledge in solving problems. practical problems. The practical orientation of training assumes that to build a natural science course, predominantly the material that can be studied through observations, experiments, and practical activities of students in nature should be selected.

Closely related to the principle of practical orientation local history principle learning, which is a specific principle of science education. It should be discussed in detail.

Local history principle of teaching can be defined as a normative provision that reflects the need to solve general educational problems in conjunction with the organization of students’ knowledge of their region, with the use of knowledge in socially useful activities.

An analysis of the history of the formation of the local history principle of teaching natural science in Russian schools allows us to identify several historical periods that determined the path of development of school local history.

The idea of using local material in teaching arose in city schools from the moment natural science was introduced into them as an academic subject in 1786. The emergence of “homeland studies” and “patriotic studies” was characterized by the 60s of the 19th century, when the content, methods and forms of teaching the initial course were developed natural sciences. At its origins stood such talented teachers as K. D. Ushinsky, D. D. Semenov, N. I. Wessel. They proved the methodological value of using local material in teaching, determined the principles of its selection and forms of study.

The next period of rapid development of school local history occurred in 1918–1931, when the Soviet school was in its infancy and there was a crisis in the classroom teaching system. During these years, localization of school programs was practiced, educational material was studied using such forms of teaching as excursions and practical work. Ways to introduce local history material into school curricula and textbooks were outlined by prominent Soviet teachers: N.K. Krupskaya, P.L. Blonsky, A.P. Pinkevich, S.T. Shatsky. These scientists laid down methodological basis designing textbooks for primary schools that remain relevant today. However, the problem of correlation in school programs and textbooks of general and local material did not receive a satisfactory solution during these years.

Since 1931, interest in local history gradually declined.

The problem of using local history material in primary science education arose again in the 60s of the 20th century. in connection with the introduction of a new subject – natural history – into primary school. The content, methods and forms of its study were developed by famous methodologists: M. N. Skatkin, L. F. Melchakov, Z. A. Klepinina, etc. Since that time, principles for selecting the content of a natural history course have been determined, helping to outline the optimal combination of general and specific material in school programs and textbooks.

The interest in local history that has arisen in recent years is explained by Russia’s entry into the system of world culture and the need, in this regard, to increase the level of patriotic education of children. In addition, the standardization of education required the development and implementation of a national-regional component and its educational and methodological support in the basic curricula (this will be discussed in the next chapter).

For many years, there have been debates about the pedagogical status of local history, which have not been resolved to this day. However, most scientists classify local history as a pedagogical principle.

This principle follows from the theoretical position about the need connections between learning and life. It is recognized in modern methods of teaching natural science by the majority of scientists and makes it possible to structure teaching according to didactic rules: “from the known to the unknown,” “from close to distant.” The nature of the native land serves as a well-known and understandable model to which the teacher can successfully resort to explain the phenomena occurring in the biosphere as a whole. The main purpose of the local history principle is to give students the opportunity in a familiar area to observe the connections and relationships of various natural components and use the results of observations in science lessons to form concepts that serve as the basis for the study of biology and geography in high school.

It is necessary to separate the concept of “local history principle of teaching” from the concept of “school local history”. Essence school local history, according to A.V. Darinsky, consists of a comprehensive study of nature, its individual components, important aspects of its development and dynamics in a given area based on the use of natural science research methods available to students.

The nature of the region is considered as part of the nature of the country, the natural zone. Therefore, it is important to identify features common to the nature of larger areas. At the same time, the specificity of local natural complexes, their territorial combinations, typical phenomena characterizing the nature of a given region, as well as its unique objects and processes associated with them, are highlighted.

To study the physical and geographical features of one’s region, the following objects are identified:

– relief and minerals of the area;

– climatic conditions;

– hydrological conditions;

– soil cover;

– vegetation;

- animal world.

Along with these characteristics, modern programs require disclosure of environmental problems of their region.

Much attention is paid to the methodology of using the local history principle of teaching in the works of the talented teacher from Dnepropetrovsk P. V. Ivanov. He wrote several fundamental works on this topic, in which he described the historical foundations, essence and methodology of school local history.

In the textbook “Pedagogical Foundations of School Local History,” P. V. Ivanov proposed ten methods for using local history material in the classroom:

1. As the main working material for the lesson.

2. Illustrations with local examples.

3. Begin the explanation by citing a local example or fact.

4. Support the above with local examples.

5. It is proposed to recall such examples that can be taken as starting points for explanation.

6. Give examples yourself when consolidating knowledge.

7. Independent review of local history material in class and at home.

8. Based on the material studied, select examples for the next lesson.

9. Practical work on local material.

10. Submit the idea of conducting extracurricular local history work.

These techniques can be used by a teacher when preparing lessons on any school subject.

The need to use the local history principle in modern natural science education can be explained by the fact that the surrounding nature serves as a source for the formation of bright, specific images, on the basis of which natural scientific ideas and concepts are formed.

Love for your native land helps patriotic education children, the formation of an active civic position, including responsibility for the present and future of their “small homeland”. Local history will help raise a generation of people who sincerely care about the present and future of their native land. After all, K. D. Ushinsky noted that “... the poor state of our finances, the frequent failure of our large industrial enterprises, the failure of many of our administrative measures..., our impassable roads, our bursting shares, the presence of huge affairs in the hands of illiterate ignoramuses and the presence of scientists technicians without any work... - all these diseases depend much more on our ignorance of our fatherland than on our ignorance... of languages.”

Based on observations of surrounding natural objects, children are convinced that everything in nature is interconnected and the violation of these connections leads to irreparable environmental consequences. Local history - source environmental education younger schoolchildren.

Recently, in the methodological literature, it has been highlighted principle of environmental orientation education, which requires studying the relationships that exist in nature, teaching children to predict the consequences of human economic activities and developing accessible environmental skills. Taking into account the principle of environmental orientation when selecting natural science material studied in primary school is explained by the need to revise the content and timing of environmental education for children.

Environmental education for junior schoolchildren

One of the most important reasons for modern environmental disasters should be considered the environmental illiteracy of the population, the inability to foresee the consequences of interference in nature. That is why in recent decades, attention to environmental education issues has increased in primary schools. The natural science course provides the most favorable opportunities for this.

General average concept environmental education sees him as a continuous process of training, education and personal development, aimed at developing a system of scientific and practical knowledge and skills, value orientations, behavior and activities that ensure a responsible attitude towards the natural and social environment and health.

Scientists and teachers involved in environmental education (I. D. Zverev, A. N. Zakhlebny, I. T. Suravegina, L. P. Simonova, etc.) believe that purpose environmental education is the formation ecological culture individuals and society.

According to B. T. Likhachev’s definition, the essence ecological culture can be considered as an organic unity of ecologically developed consciousness, emotional and mental states and scientifically based volitional utilitarian-practical activity.

TO components of ecological culture relate:

– environmental knowledge and skills;

– ecological thinking;

– value orientations;

environmentally sound behavior.

The concept of continuous environmental education indicates that the formation of the foundations of environmental culture as a personal quality includes:

– formation of knowledge about the unity of nature, its significance for human life, about the interaction in the system of man – nature – society;

– formation of intellectual and practical skills in studying, assessing, and improving the state of the environment;

– education of value orientations of an environmental nature;

formation of motives, needs, habits of appropriate behavior and activity, the ability to make scientific and moral judgments on environmental issues;

participation in active practical activities for environmental protection.

Primary School is an important link in the system of continuous environmental education. Children of primary school age are characterized by a unique unity of knowledge and experiences, so it is possible for a teacher to form in them a reliable foundation for a responsible attitude towards nature. B. T. Likhachev believed that children do not separate themselves from the external environment and feel like a natural part of nature. He noticed that an intuitive mutual sensation and mutual perception are established between children, animals and plants, so the child easily perceives and appropriates environmental rules, turning them into part of his nature. According to B. T. Likhachev, primary school age is the most sensitive to environmental influences.

The methodology of forming knowledge about environmental connections in the process of studying natural history is given a lot of attention in the works of A. A. Pleshakov. In his opinion, younger schoolchildren still retain sensitivity to any pain, the ability to empathize, and therefore it is necessary to teach children to look at all living things with respect, to teach them to see beauty. The question should be asked: “Why is this flower, beetle, amazing, unusual?” The question is: “What is the use of it?” should fade into the background. Moreover, one must answer that benefit and harm are relative. Man, as a moral being, must constantly strive to go beyond the “universal system of utility” and choose selfless motives for action as a guide to action.

These ethical concepts have much in common with Albert Schweitzer's famous ideas about reverence for life. “The sympathy experienced by a person for all living beings makes him a real person,” wrote A. Schweitzer. He argued that a person becomes ethical only when all life is sacred to him, be it the life of a plant, an animal, or the life of another person. “I am life that wants to live among life,” this postulate of A. Schweitzer allows us to give meaning to human existence through the desire to enhance the natural connection with the world and make it spiritual. Thus, the idea of spirituality and morality acquires fundamental importance in the development of an environmental education system.

Based on selection mandatory minimum content of environmental education In elementary school, the scientific concept of a living organism and its connections with its environment is introduced. On this basis, younger schoolchildren can develop an understanding of nature as an interconnected value that is sensitive to human intervention; moral principles regarding the impossibility of causing damage to natural objects, including one’s own kind; initial experience in environmental protection.

Ecological content is aimed at forming relationships that are a fusion of knowledge, feelings and actions. It includes scientific-cognitive, value, normative and activity aspects.

Scientific and educational The aspect of environmental management allows us to perceive nature as a single whole, where objects of inanimate and living nature are closely interconnected.

Value-based aspect justifies the need to protect natural objects, a complex of moral, aesthetic, cognitive, practical, sanitary and hygienic and other values and their significance in human life.

Normative aspect reflects the norms of human behavior in nature, introduces them, teaches them to act in accordance with them.

Active aspect involves the acquisition of relevant knowledge of norms and rules that make it possible to provide real assistance to plants and animals and reproduce natural resources.

These aspects underlie the definition of the main objectives of primary environmental education, which require:

– prove to students that in nature everything is interconnected;

– help to understand why a person should know natural connections: in order not to violate them, because violation of natural connections by people entails negative consequences (both for nature and for man himself;

– teach how to build your behavior in nature on the basis of knowledge about the relationships in it and the corresponding assessment of the possible consequences of your actions (according to A. A. Pleshakov).

1. The diversity of living organisms, their ecological unity; communities of living organisms.

Familiarity with groups of living organisms allows younger schoolchildren to develop an understanding of certain ecosystems, food and other dependencies that exist in them. At the same time, an understanding of the unity and diversity of living nature forms is formed, and an idea of the communities of plants and animals living in similar conditions is given.

2. The connection of plant and animal organisms with their habitat, morphofunctional adaptability to it; connection with the environment in the process of growth and development.

Familiarization with specific examples of the life of plants and animals, their connection with a certain habitat and complete dependence on it allows the student to form initial ideas of an ecological nature. Children learn that the mechanism of communication is the adaptability of the structure and functioning of various organs in contact with external environment. At the same time, human labor is considered as an environment-forming factor.

3. Man, as a living being, his habitat, which ensures health and normal functioning.

Initial ideas about human ecology make it possible to introduce children to the biological needs of humans, which can only be satisfied in a normal living environment. Children develop an understanding of the intrinsic value of health and the first skills of a healthy lifestyle.

4. Use of natural resources in human economic activity, environmental pollution.

These are elements of social ecology that make it possible to demonstrate the natural resources used in economic activities using some examples. This will allow children to develop an economical and caring attitude towards nature and its riches.

5. Protection and restoration of natural resources.

All designated positions of the content of environmental knowledge are consistent with the content of the mandatory minimum educational component “The World Around us”.

When studying natural science, three levels of development of environmental ideas are determined (according to A. A. Pleshakov).

1st level. Objects of nature are considered separately without highlighting the connections between them.

This level is achieved in 1st grade. Children will learn about the components of inanimate and living nature (air, water, sun, plants, animals), about the simplest classification of living organisms. They learn to recognize individual representatives of the plant and animal world and care for them.

2nd level. The relationships between inanimate and living nature and within living nature are considered.

These ideas begin to develop from 2nd grade. Graduates of 4th grade should be able to explain the role of air, water, soil in the life of living organisms, what is the importance of plants and animals in nature. Establish the following relationships between plants and animals:

– by habitat (students should be able to talk about the role of plants in the distribution of animals);

– according to the method of nutrition (children must learn to form the simplest food chains);

– on the participation of one species in the distribution of another (younger schoolchildren should explain what role animals play in the distribution of fruits and seeds of plants).

Students should be able to find signs of the adaptation of plants and animals to living conditions. At this level, information about the protection of air, water, soil, plants and animals is quite consciously absorbed.

3rd level. Natural phenomena and processes are considered (seasonal changes in nature, reasons for the change of natural zones from north to south, types of rotation of the Earth). In this case, cause-and-effect relationships are established. At this level Special attention focuses on changes in nature caused by human activity. Knowledge of ecological connections helps children predict the consequences of human impact on nature (draining swamps, cutting down hollow trees, exterminating mosquitoes in the taiga, etc.), and make environmental forecasts.

While studying the initial course of natural science, junior schoolchildren should form the following ideas:

– about the complexity, uniqueness and fragility of life;

Introduction

Chapter 1. Modern approaches to the problem of environmental education of junior schoolchildren in extracurricular activities

1.1 The concept of modern environmental education in Russian primary schools

Conclusions on the first chapter

Chapter 2. Experimental work on the formation of environmental culture among 4th grade students

2.1 Determining the level of environmental awareness of 4th grade students

2.2 Development of didactic material of environmental content aimed at the formation of environmental culture and testing it in an experiment

2.3 Determining the effectiveness of experimental work

Conclusions on the second chapter

Conclusion

Bibliography

Application

Introduction

The problem of the relationship between man and nature is not new; it has always existed. But now the environmental problem of interaction between man and nature, as well as the impact human society the impact on the environment has become very acute and has taken on enormous proportions. The acceleration of the pace of scientific and technological progress is characterized by an ever-increasing anthropogenic impact to the natural environment. At the same time, the practical possibilities of both positive and negative human influence on nature have increased immeasurably. With their consumerist attitude towards nature, people have already caused irreparable damage to it. The soil cover of the earth, the atmosphere and the hydrosphere are polluted by industrial waste. Pollution of near-Earth space with parts of collapsing spacecraft has begun.

According to a number of domestic and foreign scientists (N.N. Moiseev, I.D. Zverev, N.A. Rykov, G.A. Yagodin, S.O. Schmidt, etc.), the question of the survival of humanity largely depends on the level environmental education and upbringing of citizens with an environmental culture. The school plays an important role in solving this problem. In the State Standard of General Education (2004), among the main directions of the school’s work it is said that “education of emotional, value, positive attitude to oneself and to the surrounding world" has great importance. Thus, the state sets the school the task of improving the environmental education of the younger generation, the transition to environmental education for sustainable development.

The theoretical basis for preparing students for proper relationships with the environment is the necessary minimum knowledge of ecology, which is provided by the program for familiarization with the surrounding world and other academic subjects in primary school.

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

The strict framework of the lesson and the richness of the program do not always allow answering natural history questions that interest children. Carrying out extracurricular activities aimed at the comprehensive development of the personality of a junior schoolchild contributes to a more solid mastery of the material studied in the classroom, develops interest in the subject, the ability and desire to independently acquire knowledge.

Problems of environmental education and upbringing were studied by I.D. Zverev, A.N. Zakhlebny, L.P. Simonova and others. These authors reveal the goals, objectives, and conditions of environmental education.

Characteristics of the content, means, forms and methods of environmental education of students are also reflected in the works of A.N. Zakhlebny, N.V. Dobretsova, A.V. Mironov, I.T. Suravegina, L.P. Simonova and others.

Features of the formation of love and respect for nature among younger schoolchildren are revealed in the works of N.F. Vinogradova, A.V. Mironova, A.A. Pleshakova, L.P. Simonova and others.

The psychological and pedagogical substantiation of the problem of environmental education is reflected in the works of L.I. Bozhovich, A.I. Leontyeva, V.N. Myasnitsova and others.

The research of V.M. is devoted to the issues of environmental education of junior schoolchildren in extracurricular activities. Minaeva, A.N. Zakhlebny, I.T. Suravegina, T.I. Tarasova and others, which show traditional forms and methods of environmental education. Currently, schools are widely used innovative technologies. This significantly expands the possibilities of extracurricular work in nurturing students’ environmental culture. But the methodology for introducing them into practice is, in our opinion, not sufficiently reflected in the literature. Therefore, the relevance of the problem determined the choice of the research topic: “Formation of components of ecological culture of junior schoolchildren in extracurricular activities in the course “The World around us.”

The purpose of the final qualifying work is to develop the content, forms, methods and techniques of extracurricular work for the course “The World Around Us”, aimed at developing such a component of the ecological culture of junior schoolchildren as environmental awareness.

Object of study - extracurricular work in the course “The World around us” as a means of developing environmental education in primary school students.

Subject of research is the formation of ecological education of junior schoolchildren.

We nominated hypothesis – The effective formation of environmental awareness of junior schoolchildren in extracurricular activities in the course “The World Around us” is facilitated by:

· inclusion of students in research and practical activities;

· organization of playful and creative forms of work with environmental content;

· Carrying out environmental actions with students.

Based on the goal, object, subject, research hypothesis, we have identified the main research objectives:

1. Study and analyze pedagogical and methodological literature on the problem of forming the ecological culture of junior schoolchildren.

2. To identify the level of development of the ecological culture of primary school students.

3. Develop a complex extracurricular activities, contributing to the formation of an ecological culture among junior schoolchildren.

5. To check the effectiveness of the proposed didactic material for extracurricular activities in increasing the level of environmental culture of junior schoolchildren.

To achieve our goal, solve problems, and test our hypothesis, we used the following research methods:

· study of methodological heritage on the problem under study

· analysis and generalization of school experience;

· student survey;

· observation of the behavior of schoolchildren in nature, their attitude towards it;

· experiment (ascertaining, formative, control);

· statistical processing of the received data .

The study was conducted on the basis of Uvarovskaya Municipal Educational Institution Secondary School No. 3, Tambov Region in grade 4 “B”.

Chapter 1. Modern approaches to the problem of environmental education for junior schoolchildren

1.1 The concept of modern environmental education in Russian primary schools

Currently, in order to prevent an environmental disaster, priority attention is paid to environmental education of schoolchildren. It is becoming a priority in pedagogical theory and practice. This is due to the difficult environmental situation on our planet: rapid population growth, therefore, the problem of providing it with food, providing industry with mineral raw materials, the problem of energy and, of course, pollution of the natural environment - all this creates a threat to the existence of life itself on Earth. Only at the end of the 20th century did humanity realize the destructiveness of its thoughtless “management” of the Earth. One of the most important reasons for this state of affairs is the environmental illiteracy of the population, the inability to foresee the consequences of their intervention in nature. Therefore, the international organizations UNESCO and UNEP are raising the question of the need to revise the content and timing of environmental education for the inhabitants of the Earth.

I.D. Zverev, B.G. Yoganzen, V.M. Minaeva, N.N. Moiseev believe that the environmental crisis on the planet will ultimately be “won” not by the activities of environmental protection specialists, but by special environmental education system.An important principle of this system is the continuity of environmental education, which means the interconnected process of training, education and development of a person throughout his life: kindergarten- school - university (college, technical school, college) - postgraduate education. In the system of continuous environmental education, the second link is of great importance - the school, and in the school - the primary classes. This is explained by the fact that children of primary school age are very inquisitive, responsive, receptive, easily respond to worries and joys, sincerely sympathize and empathize. At this age, there is an active process of purposeful formation of knowledge, feelings, assessments, emotions, development of abilities and interests. The age characteristics of younger schoolchildren contribute to the formation of the foundations of environmental culture, which is the goal of environmental education.

In the Concept of Environmental Education under environmental education is understood as a continuous process of training, education and personal development, aimed at forming a system of scientific and practical knowledge and skills, value orientations, behavior and activities that ensure a responsible attitude towards the surrounding socio-natural environment and health.

L.P. Simonova, in her article “Ethical conversations on ecology with primary schoolchildren” in environmental education, highlights the following aspects:

· scientific and educational aspect content that develops the interest of younger schoolchildren in environmental problems and forms an idea of the scientific picture of the world, is presented by material that reveals the properties of objects and phenomena, their diversity, and the connections between them. For younger schoolchildren, the whole complex of knowledge about the environment is colored by interest, which is very important in the formation of children’s relationships with their home – the natural and social environment.

· value aspect The content is designed to reveal to children the multifaceted significance of the objects being studied in the life of nature and man. This aspect is the leading one in the content of education in general, and environmental education in particular. To preserve life on our planet and human health, a favorable environment is necessary. Therefore, the development of civilization is focused on improving the individual, the formation of humanistic ideals, a new system of values:

Life in all its manifestations as the highest value;

Man as a component of a complex system that ecology studies;

universal values of nature;

Responsibility for the development of the biosphere and human society.

· normative aspect The content of environmental education is the rules (instructions and prohibitions) of human behavior and activities in the natural and social environment. Following universal human moral standards is an indicator general culture the behavior of each person in relationships between people, with natural objects, and to their health. The foundations of environmental culture, like any other, are laid in childhood. That is why in primary school it is necessary to pay special attention to the disclosure of this aspect of the content.

· practical - activity aspect content plays no less important role in environmental education than the normative aspect. Practical activity is the end result of emerging relationships, a criterion for developing consciousness and feelings. At the same time, the very relationship between man and nature is formed and laid in activity. It should be noted that the organization of practical activities at primary school age has its own characteristics: children must be taught what and how to do.

I.D. Zverev, A.N. Zakhlebny, I.T. Suravegina, L.P. Simonova and others believe that the purpose of environmental education is the formation of an ecological culture of the individual and society. The formation of an ecological culture that determines the attitude towards the environment should be considered as a complex integrated process, which largely depends on the age characteristics and capabilities of students. The first age stage of education is primary school. The specific goal of environmental education for junior schoolchildren can be formulated as follows: the formation of a scientific-cognitive, emotional-moral, practical-active attitude towards the environment, towards health based on the unity of sensory and rational knowledge of the natural and social environment of a person.

This formulation is based on such psychophysiological characteristics of younger schoolchildren as a holistic worldview, innate curiosity and emotional sensitivity; the desire to master methods of studying the natural and social environment, rules and norms of behavior in nature and society, and learn to provide assistance to natural inhabitants.

The target setting of environmental education also notes such a specific feature - the inextricable unity of sensory and rational knowledge of the natural and social environment of a person as an important condition for the formation of elements of environmental culture in children.

Hence, strategic goal environmental education in primary school, as experts note, presupposes the planned result: the ideal is the model of a primary school graduate. This is a complex process that requires solving the following tasks:

· training – the formation of knowledge about the ecosystem organization of the Earth’s nature within the boundaries of human habitation; systems of intellectual and practical skills for studying, assessing and improving the state of the environment in their area and the health of the population;

· nurturing needs (motives, motivations) aimed at implementing a healthy lifestyle and improving the state of the environment;

· development of the intellectual sphere - the ability to target, causal and probabilistic analysis of environmental situations; emotional sphere – aesthetic perception and assessment of the state of the environment; volitional sphere – confidence in the ability to solve environmental problems; desire to disseminate environmental knowledge and participate in practical activities to protect the environment.

One of the most important tasks of a modern school is to increase the environmental literacy of students, equip them with the skills of economical, careful use of natural resources, develop an active humane position in relation to nature, i.e., instill in schoolchildren an environmental culture.

In the article “Formation of ecological culture” S.V. Leskova says that the origins of ecological culture originate in the centuries-old experience of the people - in the traditions of caring for nature and the natural resources of their native land. In ancient times, our ancestors knew nature well, the relationships of living organisms with the environment. Man is entirely dependent on natural resources, weather conditions, and the elements. Our ancestors worshiped the spirits of nature and at the same time felt themselves to be part of it, aware of their inextricable connection with it. Even without knowing literacy and without writing, people could read the book of nature and pass on the accumulated knowledge to children.

S.N. Glazachev considers environmental culture from the perspective of cultural studies. Under ecological culture he understands such a conscious attitude towards nature in humans, which ensures the preservation and enrichment of the environment and creates favorable conditions for human life and improvement; this is a measure and way of realizing and developing the essential forces of man, ecological consciousness and thinking in the process of spiritual and material development of nature and maintaining its integrity.

Teachers ecological culture is considered as a culture of unity between man and nature, a harmonious fusion of social needs and the needs of people with the normal existence and development of the environment. For example, L.P. Simonova characterizes a person who has mastered this kind of culture as a person who subordinates all the forces of his activity to the requirements of rational environmental management, who cares about improving the environment and preventing its destruction and pollution. Therefore he needs to master scientific knowledge, acquire moral value orientations in relation to nature, as well as develop practical skills to preserve favorable environmental conditions.

V. Statsenko and G. Petrova consider the features of primary school age. In their opinion, primary school age is the most valuable stage in the development of an individual’s ecological culture. During this period, a qualitative leap occurs, significantly outpacing the process of development of the individual’s ecological culture, which is further expressed in the child’s formation of a conscious attitude towards the world around him. He begins to distinguish himself from the environment, to overcome the distance in his worldview from “I am nature” to “I and nature.”

A child at this age develops an emotional and value-based attitude towards the environment, the individual accumulates experience in interacting with the outside world, which leads to the formation of a strong visual-figurative picture of the world, which determines the process of development of the individual’s ecological culture in the future.

The formation of the ecological culture of schoolchildren occurs in the process of education. I.V. Tsvetkova identifies three levels of formation of ecological culture.

The first level includes admiring nature, the ability to express through words one’s attitude towards the most striking and unusual natural phenomena (a blooming garden, the colors of the autumn sky, sunset, etc.).

In the works of natural history methodologists N.F. Vinogradova, G.N. Akvileva, Z.A. Klepinina and others, it is noted that in this process, not only the teacher’s conversation while admiring nature on an excursion plays a huge role, but also works of oral folk art, literature, music, painting, and other forms of art. The children’s native nature becomes closer and dearer if a holiday or competition is held right in the forest. Works of art cannot be considered only as illustrative material for paintings and the “mood” of nature. To some extent, they really serve as an illustration, but mainly they are designed to form a child’s ecological culture, which includes a humane attitude towards nature, and a sense of responsibility for its fate as the highest human value.

The second level involves observing, experiencing and understanding what is seen and heard in nature. Love for nature should be formed as an active feeling. Country walks, excursions, and hikes should become for students a school of love and an active relationship with nature.

Indicators of the formation of the ecological culture of a child of primary school age at the second level, according to I.V. Tsvetkova are the following:

· the child shows interest in the objects of the surrounding world, the living conditions of people, plants, animals, and tries to assess their condition from the standpoint of good or bad;

· willingly participates in environmentally oriented activities;

· reacts emotionally when encountering beauty and tries to convey his feelings in accessible forms of creativity: story, drawing;

· tries to follow the rules of behavior on the street and in transport;

· shows readiness to provide assistance to people, plants and animals in need;

· tries to control his behavior and actions so as not to harm the environment.

The third level of development of ecological culture is manifested in the fact that the student realizes and reflects in his activities the principle of a prudent attitude towards nature and its resources, develops the ability to solve economic and environmental problems without harming the environment, strengthens the desire to preserve the beauty of nature and increase natural resources.

At this level personal experience child is replenished with new content:

· analysis of monitoring the state of the environment and feasible contribution to improving its condition;

· conscious compliance with the norms and rules of behavior in the environment;

· real care for representatives of the flora and fauna;

· using the acquired knowledge, skills and abilities in environmentally oriented activities;

· embodying your impressions of the world around you in various types of creativity.

The indicators of the formation of a child’s ecological culture at this level can be judged by the following manifestations:

· compliance with the rules of behavior in the environment has become a habit: the child controls his actions, correlating them with the environment and possible consequences for certain environmental objects;

· the need to care for certain representatives of the flora and fauna is expressed;

· the child is able to independently choose the objects of his environmental activities;

· kindness, responsiveness and love for other people and nature are accompanied by the child’s willingness to help those in need.

The concept of environmental education in the Russian school, developed in 1994, states that the formation of the foundations of environmental culture as a personality trait presupposes:

Formation of knowledge about the unity of nature, its significance for human life, about the interaction in the system of man - nature - society;

Formation of intellectual and practical skills in studying, assessing, and improving the state of the environment;

Education of value orientations of an environmental nature;

Formation of motives, needs, habits of appropriate behavior and activities, the ability of scientific and moral judgments on environmental issues;

Participation in active practical activities for environmental protection.

However, a child’s ecological culture is formed only under favorable social conditions in the family, kindergarten, school, and the immediate natural and sociocultural environment. P.P. Blonsky wrote that there is an old but successful comparison in which the development of a child is compared with the growth of a seed, and the environment is compared with soil, moisture, etc. Both soil and moisture for a plant, and a favorable environment for the development of a child are of great importance: in a bad environment, a child is deformed and withers away. But each seed requires its own soil and some kind of moisture, and when caring for a plant, one must take into account what kind of seed it is and what the laws of its growth are. And the relationship of a plant, like any living creature, to its environment is active. It takes and assimilates one thing from the environment and does not accept another. It itself, in turn, influences and creates the environment. The child does the same in an incomparably more active form.

At the turn of the 20th and 21st centuries, prominent scientists in the field of environmental education: A.N. Zakhlebny, A.Yu. Liberov, N.N. Moiseev, N.V. Mamedov, D.N. Kavtaradze, N.V. Dobretsova, N.V. Skalon, L.P. Simonova, I.N. Ponomareva, I.T. Suravegina, A.D. Ursul and others rethink the main provisions of the concept general environmental education. There are voices of scientists advocating for a more balanced, culturally appropriate education, proposing to overcome the dominance of a one-sided “knowledge” approach, to displace knowledge in favor of an activity-based approach, which makes it possible to more productively assimilate the components of the content of environmental education, to make it more practice-oriented, suitable for use in everyday life by every school graduate. In this regard, more attention should be paid to workshops in the natural and social environment, problematic situations and tasks, and their solution, which requires close interaction between classroom, extracurricular and extracurricular work at school.

In 1992, at a conference in Rio de Janeiro, the Concept of Sustainable Development was adopted and over the years has become one of the most influential strategies for human development. It has been accepted by 179 countries around the world. An important place in the implementation of the sustainable development strategy is given to education for sustainable development, the problems of which are currently being considered by many specialists.

A.D. Ursul gives an interpretation of the concept of “sustainable development” and his view on education for sustainable development. Sustainable development means development that ensures:

· balanced solution to demographic problems;

· solving socio-economic problems;

· preservation of a favorable environment and natural resource potential.

The essence of sustainable development is the preservation of humanity and the Earth's biosphere through a significant reduction in anthropogenic pressure on it. Sustainable development as a new socio-natural form of development is focused on shaping the noospheric future; it will change all areas of human activity, including education. Education, according to Professor Ursul A.D., will not need to be modernized, but transformed, i.e. it is necessary to create a new model of education for the 21st century as a whole.

The author characterizes modern education as informational and communicative, transmitting information accumulated by previous generations to other, subsequent generations. Today it is predicted that a radical revolution, a turn towards the future, determined by the goals of sustainable development, should take place in the entire educational system of the world community. Human consciousness must be future-oriented; for this it is necessary to form the ecological consciousness of people as the dominant component of future noospheric thinking. To change the consciousness and culture of action of the majority of the planet's population, it will be necessary to intensify general environmental education and greening other types of education, as well as means mass media.

Environmental education and greening of education are the most important elements of advanced education. Scientists are trying to show a new vision of environmental education. According to academician N.N. Moiseev, environmental education should significantly change its content. From solving local, regional problems, it must move to global problems, because the global transition to sustainable development is associated with ensuring environmental safety on a planetary scale.

Environmental education in the education system for sustainable development should be in the nature of modeling, forecasting and designing the future; there should be a mechanism for examining educational material for compliance with its goals and principles of sustainable development. Thus, it is obvious that education needs to be reoriented towards new universal principles, values and goals that correspond to the new civilizational paradigm.

The Law of the Russian Federation “On Environmental Protection” (2002) identifies the following among the basic principles of environmental protection:

1. scientifically based combinations of environmental, economic and social interests of man, society and the state in order to ensure sustainable development;

2. organization and development of an environmental education system, and the formation of an environmental culture.

Article 71 of the Law draws attention to the strengthening of the role of environmental education at all levels of the education system.

In August 2002, the Government of the Russian Federation approved the Environmental Doctrine, which once again emphasizes the importance of solving the problems of environmental education, and states:

· issues of ecology, rational use of natural resources, environmental protection and sustainable development of the Russian Federation should be included in curricula at all levels of the educational process;

· strengthen the role of social and humanitarian aspects of environmental education;

· conduct training and retraining of teaching staff for environmental education;

· develop educational standards aimed at explaining issues of sustainable development.

Scientists are looking for ways to education for sustainable development and confirm that creating a holistic model of education for sustainable development is a task of serious research in the near future. Already today they are trying to define the goal of education for sustainable development, they see it as helping students develop such knowledge, skills and values that will allow them to make individual and collective decisions of a local and global nature to improve the quality of life without environmental threat to the future of the planet. In education for sustainable development, the school must develop certain personal qualities, abilities and skills of students. According to scientists such as A.D. Ursul, N.N. Moiseev, N.V. Mamedov and others, they are:

· acceptance of universal human values;

· understanding of environmental relationships on a global scale;

· ability to analyze changes in the environment and predict the consequences of these changes;

· respect for diversity in nature and society.

Interactive technologies, methods and forms are considered effective on the path to education for sustainable development: interdisciplinary projects, during the implementation of which various aspects of any environmental problem are considered; work in small groups, the use of children's self-government, interaction with the local community and municipal authorities. This will allow us to move from the greening of the content of educational subjects to the greening of educational technologies and teaching methods. In solving this problem, the role of extracurricular work in the course “The World Around us” is great, which complements, expands, and deepens the lesson work.

At primary school age, there is an active process of purposeful formation of knowledge, feelings, assessments, experiences, development of abilities and interests. Responsiveness and receptivity are the most important feature students.

Communication with nature evokes an emotional response in children, since it affects all senses with its brightness, diversity, and dynamism. Sympathy and attraction to the surrounding world are manifested. The children enjoy the green grass, the chirping of birds, the flight of butterflies and dragonflies, the smells and bright flowers of plants. Many of the children endow wildlife features of human meaningful behavior. There is curiosity, a desire to bring you closer to yourself, to know, to understand.

But at the same time, there are children who have a consumerist, cruel attitude towards nature (they catch insects, destroy anthills and bird nests, unnecessarily tear up plants and flowers). Sometimes they harm nature not out of malice, but out of ignorance, without thinking about their actions and their consequences.

This speaks to the complexity of the relationship between nature and children. It is very important to teach children to look admiringly and respectfully at everything that grows, blooms, moves, and to perceive with alarm and concern the facts of a rude attitude towards nature. Nature should become for every schoolchild not only a living laboratory where one can observe and study the life of its inhabitants, but also a school for the wise use, multiplication and preservation of its wealth.

One of the leading places in developing a responsible attitude towards nature belongs to familiarizing students with the outside world, which will allow them to systematize the process of acquiring knowledge about nature, its interrelations, and introduce in more detail the nature of the natural features of their native land and country, and measures to protect the environment.

Fostering a caring attitude towards nature, as noted by E.N. Erdakov, in his work, helps to focus the teacher’s attention on the combination of academic and extracurricular work so that the environmental content of lessons continues in extracurricular activities, complements and enriches it. Clearly organized, purposeful extracurricular work allows the use of additional material, expands environmental horizons and concretizes knowledge. Children have the opportunity to come into contact with nature more often and participate in socially useful work. Observations and analysis by schoolchildren of real life in the process of extracurricular work allow them to draw conclusions about the state of the environment, outline specific programs for its improvement, learn lessons for the future, change the goals of their activities and behavior in the environment in accordance with the laws of nature.

Extracurricular educational work is the organization by the teacher of various types of activities for pupils during extracurricular hours, providing the necessary conditions for the socialization of the child’s personality (according to M.G. Kodzhaspirova and A.Yu. Kodzhaspirov).

T.I. Tarasova and P.T. Kalashnikov under extracurricular activities in the course “The World around us” they understand the organized and purposeful educational work of students related to the study of this discipline, based on voluntary principles and carried out outside of school hours. It is built on the basis of general didactic principles that determine its direction, content, methods and forms, such as: scientific character, connection with life, work, practice, etc.

Extracurricular work in all its manifestations is aimed at developing children’s interest in learning about nature, applying their knowledge in practice, laying the foundations for career guidance work, and developing research activities in general.

A variety of extracurricular activities enable schoolchildren to acquire in-depth knowledge about the connections between man and nature, to see environmental problems in real life, to learn the simplest skills in nature conservation, to be psychologically prepared to communicate with specialists in various fields of environmental management, and to actively use knowledge in order to make specific decisions. and the beliefs of those who do not yet realize the need to respect nature.

The effectiveness of extracurricular work in developing the ecological culture of schoolchildren largely depends on the connection of its content with the lesson material of the subject of the world around us in elementary grades and in biology in high school. The presence of such a connection eliminates elements of chance in the choice of topics for extracurricular activities and provides a scientific basis for the work being carried out.

A.N. Zakhlebny and I.T. Suravegin distinguishes three lines of interaction between classroom and extracurricular activities: cognitive, value-based and activity-based.

Cognitive relationships are determined by the unity of the content of environmental education. The knowledge gained in class is deepened in extracurricular activities by observing the environment, reading literary sources, watching television programs, and working with other sources. In the process of developing knowledge, their assessment by students is formed.

In extracurricular activities, schoolchildren gain knowledge about the ecological state of their region, its ecosystems, communities in the territories of our country and the biosphere as a whole, which allows them to form generalized knowledge about the manifestation of environmental hazards at this level.

In the process of role-playing, when preparing abstracts, at a school conference, students expand and deepen their knowledge about the species diversity of the biosphere and the human influence on it.

The value approach in environmental education is implemented in the relationship between students’ natural science knowledge and the social aspects of ecology. Specific feature The value approach is that environmental problems are also considered in relation to humans. A broad understanding of the value of nature makes it possible to more fully consider the directions of its use by man and society as a whole.

Basic and environmental knowledge formed by the teacher in the classroom certainly influences the behavior of schoolchildren in the environment and their attitude towards natural objects. Knowledge creates the prerequisites for students to be involved in a variety of activities for the protection and restoration of nature, but organizing this activity directly within the framework of a lesson is very difficult, and, most often, impossible. In classes and other forms of extracurricular work, the teacher has the opportunity to include schoolchildren in practical activities to study the environmental problems of their native land, the protection of plants and animals. Thus, the third line of interaction between classroom and extracurricular activities is realized - activity. Its implementation in the practice of environmental education is especially important, since the most visible manifestation of students’ attitude to nature is their practical activity, which reflects moral, ethical and value ideals, aesthetic feelings, and understanding of the scientific foundations of the interaction between society and nature. The organization of practical environmental activities of students should be given great attention, both in academic and extracurricular activities.

The material used in extracurricular activities in reading, fine arts, and technology may have an environmental focus and contribute to the formation of an environmental culture among schoolchildren. The purposefulness of extracurricular work involves setting a specific goal during each lesson, solving certain educational and educational tasks, and this requires the teacher’s skillful selection of content, methods and techniques of work, the presence of continuity in setting and solving educational tasks.

In the process of coordinated extracurricular work, the teacher solves the following tasks:

· equipping students with additional knowledge reflecting the patterns of the surrounding world, the properties and relationships of objects, phenomena, corresponding to the character modern science, the level of its development is presupposed by the principle of scientificity.

· raising children in collective activities obliges the teacher to select such forms and methods of extracurricular work, during which joint activities of students are organized. Pedagogically correct organization of extracurricular activities contributes to the creation of friendly relations between children, fosters exactingness, attention and care for each other.

Systematicity, consistency and perspective in work increases the effectiveness of extracurricular activities. Voluntariness, activity and independence distinguish schoolchildren’s participation in extracurricular activities from academic work. Here they can choose activities that interest and fascinate them.

The connection between extracurricular work and academic activities consists in combining the efforts of teachers to form value orientations of students, develop the moral and aesthetic feelings of the student, and introduce him to the experience of making scientifically based decisions in the field of environmental management.

A study of the school's practice of environmental education shows that this work pays insufficient attention to the consideration of nature as a source of beauty, health and scientific and educational activity of people. Students' knowledge reflects mainly the material significance of nature. When studying program material, schoolchildren widely discuss the rules of behavior in nature, situations of moral choice described in a variety of sources - books, magazines, newspapers. Everyday practice puts the student in conditions where he has to make decisions in real situations, conditions - on walks in the forest, in the park, when doing research on excursions, on hikes, while working on a school or personal plot, in a living corner, etc. Such situations arise all the time. In this case, the teacher’s task is to draw the students’ attention to the event, help evaluate the behavior of the participants and, if possible, correct the mistakes made, find the right solution, and encourage efforts aimed at resolving the conflict. Extracurricular activities have significant opportunities for solving this problem. Satisfying the various needs of man and his daily activities introduces unforeseen changes into nature, which have both positive and negative impacts. The knowledge about anthropogenic factors that students receive when studying program material includes information about the impact of human economic activity on nature, about changes in nature that occur as a result of human impact, about the consequences that arise as a result of such changes, about their impact on human health and economic activity.

E.P. Torokhova believes that the example of a teacher who actively influences the consciousness and behavior of students and their attitude towards nature is of great importance. It is important for a teacher to build extracurricular activities on a local history basis, which helps children understand the secrets of nature, get to know their region and its riches.

The success of forming an ecological culture among junior schoolchildren depends not only on how the teacher understands his goals and objectives, methods and techniques, but also on the creation of the necessary conditions for their implementation in the educational process.

The main ones are:

· taking into account age and psychological characteristics of perception and

knowledge of nature by schoolchildren;

· strengthening interdisciplinary connections;

· implementation of the local history approach; - close connection with life and work;

· relationship between academic and extracurricular activities;

using examples of a positive attitude towards nature by teachers, adults and children;

· formation of knowledge about the interrelations and relationships between natural components.

A significant issue for modern elementary schools is the question of what technologies should be used to form the foundations of environmental culture among younger schoolchildren in the classroom and in extracurricular activities.

THEM. Cheredov points out that the choice of a specific form of extracurricular activities for the formation of environmental culture depends on the characteristics of the class, the general development of children, interests and local conditions.

The formation of an ecological culture among junior schoolchildren is possible only if there is an interconnection between various types and types of extracurricular activities. A variety of activities enable schoolchildren to acquire in-depth knowledge about the connections between man and nature, to see environmental problems in real life, and to learn the simplest skills in nature conservation.

· individual work;

· group work;

· public events.

Individual work includes specific tasks for individual children who show an interest in nature. At the same time, the topics of their implementation can be very diverse: caring for plants, animals of a corner of wildlife or home; conducting individual observations beyond the program minimum; conversations based on materials from reading literature about nature; performing simple experiments at home, etc.

An important type of individual extracurricular activity is still home reading of literature about nature. At the present stage, books by V. Bianki, M. Prishvin, I. Akimushkin, N. Sladkov, Yu. Dmitriev and others remain relevant, revealing to the reader the fascinating world of living and inanimate nature, contributing to the cultivation of a caring attitude and love for it.

Individual types of extracurricular work also include seasonal observations of changes in nature. They mean tasks not only provided for in the observation diary, but also related to specific observations that give a holistic idea of the structure, lifestyle, and development of living beings. In the process of observations at the stage of processing and summarizing the data obtained, children develop research skills.

The most common types of group extracurricular work in the course “The World Around us” include:

· occasional work of groups, most often confined to the preparation of mass events in a school or natural history area. To implement it, it is necessary to select and compile groups of children who are interested in the problem under study and who show increased interest and desire to participate in this action. Episodic groups usually have a temporary composition that disbands after the end of the mass event.

· the main form of extracurricular work is the organization of circles of young nature lovers, whose work content has both a general, broad focus and a specific thematic specialization. For example, the circle “Young Ecologist”, “Indoor Plant Lover”, “Researcher”, etc.

Massive types of extracurricular activities make it possible to attract almost all junior schoolchildren (students of one or more classes, one or all parallel classes) to participate in socially useful work. These include: evenings, conferences, holidays, Olympiads, quizzes, matinees, themed weeks, excursions, competitions, marathons, role-playing games, trips to stations, KVN.

Group extracurricular work occurs most successfully in a circle. It is the circles that have become most widespread in the practice of extracurricular work on the surrounding world. They are attended by schoolchildren who show the greatest interest in studying the relationships between humans and living nature. Most often, 15-20 people of the same age with a similar level of training and interests study in circles. In circles, classes are structured in the most planned, diverse and purposeful way, which often contributes to their consideration as organizational centers for other types of extracurricular activities.

According to V.M. Minaeva, the program of the environmental circle should reflect the main aspects of the content of environmental education:

¾ scientific and educational;

¾ value;

¾ normative;

¾ practical and active.

Circle work allows you to use a wide variety of forms and methods of work. There are the following forms of extracurricular activities:

· conducting group observations of accessible objects of inanimate and living nature, aimed at a deeper understanding of the causes of the observed phenomena, establishing connections between the various components of nature;

· ecological excursions into nature, local history museums, nearby places (forest, field, square), with subsequent registration of collected materials;

· extracurricular collective reading of children's popular science literature;

· organizing a corner of wildlife, conducting experiments on plants and animals;

· holding environmental holidays, matinees, KVN, oral magazines;

· familiarization with mobile or stationary zoos, menageries;

· conversations on nature conservation, about the benefits and importance of plants and animals in human life;

· design of local history corners, wall newspapers, albums.

Let's look at some of them in more detail.

The study of nature cannot be imagined without direct observation and study of objects and natural phenomena. Therefore, excursions into nature occupy a large place in practice. Systematic excursions – necessary condition formation of students' ecological culture.

Excursion is a form of organizing the educational process aimed at mastering educational material, but carried out outside of school. When the whole class takes part in an excursion and the excursion material is closely related to the science curriculum, it becomes a form of whole-class activity. In this case, it is included in the lesson system and is an important part of the educational process. In addition, an excursion can be a form of extracurricular activity when it is carried out with a group of individual, most interested students.

Specific features of the excursion include:

· rapid assimilation of knowledge by students through movement in space;

· a method of synthetically studying the world, mainly through analysis;

· method of subject study;

· emotionality.

The pedagogical importance of extracurricular excursions is very great. Excursions into nature are of particular importance. Finding themselves in the natural environment with all its diversity of objects and phenomena, students learn to understand this diversity and establish connections between organisms and each other and with inanimate nature. Excursions into nature represent a way of concrete study of nature, that is, the study of authentic objects and natural phenomena, and not stories or books about it. This opens up wide opportunities for its aesthetic perception, organization creative work students, initiative and observation.

The educational opportunities of excursions are also great. It is on excursions that students develop an interest and love for nature, as well as aesthetic feelings. They learn to see its beauty and understand the need to take care of nature. The knowledge gained during an excursion turns out to be very lasting and stays in children’s memory for a long time. Excursions contribute to the formation of environmental consciousness of students.

Thus, an important form of extracurricular activity aimed at developing the ecological culture of junior schoolchildren is nature excursions.

Among the forms of extracurricular work in the course “The World around us” T.I. Tarasova, P.T. Kalashnikova and others highlight environmental and local history research work. Ecological local history in school is important integral part environmental education. The organization of environmental and local history work with schoolchildren makes it possible to solve in a complex the main tasks of environmental education: studying the diversity and characteristics of the region’s nature, students’ accumulation of experience in environmentally appropriate interaction with the environment, the real inclusion of students in the search, research activities to determine the ecological state of the environment, its main components (air, soil, vegetation, etc.), as well as in practical environmental activities. The topics of environmental research can be varied. For example, “Study of the environmental situation in the classroom, in the school premises”, “Study of the ecological state of the school territory”, environmental project“Rivers of the native land”, etc.

Carrying out ecology week is also one of the forms of extracurricular activities. During the environmental week, children receive basic environmental knowledge. Primary schools strive to increase the general level of environmental culture of children. For this purpose, various entertainment programs are held that have an environmental content and provide for the education of environmental culture in children. Preparing for any holiday requires a lot of work, but children love to actively participate in them. They get tired of being spectators; they are interested in being heroes themselves. Holidays have great educational significance.

Currently, in pedagogical research much attention is paid to game forms continuous environmental education.

The content of games to get acquainted with the world around us is varied. They clearly reflect the interests of children and make their dreams and aspirations come true. This makes the game an important means of developing personality, cultivating moral feelings and motivations. The development of play creativity helps to develop in children the qualities necessary in life: focus, ingenuity, perseverance.

Play serves as a valuable means of personality formation. It activates mental processes and arouses keen interest in understanding the world around us. Children overcome difficulties, train their strength, develop abilities and skills. Games help make any educational material exciting, create a joyful mood, and facilitate the process of learning knowledge. The role played creates a motive for learning and has an positive influence for students to understand it.

From point of view domestic psychologists, such as L.S. Vygotsky. V.S. Mukhina, a game is a special form of activity, a child’s activity. It expresses the child’s relationship to the surrounding reality, to people, to himself. The famous psychologist S.L. Rubinstein believes that a person’s play is a product of activity through which a person transforms reality and changes the world. The essence of human play is the ability to reflect and transform reality. In play, the child’s need to influence the world is first formed and manifested.

In the hands of a teacher, play can become an instrument of education, introducing a child to the life of nature and society, and developing his physical, intellectual and emotional qualities. This is also reflected by the age characteristics of younger schoolchildren - their emotionality and easy fatigue from the monotony of activities, a craving for fantasy, creativity, and switching attention. Thus, the game and the methodology for its use should become an organic part of the environmental education of primary schoolchildren. Considering positive sides games, we must pay tribute to them as the most important means of educating environmental ethics, the culture of human relations with nature.

Some games - serious, business - are more suitable for teenagers, young adults and adults. Others are didactic, educational, and are used at all stages of learning. Still others - plot-role-playing, or simply role-playing - are interesting for all ages - both younger and teenage. Therefore, in elementary school practice, didactic and educational games are especially often used, and role-playing games are used somewhat less frequently. They have great potential for environmental education of younger schoolchildren.

In recent decades project method is of great interest to teachers of all school disciplines, including primary school teachers.

Educational project – this is a specially designed detailed development of a specific problem, involving a search for conditions, a search for conditions and ways to achieve a real practical result; This is the independent development of developed skills, the application of knowledge, acquired knowledge, but at a new, productive, exploratory level.

The project method is based on the idea of focusing the educational and cognitive activity of schoolchildren on the result that is obtained when solving one or another practically or theoretically significant problem.

The educational project must meet certain requirements, which include:

1. the presence of a socially significant task (problem) - research, information, practical;

2. planning actions to resolve the problem;

3. student research work.

The result of the activity is a “product”, i.e. a tool that the project team members developed to solve the problem. The prepared “product” should be presented in the form of a presentation.

Modern methodological literature describes several types of educational projects. According to the dominant activities of students, informational, role-playing, practice-oriented, creative and research projects are distinguished.

An educational project for schoolchildren is an opportunity to do something interesting independently, in a group or by yourself, making the most of your capabilities; This is an activity that allows you to express yourself, try your hand, apply your knowledge, bring benefit and publicly show the results achieved; This is an activity aimed at solving an interesting problem, formulated by the students themselves in the form of a goal.

The educational project models the same general stages and procedural procedures as in real work on a project in any activity.

The progress of the educational project from the moment its topic is announced to the completion of self-analysis by students on the research work done by E.N. Zemlyanskaya presents in the form of a table reflecting the activities of the teacher and students:

Teacher	Student
The first stage is “immersion” in the project
Statement of the problem, goals and objectives of the study	Choosing a problem, getting used to the situation
The second stage is the organization of activities
Organization of groups, distribution of roles, planning activities to solve problems	Breakdown into groups, distribution of roles, work planning
The third stage - implementation of activities
Consulting and control	Independent and active work in accordance with the planned plan (search for information, consultations with the teacher, preparation of a presentation of the results)
Stage four – presentation of the project
Summarizing and summarizing the results	Demonstration of research results
Fifth stage - performance evaluation
Summing up the results of training, assessing the skills of researchers	Mutual assessment

Various types of extracurricular activities in the environmental circle complement each other, enriching the learning and education process of younger schoolchildren.

The integrated use of the above-described forms of extracurricular work in the course “The World Around Us,” according to scientists, contributes to the development among younger schoolchildren of interest in understanding nature, studying its ecological state, and searching for the causes and sources of environmental pollution. And most importantly, it makes it possible to carry out feasible practical work with children to protect the nature of their native land.

Conclusions on the first chapter

Based on the study and analysis of literature on the problem of environmental education of junior schoolchildren, conclusions were drawn that environmental education of schoolchildren is a priority direction in the work of the school, carried out taking into account the age of the students, with the ultimate goal of the formation of an environmental culture. Under environmental education is understood as a continuous process of training, education and personal development, aimed at forming a system of scientific and practical knowledge and skills, value orientations, behavior and activities that ensure a responsible attitude towards the surrounding socio-natural environment and health, i.e. the process of forming an ecological culture. Ecological culture is considered as a culture of unity between man and nature, a harmonious fusion of social needs and the needs of people with the normal existence and development of the environment.

Environmental education of students should be carried out in a system, using local local history material, taking into account continuity, gradual complication and deepening of individual elements.

It is necessary to involve younger schoolchildren in practical activities within their power to protect local natural resources. Great opportunities for involving students in practical activities are provided by extracurricular work in the course “The World Around Us,” by which methodologists understand the organized and purposeful educational work of students related to the study of this discipline, based on voluntary principles and carried out outside of class time.

Recently, they have been widely used in extracurricular activities. innovative methods. As an analysis of methodological and scientific literature has shown, modern technologies environmental education of junior schoolchildren are not sufficiently developed and reflected.

Chapter 2. Experimental work on the formation of ecological culture of 4th grade students

The research work was carried out on the basis of Municipal Educational Institution Secondary School No. 3 in Uvarovo, Tambov Region. 30 fourth grade students were recruited to conduct the study.

The control group consisted of 15 children of grade 4 “B”. The experimental group included 15 students of grade 4 “B”.

The purpose of the experiment is to prove the hypothesis. The purpose of the experiment is to collect facts that confirm or refute the hypothesis.

The structure of the experiment was determined in accordance with the task:

Stage 1 - preparation and implementation of the ascertaining experiment (application of the questionnaire method);

Stage 2 - preparation and implementation of a formative experiment, during extracurricular work on the surrounding world, using environmental material;

Stage 3 - control experiment.

The following methods were used for the study: questionnaires and observation.

2.1 Determining the level of environmental awareness of 4th grade students

The experiment was carried out with students in the control and experimental groups separately, and consisted of choosing an answer to the questions of the questionnaire. The basis was taken from L.V.’s questionnaire. Moiseeva, which consists of eight questions.

Read the statements and underline the answer

(agree; disagree)

1. Animals should be taken care of because they benefit humans.

agree disagree

2. If while walking in the forest I see a garbage dump, it will upset me.

agree disagree

3. While in the forest, pick a bouquet of flowers and give them to your mother.

agree disagree

4. If you see a bee, kill it, it may bite.

agree disagree

5. When you come to the forest, do not make noise; by making noise you will disturb the birds on their nests and scare away the animals.

agree disagree

6. Our country is rich natural resources, these supplies will never run out.

agree disagree

7. A person must take care of plants, since without them life on Earth is impossible.

agree disagree

8. Plants and factories can harm the environment.

agree disagree

To identify the level of development of environmental culture and environmental knowledge, the results were processed. We used a method of mathematical processing of experimental data - the method of limited choice, when the number of choices is determined.

The results are processed as follows: for each correct answer, 1 point is awarded, and for each incorrect answer, 0 points. The degree of formation of ecological culture is determined according to the scale:

· high level;

· average level;

· low level.

Evaluation of results:

7 – 8 correct answers – high level;

4 – 6 correct answers – average level;

1–3 correct answers – low level.

High level: knowledge of the relationships and interdependencies of organisms in nature. Communication with animal representatives and flora caused by concern for them. Knowledge and implementation of norms and rules of behavior in nature. Environmental knowledge and elements of environmental culture are quite well developed. Correct answers to all questions on the survey.

Average level: insufficient knowledge of the ecological relationships of organisms in nature. Children do not know and follow the rules of behavior in nature well enough. Ecological knowledge and culture are formed at an average level.

Low level: ignorance of ecological relationships and interdependencies of organisms in nature. Children do not control their behavior and actions in nature. A low level of environmental knowledge and culture has been formed.

During the ascertaining experiment, we obtained the following results:

· students with a high level in the control group - 1 person, in the experimental group - 0 people;

· students with an average level in the control group - 3 people, in the experimental group - 5 people;

· students with a low level in the control group - 11 people, in the experimental group - 10 people.

The effectiveness of the survey was determined by the formula

where F is the number of correct answers

N – number of students.

Control group:

1/15*100% = 6,7%

11/15*100% = 73,3%

Experimental group:

5/15*100% = 33,3%

10/15*100% = 66,7%

We present the data from an experimental study of the level of formation of students’ ecological culture at the initial stage in the table.

Table 1.

Level of development of students' environmental awareness at the beginning of the study.

Thus, summing up the results of the survey, we can conclude that the environmental awareness of the majority of fourth-grade students who participated in the experiment is at a low level. Therefore, our task will be to increase the level of development of children’s environmental education by including them in extracurricular activities

2.2 Development of didactic materials for extracurricular activities aimed at developing the components of environmental culture and testing it in an experiment

Based on the study and analysis of literature on the problem of environmental education for junior schoolchildren, we developed a methodology for organizing and conducting classes in the “Young Ecologist” circle.

The work of the circle is based on the local history principle. Study by schoolchildren of real life during classes provides material for discussing various life situations about the state of the natural environment and the behavior of people in nature. This allows children to learn lessons for the future, change the goals of their activities, and make decisions in accordance with their beliefs.

The topics of the “Young Ecologist” club classes are based on training and metodology complex A.A. Pleshakov "Green House". The club program is designed for fourth grade students for six months of study. Classes are held once a week.

home target The work of the circle is to form among fourth-grade students such a component of environmental culture as environmental awareness.

We have supplied the following tasks :

1. Form a number of basic environmental concepts.

2. Study the nature of the school’s surroundings, identify natural objects that need protection.

3. Involve students in a variety of creative and practical activities to study and protect the environment.

4. Preserve and strengthen the health of children.

5. Instill in students a love and interest in nature.

When constructing the circle work program, we considered it appropriate to focus on four main areas of work:

· cognitive;

· creative;

· practical;

· research.

The educational direction of the circle’s work included a series of events in which the following forms were used: didactic games, conversations, teacher's story, travel, quizzes, which contributes to a deeper expansion of environmental knowledge of primary schoolchildren.

The creative direction of the circle’s work involves children completing the following tasks: writing environmental fairy tales, making crafts, developing a “green corner” in the classroom, organizing an exhibition of drawings.

The study of the flora and fauna of the native land, the influence of the environment on human health is associated with practical matters (the practical direction of the work of the “Young Ecologist” circle) - landscaping the classroom, making feeders, feeding birds, which helps to instill a caring attitude in younger schoolchildren towards their native nature and to to your health.

The research direction of the circle’s work is carried out within the framework of the following activities: excursions, projects, mini-research, conducting experiments that contribute to the development of thinking and analysis of the results obtained.

The content of the circle program includes four sections: “Me and Plants”, during the study of which children get acquainted with various indoor plants, the rules for caring for them, and participate in project activities; “Me and the Animals” - students get acquainted with the variety of birds that winter in their native land, study the characteristics of their behavior and nutrition, make feeders and feed the birds; when studying the section “I and the Environment”, members of the circle receive information about the types of environmental pollution, participate in an action, conduct a study to determine the amount of garbage thrown out by a child’s family over a certain period of time, and make various crafts; The “Me and My Health” section is aimed at preserving and strengthening the health of schoolchildren by involving them in project activities, organizing outdoor games, and exhibitions of drawings.

Let’s present an approximate thematic lesson plan for the “Young Ecologist” club:

educational Events	creative	practical Events	research Events
Me and the animals
Conversation “Birds wintering in our city”	Didactic game “Write a letter to a feathered friend”	Excursion “Help the birds!”	"Bird's Dining Room"
Me and the plants
Travel home Indoor plants.	Writing fairy tales " Indoor flower from another planet"	Project “Green Corner in My Classroom”
Me and the environment
Teacher's story “Types of environmental pollution”	Making crafts from waste materials.	Campaign “School without waste”	Mini study “Garbage Question”.
Me and my health
Educational quiz “Medicinal plants”	Exhibition of drawings “My Sports Corner”	Outdoor games.	Project “Enemies of our teeth”

The proposed program is provided with a package methodological developments. Its testing was carried out on the basis of 4 “B” class of Municipal Educational Institution Secondary School No. 3 named after. A.I. Danilov city of Uvarovo, Tambov region.

The club program involves involving children in project activities. Students junior classes with pleasure and great interest they participate in such work, naturally, at a level accessible to them. During the work of the circle, two projects were carried out: “A green corner in my class” and “Enemies of our teeth”.

The goal of the “Green Corner in My Classroom” project is to involve children in creative and practical activities to create phyto design in the classroom.

We conducted the lesson “Journey to the homeland of indoor plants” (see appendix) in the biology classroom, since in our class there are very few indoor plants that can be used as visual material. Some children immediately noticed this and suggested planting indoor flowers to make the classroom beautiful and cozy. The circle members liked this idea, and we decided to create the project “Green Corner in My Classroom.”

The lesson included a discussion of the project's objectives and resources. It was very difficult for the students to imagine what the green corner would be like and what the plants would be like. Therefore, we set a task: to prepare sketches of the corner and discuss them. The second task - selecting plants - was proposed by the children after a heated discussion about what should grow in the class. The third and fourth followed from the teacher’s story about the composition of the work: selecting soil, propagating and planting plants.

We offered the children criteria for evaluating the product: those indoor plants that are suitable for the classroom must be selected and planted, they must be properly planted in pots, the soil must be correctly selected for each plant, the plants must be different. During the discussion, the students themselves set the criterion: plants should be planted that are not found in primary school classrooms or are rare. Based on these criteria, an oral assessment of the project was given.

When drawing up an action plan, we did not set strict boundaries, but led the children along a certain path. For example, in connection with the discussion of problems, students came up with the problem of resources: the question arose of where to get plants. The students offered to buy them in the store, but after finding out the prices, they came to the conclusion that it was very expensive. Then they offered to take the shoots at home, from relatives and friends.

Together we drew up a work plan:

1. Identify which plants are most often found in elementary school classrooms.

2. Determine the species composition of plants in the corner.

3. Find information about the selected plants.

4. Create a sketch of the green corner.

5. Select planting material and everything necessary for planting.

6. Design a green corner.

The project was carried out according to this plan. Having walked through the classrooms, together with the children, we determined that in almost every class there are such plants: violets, pelargonium, balsam, decorative-leaved begonia, common ivy, syngonium nolifolia, etc. After this, the circle members recalled, relying on atlases of indoor plants, what plants there are at their home, and they can bring cuttings for the corner. Thus, we determined that the following plants will be represented in the green corner: Persian cyclamen, copper episcia, yellow pachystachys, primrose, gloxinia, large-rooted alocasia, dracaena. As soon as we decided on the species composition, we immediately began searching for information about these plants. To do this, we offered the children various literature (Atlas of indoor plants: 400 popular species. - M.: Eksmo Publishing House, 2005.).

One of the important points of the project is for children to complete a creative task - creating a sketch of a green corner. The guys approached this task responsibly and offered many interesting options for decorating the corner. After discussing all the options, we chose the one that was most suitable for our classroom.

Parents were also involved in the project. They helped the children separate plant shoots, root them, select flower pots and prepare the soil, and also made a shelf for flowers. Planting took place under our leadership.

The completion of the work was the design of a green corner. However, the design was not carried out according to the sketch, although it was completed. Students approached the completion of all tasks provided for by the project with interest and great responsibility. The members of the circle were satisfied with their work.

The “Green Corner in My Class” project reveals wide opportunities for instilling in younger schoolchildren a caring attitude not only towards indoor plants, but also towards all living nature, and also contributes to the formation of practical skills in caring for indoor plants.

The main goal of the “Enemies of Our Teeth” project is to include children in research activities aimed at identifying conditions that contribute to the preservation of dental health.

Project objectives:

1. Study the structure of human teeth.

2. Identify the causes of dental disease in children.

3. Conduct an experiment: the influence of various substances included in food products on the condition of teeth.

The project was carried out in three stages: preparatory, technological, final.

The motivation for this project was the complaints of children about toothache. Then we asked the children to find out the causes of dental disease. They liked this idea, and we began to implement the project.

At the preparatory stage, after communicating the topic, together with the children, we drew up a plan for the implementation of the project, determined what substances and equipment were needed for the experiment, as well as the methodology for conducting the experiment. We also organized a meeting with medical worker school, which introduced children to the causes of dental disease and the rules of oral care. Students, with the help of their parents, found out which products contain food additives such as citric and acetic acids, baking soda, and vanillin. During the lesson, we discussed the information collected by the children, and also found out that of all the drinks, most of the children prefer Fanta, Spriet, CocaCola drinks.

At the technological stage, students, under the guidance of a teacher, conducted an experiment to identify the effect of food additives and carbonated drinks on the condition of teeth.

Eggshells were dropped into glasses with solutions of the following substances: 6% acetic acid solution, 6% citric acid solution, 2% vanillin solution, baking soda solution, Coca Cola. For the study, we took exactly these substances, since acids (citric and acetic) are contained in many food products, for example, candy, canned vegetables and fruits, marshmallows, mayonnaise, marmalade, confectionery, etc., food additives ( vanillin, baking soda) – in bakery products, and the CocaCola drink and other similar drinks are a favorite treat for children. Egg shells were used as an analogue of tooth enamel, since its composition, like teeth, includes calcium salts.

The children monitored the changes in the condition of the eggshell for a month. The following results were obtained: the most destructive effect on eggshells was exerted by citric and acetic acids and the CocaCola drink (in a solution of citric acid, the eggshells turned into white flakes, in a solution of acetic acid the shells practically dissolved, in CocaCola they cracked and darkened). Vanillin solution turned out to be less dangerous for the shell (the eggshell did not collapse, but turned yellow). Baking soda did not have any effect on the shells. Based on the results of their observations, the children came to the conclusion: citric and acetic acids, as well as the CocaCola drink, have a destructive effect on tooth enamel, which causes toothache.

The product of the project is the development of recommendations for children to maintain dental health. The guys recommend reducing the consumption of food products containing these acids (lollipops, ice cream, mayonnaise, canned vegetables and fruits, etc.), and also eliminating CocaCola and other carbonated drinks from the diet.

The value of this project is that the children themselves experienced experimentally that dental health depends on many factors, including food and additives contained in them.

Thus, the use of the project method in extracurricular work on the course “The World Around us,” in our opinion, helps expand children’s environmental knowledge, involve them in research and practical activities, develop creative abilities, and most importantly, the formation of a healthy lifestyle.

The program of the circle provides for children to conduct a mini-research “Garbage Question”, during which the child determines how much he and his family, the residents of his hometown, pollute the environment (see appendix).

2.3 Determining the effectiveness of experimental work

To determine the effectiveness of the “Young Ecologist” circle we developed, we conducted an experiment with students from the control and experimental groups. It consisted of choosing an answer to the questions of the same questionnaire that was used in the ascertaining experiment.

We obtained the following results:

· students with a high level in the control group - 1 person, in the experimental group - 5 people;

· the number of students with an average level in the control group is 6 people, in the experimental group – 10 people;

· students with a low level in the control group - 8 people, in the experimental group - 0 people.

Survey results:

Control group:

1/15*100% = 6,7%

8/15*100% = 53,3%

Experimental group:

10/15*100% = 60%

We present the data from an experimental study of the level of development of students’ environmental awareness at the final stage of the experiment in the table.

Table No. 2

Level of development of students' environmental awareness at the final stage of the study.

Comparing the level of development of environmental education of junior schoolchildren in the control and experimental groups, we found that in the experimental group the level of environmental education of children is much higher than in the control group.

To identify the effectiveness of the circle activities we developed, we will compare the results of the survey at the initial and final stages of the experiment.

Table No. 3.

Comparison of the results of the ascertaining and control experiments.

We see that not a single person was identified with a low level of environmental culture, the average level was 60%, and the high level was 40%. After extracurricular activities, the number of complete answers increased noticeably and the number of incorrect answers decreased. Most children's attitude towards the world around them has changed, their behavior has become meaningful and adequate. Thus, the extracurricular activities developed and tested in practice within the “Young Ecologist” circle significantly influenced the process of developing environmental education in junior schoolchildren. The level of development of one of the components of the ecological culture of junior schoolchildren - environmental education - has become significantly higher.

Conclusions on the second chapter

Despite active work on environmental education in schools, the level of formation of the components of environmental culture of junior schoolchildren, as the study showed, remains quite low.

To systematize the work, a program of environmental education for junior schoolchildren is needed, ensuring the organization of cognitive, creative, practical and research activities of students, the use and combination of innovative and traditional forms, active methods and techniques of work, continuity and consistency in the presentation of the material.

During the experiment, schoolchildren not only increased their level of environmental knowledge, but also their motivation for actions in nature changed significantly, and their interests also changed.

Purposeful, systematic work on environmental education, carried out within the framework of the “Young Ecologist” circle, contributes to a significant increase in the level of formation of the component of environmental culture - the environmental education of schoolchildren.

Thus, the hypothesis we put forward at the beginning of the study was completely confirmed.

Conclusion

The current environmental situation in the world poses an important task for humans - the preservation of ecological living conditions in the biosphere. In this regard, the question of environmental literacy and environmental culture of current and future generations arises acutely. In the current generation, these indicators are at an extremely low level. The situation can be improved through environmental education of the younger generation, which should be carried out by highly qualified, environmentally literate teachers, armed, in addition to special knowledge, with a number of effective techniques that allow a comprehensive influence on the child’s personality, developing all components of environmental culture as personality traits in terms of a person’s general culture.

In the first chapter, we examined theoretical approaches to the problem of environmental education of junior schoolchildren in extracurricular activities in the course “The World Around us”, and came to the conclusion that the problem of environmental education is sufficiently covered in the works of famous scientists (goals, objectives, principles, means, forms and methods), the special role of extracurricular activities in the formation of components of environmental culture, as well as the content of environmental education, is revealed. But as an analysis of methodological and scientific literature has shown, modern technologies for environmental education of junior schoolchildren, in our opinion, are not sufficiently developed and reflected.

The experimental work carried out in the second chapter showed that the level of development of environmental education in junior schoolchildren is very low. The work of the “Young Ecologist” circle contributed to an increase in the level of environmental awareness, which was confirmed during a control experiment.

The work done led to the following conclusions:

1. environmental education of schoolchildren is a priority direction in the work of the school, carried out taking into account the age of the students, with the ultimate goal of creating an environmental culture.

2. Theoretical basis environmental education of junior schoolchildren are sufficiently developed in the scientific and methodological literature.

3. Despite the revitalization of work on environmental education in schools, its level, as a rule, remains quite low.

4. To systematize the work, a program of environmental education for junior schoolchildren is needed, ensuring the organization of cognitive, creative, practical and research activities of students, the use and combination of innovative and traditional forms, active methods and techniques of work, continuity and consistency in the presentation of the material.

5. During the experiment, schoolchildren not only increased their level of environmental knowledge, but also their motivation for actions in nature, as well as the students’ interests, changed significantly.

6. Purposeful, systematic work on environmental education, carried out within the framework of a specially developed program of the “Young Ecologist” circle, contributes to a significant increase in the environmental culture of schoolchildren.

The preparation of the thesis convinced us of the great importance of developing a special program aimed at improving the environmental culture of primary school students in secondary schools.

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Annex 1– Children’s answers to questionnaire questions in the ascertaining experiment

Appendix 2– Lesson summary on the topic “Journey to the homeland of indoor plants. Caring for indoor plants"

Appendix 3 – Children's work completed during the lesson on the topic “Writing fairy tales “A flower from another planet”

Appendix 4 – Fragment of the synopsis of the mini study “Garbage Question”

Appendix 5 – Children's work on conducting a mini-research “Garbage Question”

Appendix 6– Lesson summary on the topic “Medicinal plants - means of healing the human body”

Appendix 7 – Children's work completed during the lesson on the topic “My Sports Corner”

Appendix 8 – Children's answers to questionnaire questions at the control stage of the experiment

Annex 1

Children's answers to questionnaire questions in the ascertaining experiment.

Appendix 2

Lesson summary on the topic “Journey to the homeland of indoor plants. Caring for indoor plants."

Target: Introduce students to a wide variety of indoor plants.

Tasks:

1. Learn to find a houseplant by description, introduce the importance of houseplants in a person’s life, and the rules for caring for houseplants.

2. Develop environmental thinking, develop practical skills and abilities to care for indoor plants.

3. Cultivate interest and love for indoor plants.

Equipment: map of hemispheres, drawings of indoor plants and living objects on window sills, poster “Rules for caring for indoor plants,” cards: “Rules for caring for indoor plants.”

Progress of the lesson.

I . Introductory conversation.

Teacher: Today we will take a trip to the homeland of indoor plants and get acquainted with the rules of caring for them.

Most indoor plants in winter, as in other seasons, are green. Some even bloom in winter.

Teacher: Why can’t indoor plants overwinter outside?

Teacher: Almost all indoor plants were brought to us from warm countries where there is no winter - these are tropical and subtropical forests and mountainous areas South America, Africa, Asia (the teacher shows these countries on the map) Therefore, indoor plants are kept in warm rooms all year round. Almost all indoor plants have exotic names and are not always remembered the first time. And therefore, they often come up with names that would resemble already known wild and garden plants.

II . Getting to know the variety of indoor plants and their characteristics

Teacher: There is such a houseplant - abutilone. Probably few people know him by this name. Its leaves look like maple.

Teacher: What do we call this plant?

Teacher: Of course, this is an indoor maple.

Teacher: Do we have such a plant in our class? (Children find this plant on the windowsill).

Teacher: Now we will listen to a message about abutilone.

Teacher: What is pelargonium? And this, it turns out, is one of the most common and beautiful plants - geranium.

Teacher: Find geranium among our plants. What feature does this plant have? (If you touch the leaves, it emits a smell)

Teacher: He will tell us more about pelargonium...

The student reads a prepared message about this plant.

Teacher: Amaryllis is familiar to many. I will describe it to you now, and you will find this plant here. This is a plant with bright red flowers. It has a large fleshy bulb, half hidden in the ground, and large, belt-shaped, shiny, leathery leaves extend from it.

A powerful flower arrow without leaves, and at the end of its umbrellas two to four large flowers are collected.

Teacher: What can you tell us about amaryllis?

The student reads a prepared message about this plant.

Teacher: Find such a plant in our class? (Children find a plant)

This plant is native to South America. And breeders obtained this beautiful plant by crossing several species and obtained a wide variety of colors (I show pictures of different types of amaryllis) pale pink, white, orange, cream, dark cherry and variegated.

Teacher: Today we will talk about another very common indoor plant - begonia. This plant was also brought from the tropical forests of South America. Begonias are bushy and herbaceous. The plant was discovered in the 17th century by naturalist Charles Plumier and named it in honor of the governor of San Damingo, Michael Begon.

Currently, more than two thousand different species of begonia are known. In our class there is only one species - emerald begonia (teacher shows). Begonias are grown for their colorful leaves or large, brightly colored flowers.

Teacher: Let's talk in detail about another very famous indoor plant (The teacher comes to the windowsill and points to the cactus)

Teacher: What is the name of this plant? (Children's answers)

Teacher: Of course, this plant is a cactus. Once upon a time, a small miracle occurred in the evolution of plants on Earth - a distant ancestor of cacti arose. And completely independently of other plants, an amazing number of simply fantastic forms appeared (showing drawings of various types of cacti), often completely different from each other. The main difference between cacti and all other plants is the pubescent spots evenly distributed along the stem (shown on a living plant). It is on them that spines grow, and in most species buds and shoots appear.

It is widely believed that cacti grow in deserts. This is only partly true. Only a small fraction of species have actually adapted to the harsh conditions of the American deserts. The rest are found in the steppes, forests, mountains, and coastal areas. The sizes, stem shape, color, and flowers of these plants are unusual and varied.

Teacher: Plants similar to nettles are often grown indoors. Its name is nettle, and its scientific name is plentranthus. It is said that this plant produces a scent that drives moths and flies out of rooms.

Teacher: I found interesting information about plentranthus now

share them...

The student reads a prepared message about this plant.

Teacher: But how should a person take care of indoor plants so that they delight us with lush blooms and throughout the long winter remind us of the bright greenery of a hot summer?

The teacher's story is accompanied by a demonstration.

Teacher: When arranging indoor plants, you need to make sure that they are well lit. Tall plants should not block the light from low ones. It is best to place indoor plants on special stands or place them in hanging flowerpots at some distance from the window. It is not recommended to place these plants on a window, as they do not allow some light into the room. And this is not always beneficial for the plant itself. In spring and summer they will suffer from sunburn. On sunny days, flower pots will become very hot, and hence the soil in them. This will worsen the life of the roots. In autumn and winter, on the contrary, plants will suffer from the cold. They also suffer greatly from drafts.

If plants have to be placed on a windowsill, then they are placed on wooden stands. A board or plywood is reinforced between the window and the flower pot. This barrier reduces the cooling of the soil in the pot in winter, and its overheating in summer.

III . Rules for caring for indoor plants.

Teacher: How to care for indoor plants? (with the teacher showing, the children help the teacher).

Teacher: Why do you need to water indoor plants?

Teacher: How should plants be watered correctly?

Teacher: What water is best to use for irrigation?

Teacher: Does the time of year affect the frequency and timing of watering indoor plants?

Teacher: Why is loosening necessary for indoor plants?

Teacher: How to properly loosen?

Teacher: Why is it necessary to remove dust from the leaves of indoor plants, and how to do it correctly?

Teacher: Houseplants amazing not only for their beauty. Some of them can grow fruit. So, many gardeners ripen fruits on indoor lemons. Delicious fruits can be grown on indoor figs.

Teacher: Guys, what is the importance of indoor plants in a person’s life? (Children's answers).

Teacher: Indoor plants produce oxygen, delight us with bright greenery and the beautiful bloom of amazingly beautiful flowers.

IV . Summarizing.

Teacher: What interesting and useful things did you learn during the lesson?

Teacher: In order for you to better remember the rules of caring for plants, I will give everyone this reminder:

1. Water the plant with water at room temperature every day in summer, less often in winter, but make sure that the soil in the pots is moist. Water cacti every two to three days in summer, and once or twice every two weeks in winter. Water from a watering can, from the side, not from the top.

2. Use a stick to loosen the soil surface to allow air to reach the roots.

3. Wipe dust from large, smooth leaves with a damp cloth. Spray plants with small and pubescent leaves with water.

4. Regularly cut dry leaves and twigs from plants with scissors. Keep it clean flower pots and stands.

Appendix 3

Children's work completed during the lesson on the topic “Writing fairy tales “A flower from another planet.”

Appendix 4

Fragment of the synopsis of the mini study “Garbage Question”.

Target: Include children in research activities to identify the amount of garbage thrown out over a certain period of time by the child himself, his family, and city residents.

Tasks:

1. Teach children to make mathematical calculations using formulas.

2. Develop logical thinking and attention.

3. Foster accuracy, careful, responsible attitude towards the environment.

Equipment: computer, projector, screen; slides of landfills, polluted city streets, forests, rivers, lakes, etc., poster “The Life of Garbage,” calculation sheets.

Progress of the lesson

Teacher: A lot of useful soil is occupied by garbage and landfills. Garbage accompanies human life. Where does household waste come from?

Children's answers.

Teacher: The more civilized the country, the more packaging improves, the more garbage there is. Now I propose to calculate how much garbage is left behind by you and your family. Ready to go?

Teacher: In order for us to get correct and accurate results, you must be attentive and collected. Look at the payslips. There are tasks that you have to complete:

1. Write down how much garbage your family accumulates in 1 day. Let us denote this mass by the letter m:______________

2. How much trash will your family throw away per year?

m * 365 = m G _______________

3. Calculate the amount of garbage that falls on 1 person per year in your family:

m G: a = m a _____________,

where a is the number of members of your family.

4. Calculate how much garbage is thrown out in your city annually:

m a * b = ______________,

where b is the number of residents in your city.

Teacher: Each of you had to complete a task - find out how many kilograms of garbage your family accumulates in one day. To do this, you had to weigh the garbage accumulated during the day. Now you can easily conduct your mini research.

Children read the assignments and make calculations using the proposed formulas.

Teacher: Of course, these numbers are not accurate. Sometimes big things get thrown out that you didn't account for. That is, there is more garbage than you counted.

According to experts, if the garbage is not destroyed, then in 10–15 years it will cover our planet with a layer 5 meters thick. Let's drown in garbage!

Not only this is dangerous, but also the fact that landfills poison the environment: soil, water, air.

Appendix 5

Children's work on conducting a mini-research “Garbage Question”.

Appendix 6

Summary of the lesson on the topic “Medicinal plants - means of healing the human body.”

Target: To form ideas about medicinal plants and their role in the lives of humans and animals.

Tasks:

1. To introduce students to the variety of medicinal plants; rules for their collection, storage and use.

2. To develop children’s cognitive activity and the ability to prepare decoctions of medicinal herbs.

3. Cultivate an attentive attitude towards your health.

Equipment: pictures with medicinal plants; dried plants, herbal decoctions; pictures of animals or toys; herbarium “Plants of our region”

Progress of the lesson.

Teacher: Today we have an unusual activity. We will go to the kingdom of plants. You will find out which plants we will talk about by guessing the riddles:

Ah, don't touch me

I can burn you without fire. ( Nettle)

The ball grew white, the wind blew

The ball flew away. ( Dandelion)

Elegant dresses,

Yellow brooches,

There's not a speck

On beautiful clothes. ( Daisies)

Every fox of mine loves trails

On the side of the roads.

He will once be kind to people

Helped heal the wounds. ( Plantain)

Teacher: What properties do these plants have?

Teacher: Since ancient times, people have noticed that sick animals leave to find some kind of grass, which, after eating, they recover. So man began to seek help from different plants.

Look at this plant (pictures or dried plant). It can be found in meadows and forest edges, and it is called yarrow. Pay attention to its leaves. Why do you think it is called that? (Each leaf consists of many tiny leaves, and each leaf has lacy edges.)

Teacher: Do any of you know what yarrow is used for?

Teacher: Yarrow is a medicinal plant. It is used to stop bleeding and improve appetite.

Teacher: But this plant, I think, is familiar to all of you. Who knows what it's called? (plantain)

Teacher: Why is it called that?

Teacher: Plantain grows along the roads. Its leaves are elastic, with strong veins, a dense bunch of roots that are firmly anchored in the soil, a stem with an inflorescence. They are also tough and elastic. So the plantain is not afraid of trampling, which affects other plants. Plantain is a great traveler. Glued to people's feet, he easily moves to other places.

Teacher: Who knows what properties plantain has?

Teacher: Plantain is called a green bandage. If you break your knee, tear off a plantain leaf, clean off the dust, then scratch the surface of the leaf a little to release the juice, and apply it to the wound.

Teacher: What plant is said to burn?

Teacher: That's right, it's nettle. So why does nettle still burn?

Teacher: There are special hairs on the leaves and stems of the plant. Each hair is like the needle of a tiny syringe. There is a caustic liquid inside the hairs. If you touch it, you get injections.

Teacher: What do you know about this amazing plant?

Teacher: Nettle leaves are rich in various beneficial salts and vitamins. Nettles are used to make excellent cabbage soup, nettle puree with eggs, and you can even ferment nettles like cabbage. Nettle contains substances that kill microbes; it stops blood well. It also strengthens hair. Paper and burlap are made from it. The stems of this plant have very strong fibers.

Teacher: All these medicinal plants and many others grow in many areas of our region.

Teacher: Where and when do you think medicinal herbs are collected?

Teacher: How to dry them correctly?

Teacher: The flowers are collected when the plant is in bloom. Rhizomes - in late autumn, when the fruits have already fallen off. Collected in dry weather, dried under a canopy. Do not collect near roads.

Teacher: And now I propose to play in the hospital. Since Doctor Aibolit is busy on calls, you will treat the animals. Do you agree?

(A decoction of calendula or chamomile is very useful. You can gargle with them.)

2. And our Chanterelle has a cold and a strong cough. What do we advise her?

(It will be very useful for her to drink a decoction of coltsfoot and thyme.)

3. Have you noticed how pale the Monkey is? She has no strength. What to do?

(A decoction of rose hips, St. John's wort, and hawthorn will help her.)

Teacher: Let's make decoctions of medicinal herbs, and our little animals will feel better.

At the end of the lesson, the teacher treats the children to vitamin tea.

Appendix 7

Children's work completed during the lesson on the topic “My Sports Corner”.

Appendix 8

Children's answers to questionnaire questions at the control stage of the experiment.

Formation of an ecological picture of the world in science lessons. Thesis: Formation of ecological culture of junior schoolchildren in extracurricular activities in the course "The World Around Us"

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