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Formation of ecological culture of junior schoolchildren. Coursework: Formation of ecological culture of junior schoolchildren

The existence of man and society presupposes knowledge and observance of at least a minimum of environmental culture. Until recently, its formation was carried out mainly spontaneously, by trial and error, “by eye”, and was consolidated in the public consciousness and practical activities of people through a system of customs and traditions, often in momentary and superficial assessments and decisions, in accordance with the level of social development and people’s understanding of possible environmental hazards, their desire and strong-willed mood to overcome environmental problems.

Today, this path has completely exhausted itself; a conscious, purposeful formation of an environmental culture is required, which is impossible without proper organization of the entire educational process and an increase in the role of environmental education in it.

“Ecological culture” is one of the manifestations of general culture (from the Latin cultura, which means cultivation, upbringing, education, development, veneration).

Ecological culture is considered by scientists 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 nature itself. A person who has mastered an ecological culture subordinates all types of his activities to the requirements of rational environmental management, takes care of improving the environment, and prevents its destruction and pollution. Therefore, he needs to master scientific knowledge, acquire moral value orientations in relation to nature, and also develop practical skills to preserve favorable environmental conditions. Consequently, the concept of “ecological culture” is complex and multifaceted. In elementary school, the foundations of environmental culture are laid. This problem, in our opinion, is most fully revealed in the works of L.P. Saleeva - Simonova. According to the definition of L.P. Saleeva - Simonova, ecological culture is a quality of personality, the components of which are:

- interest in nature and problems of its protection;
- knowledge about nature and methods of its protection and sustainable development;
- moral and aesthetic feelings towards nature;
- environmentally conscious activities in relation to the natural environment;
- motives that determine the activity and behavior of an individual in the natural environment.

At the present stage of human development, turning to the natural sciences is associated with the deepening environmental crisis and the search for a way out of it, the need for environmental education, starting from a very early age.

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

Currently, it is necessary to talk about the formation of environmental culture as a socially necessary moral quality of an individual.

Zakhlebny A.N., Suravegina I.T. believe that environmental culture, scientific and technological progress and environmental education affirm the principles of environmental management in the minds and activities of people; formation of skills and abilities to solve certain economic and environmental problems without harming the environment and human health.

It is one of the integral properties of a person, which determines the direction of his life activity and leaves its mark on his worldview.

Scientists L.D. Bobyleva, A.N. Zakhlebny, A.V. Mironov, L.P. Pechko distinguishes different components of this quality.

Ecological culture, according to A.N. Zakhlebny is the establishment in human consciousness and activity of the principles of environmental management, the possession of skills and abilities to solve socio-economic problems without harming the environment and human health.

L.P. Pechko believes that environmental culture includes:

- the culture of cognitive activity of students to master the experience of humanity in relation to nature as a source of material values, the basis of ecological living conditions, an object of emotional, including aesthetic, experiences. The success of this activity is due to the development of moral personality traits in relation to the natural environment based on the formation of skills to make alternative decisions;
- work culture that is formed in the process of work activity. At the same time, environmental, aesthetic and social criteria are taken into account when performing specific tasks in various areas of environmental management;
- a culture of spiritual communication with nature. Here it is important to develop aesthetic emotions, the ability to evaluate the aesthetic merits of both the natural and transformed natural spheres. Ecological culture, points out L.D. Bobylev, includes the following main components:
- interest in nature;
- knowledge about nature and its protection;
- aesthetic and moral feelings towards nature;
- positive activity in nature;
- motives that determine the actions of children in nature.

Obviously, the most reliable guarantor of sustainable development of society and preservation of the health of the environment is a high level of development of environmental culture of the entire population of the country. The most important factor in solving environmental problems should be comprehensive environmental education, which involves placing environmental issues at the center of all educational programs, from preschool institutions to universities. The formation of children's environmental culture should become the most important pedagogical task. In the development of ecological culture, an extremely important role belongs to the years of childhood - a relatively short period of time, which the sages called half of life.

From the perspective of modern research, primary school is the most important stage in the formation of a person’s ideological position and the intensive accumulation of knowledge about the world around us.

In modern pedagogical science, there is a wide variety of approaches to the problem of indicators of environmental education. Environmental education is considered as a multifaceted interaction of children - active subjects of activity with the surrounding natural and social environment. As a result of such interaction, the processes of socialization of the child’s personality are carried out, that is, his adaptation to the conditions of social life and ecologization, the formation of a person as a bearer of ecological culture.

Environmental education should begin from early childhood in the family and school. Teachers and parents should lay the foundation of an environmental culture and form a responsible attitude towards nature in children.

Students of primary school age show a high cognitive interest in the natural world, and this can become a starting point in developing an environmental culture in lessons about the surrounding world.

Interest is a powerful stimulus for student activity. Nurturing interests is a necessary condition for the development of activity and direction of the individual, therefore the direction of interest, its content, breadth or narrowness serve as an indicator of the child’s activity. It is in interest that a person’s attitude to the objective world, including the natural world, is manifested. Interest, on the one hand, is a stimulus for the formation of a caring attitude towards nature, on the other, its result, which marks the relative completion of a certain stage of environmental education. Thus, cultivating a caring attitude towards nature goes from the development of existing interests to the formation of new knowledge, feelings, skills, and from them to interest at a higher level.

Environmental education is an integral part of environmental education. Environmental education cannot and should not proceed in isolation from the education of an environmentally responsible, creative person.

Environmental education should solve the following tasks:

- formation of a holistic idea of the natural, social environment as an environment for human life, work, and recreation;
- development of the ability to perceive the world around us through the senses, cognitive interest.

Nurturing an aesthetic and moral attitude towards the human environment, the ability to behave in it in accordance with universal moral standards.

1. Cognitive - these are concepts that characterize man, work, nature and society in their interaction.
2. Value-based - children’s awareness of the importance of nature as a universal value.
3. Normative - this component means mastering the norms of behavior in the natural environment.
4. Activity - mastering the types and methods of socially useful practical activities of the student, aimed at developing environmental skills.

All 4 components form the core of the content of environmental education; they are used in the selection of environmental knowledge and skills in primary school with their corresponding interpretation for primary school age.

I.D. Zverev believes that the main task of environmental education is the theoretical acquisition by schoolchildren of knowledge about nature, its characteristics, human activities in it, environmental problems and ways to solve them in production, everyday life, and during recreation.

When developing the problem of environmental culture, teachers take into account the fact that the attitude towards nature has 3 aspects. The first expresses the attitude towards nature as a universal condition and prerequisite for material production, towards the object and subject of labor, the natural environment of human life. The second is as an attitude towards one’s own natural data, towards one’s body, which is included in the system of ecological interactions. The third represents people's attitudes towards activities related to the study and protection of the natural environment.

A decisive role in the development of a person’s system of relations is played by social relations, under the influence of which his attitudes and behavior in the social and natural environment are formed.

An active form of attitude towards the surrounding world is expressed in activities associated with its expedient change and transformation. Every activity includes a goal, a means, a result and the process itself.

Therefore, the methodological basis for the formation of environmental culture includes the following fundamental provisions:

- the essence of the human personality is expressed in the system of relationships with man, society, nature;
- a responsible attitude towards nature is the most important goal of a comprehensive school and characterizes the comprehensive development of the student’s personality;
- the attitude towards nature is formed as a responsible one on the basis of the holistic development of its various aspects: scientific, economic, practical.

In accordance with the general pedagogical theory and the basic principles of integrated ecology, the content of ecological culture should reveal the scientific, value-based, normative and activity-based aspects of interaction between society and nature, characterize the global significance of environmental problems and ideas for optimizing the use of natural resources:

- scientific aspects are represented by social, natural and technical laws, theories and concepts that characterize man, work, nature, society in their interaction;
- value orientations as attitudes and motives for activity presuppose that schoolchildren understand the importance of nature as a universal value;
- regulatory aspects include a system of moral and legal principles, norms and rules, regulations and prohibitions of an environmental nature, intransigence to any manifestations of antisocial behavior in the natural environment.

The structural stages of the formation of environmental culture are:

- identification of the value properties and qualities of environmental components, the crisis state of which is alarming;
- definition of an environmental problem as an expression of a real contradiction in the interaction of society and nature;
- identifying the historical origins of the environmental problem and ways to resolve it at different stages of social development;
- putting forward scientific, moral, economic, technological ideas for optimizing the interaction between society and nature; involving theoretical concepts of social science, natural science, art and technology in order to ensure environmentally safe human existence; characterization of real successes in solving environmental problems at the international, state and regional levels;
- practical activities of students in assessing the environment of their area, solving local environmental problems, mastering the norms and rules of a responsible attitude towards nature.

In accordance with these stages and the specifics of environmental problems, appropriate methods, means and forms of organizing training are selected.

The effectiveness of the formation of a student’s ecological culture depends on the extent to which the educational process takes into account the main links in the transformation of social relations and components of the internal structure of the individual: social relations, needs, interests, goals, motives, value orientations. Each link in the presented sequence is relatively independent. The goal of forming an environmental culture is to most fully transform the social need for nature conservation into the internal needs and interests of the student. Its planned result is the formation of a responsible attitude towards the natural environment, the ability to understand and appreciate the beauty and richness of native nature, the ability to carry out environmentally competent actions, take an active life position, and express intolerance towards manifestations of irresponsible attitude towards the environment.

Thus, environmental culture consists of environmental knowledge and skills, environmental thinking, value orientations, and environmentally sound behavior. The content of environmental education is absorbed by students in their various activities. The basis of environmental education is the following problems: protection of inanimate nature and soils from pollution, destruction and depletion; preservation of the diversity of species of organisms and the integrity of their communities; protection of nature as a necessary condition for maintaining human health; overcoming the utilitarian, consumer approach to nature.

Introduction ………………………………………………………………………… 3

Chapter 1. Scientific and pedagogical foundations of environmental education of junior schoolchildren in the system of additional education……………………………………………………………….… 6

1.1 State of the problem in scientific and pedagogical literature………………………………………………………………………………..6

1.3 Ways to form an environmental culture among junior schoolchildren………………………………………………………..20

Conclusions……………………………………………………………………………….21

Chapter 2. Experience in organizing group work on the formation of environmental education and upbringing of junior schoolchildren in the children's association “Young Ecologist” of the SUN. Tchaikovsky……………………………………………………………………..23

2.1. State of the problem at the beginning of the experimental work.………………………………………………………………………………………..23

2.2 Development of the program for the “Young Ecologist” circle………..……..……26

2.4 Results of experimental work………………………………………….43

Conclusions………………………………………………………………………………….....45

Conclusion ……………………………………………………………………...46

List of used literature ………………………………………..48

Application

INTRODUCTION

Ecological culture is becoming increasingly important in the modern world, since it is one of the most important problems of society, determining the very possibility of its further existence.

“Ecological culture” is a system of knowledge, skills, values and a sense of responsibility for decisions made in relation to nature. The main components of an individual’s ecological culture should be: environmental knowledge, ecological thinking, environmentally sound behavior and a sense of love for nature.
The formation of an environmental culture involves environmental education and environmental education. And it is necessary to start learning from school age, since at this time the acquired knowledge can later be transformed into strong beliefs. Students who have received certain environmental concepts will treat nature with care. In the future, this may affect the improvement of the environmental situation in our region and in the country as a whole.

These problems are reflected in Decree of the Government of the Russian Federation No. 1208 “On measures to improve environmental education of the population” dated November 3, 1994; “Law on Environmental Protection” of January 10, 2002; in the program “Environmental education and public awareness until 2010”; regional target comprehensive program “Environmental Protection of the Perm Region” for 2001-2005.

Environmental education acts as a complex pedagogical process. Knowledge of the basics of ecology is the most important component of environmental culture developed in schoolchildren.

All of the above determined the choice of the research topic: the formation of an environmental culture among junior schoolchildren in the system of additional education.

The problem Our research (SUN works together with the teaching staff of secondary school No. 1) is to create pedagogical conditions for environmental education and upbringing of schoolchildren in the process of extracurricular activities during the work of the “Young Ecologist” children's association. All this allowed us to determine the object, subject, purpose of the study, put forward a hypothesis and identify the tasks of the work.

Object of study is the process of forming environmental education and upbringing of schoolchildren.

Subject of research– the influence of environmental education on the development of environmental culture of primary schoolchildren. Purpose of the study determination of a system of forms and methods of organizing the educational process that promotes the development of environmental culture and environmental consciousness of students in ecology classes.

Starting our research, we put forward the following hypothesis :

We assume that systematic work with schoolchildren on environmental education and upbringing within the framework of the children's association “Young Ecologist” contributes to the formation of the ecological and general culture of students, increasing the level of knowledge, deepening motivation and enhancing the activities of students in nature.

In accordance with the problem, goal, object and subject of the study, the following are set: tasks :

Consider the state of the problem in scientific and pedagogical literature;

Reveal the methods and forms of environmental education and upbringing;

Describe the children's association as a means of environmental

education, upbringing and formation of environmental culture.

The purpose and objectives of the work determined its structure:

Chapter 1 reveals the state of the problem in scientific and pedagogical literature, the content and ways of forming an environmental culture.

Chapter 2 shows the state of the problem, developed a program for a children's association, and summarizes the results of experimental work.

The study was carried out at the station of young naturalists in the city of Tchaikovsky, Perm region, and at secondary school No. 1 (primary level).

CHAPTER 1.

SCIENTIFIC AND PEDAGOGICAL FOUNDATIONS OF ECOLOGICAL EDUCATION OF JUNIOR SCHOOLCHILDREN IN THE SYSTEM OF ADDITIONAL EDUCATION.

1.1. STATE OF THE PROBLEM IN SCIENTIFIC AND PEDAGOGICAL LITERATURE.

Consideration of the theory of environmental education must begin with a definition of its essence. Environmental education is an integral part of moral education. Therefore, by environmental education we understand the unity of environmental consciousness and behavior harmonious with nature. The formation of environmental consciousness is influenced by environmental knowledge and beliefs.

The problem of the relationship between man and nature was reflected long before our century. Back in the 17th century, Jan Amos Comenius drew attention to the natural conformity of all things, i.e. that all processes in human society proceed similar to the processes of nature. He developed this idea in his work “The Great Didactics”. The epigraph to this book was the motto “Let everything flow freely, without the use of violence.” Ya.A. Comenius argued that nature develops according to certain laws, and man is a part of nature, therefore, in his development, man is subject to the same general laws of nature. The teacher derived the laws of teaching and upbringing based on the laws of nature. He noted that educational material should be studied gradually, since “nature does not make leaps, but moves forward gradually.” At a young age, general education is given, then it deepens over the years, since “every formation of nature begins with the most general and ends with the most special” (Komensky, 1989:56).

The pedagogical value of strengthening the humane feelings of a child through the means of nature was emphasized by such great teachers as J.-J. Rousseau (1762), G. Pestalozzi (1781-1787), F. Diesterwerg (1832). For the first time, the Swiss democratic educator A. Humboldt, and then the French educator and philosopher J.-J. Rousseau and other teachers spoke about cultivating in children a “sense of nature” as a sense of its ennobling influence on a person. J.-J. Rousseau, in the book “Emile, or On Education,” proposed raising children far from civilization in the “bosom of nature.” Education should occur naturally, in accordance with nature. G. Pestalozzi in his work “Lingard and Gertrude” considered the main goal of education to be to develop the child’s natural strengths in a versatile and harmonious way. Do not suppress natural development, but guide it along the right path. The basic principle of education is the harmony of man with nature. Pestalozzi did not idealize children's nature; he believed that children should be helped in developing their strengths.

The great Russian teacher K.D. Ushinsky (1861, 1864) did not remain aloof from environmental issues. It should be noted that knowledge of the objective world is impossible without knowledge of the ecological connections that actually exist in it. Their study, so important today, must be considered as a necessary condition for the formation of the foundations of a dialectical-materialist worldview in schoolchildren. At the same time, the study of environmental connections plays an important role in the development of logical thinking, memory, and imagination in children. K.D. Ushinsky passionately called for expanding the child’s communication with nature and complained: “it’s strange that the educational influence of nature... is so little appreciated in pedagogy” (Ushinsky, 1988: 56). In Ushinsky’s books “Native Word” and “Children’s World”, special attention is paid to the educational influence of nature, in them he turns to the logic of nature. In the textbook “Native Word”, children get acquainted with insects, wild and domestic animals, birds, trees, mushrooms and other representatives of nature with the help of poems, riddles, proverbs, sayings, and fairy tales.

So, teachers began to deal with the problem of environmental education back in the 17th - 18th centuries.

The outstanding Soviet teacher V.A. Sukhomlinsky left us a great legacy in the field of educating schoolchildren about the environment. He attached particular importance to the influence of nature on the formation and development of a child’s personality. “Man was and will always remain a son of nature, and what unites him with nature should be used to introduce him to the wealth of spiritual culture,” said Sukhomlinsky. “The world surrounding a child is, first of all, the world of nature with an unlimited wealth of phenomena, with inexhaustible beauty. I see the educational meaning in the fact that the child sees, understands, feels, experiences, comprehends as a great secret, familiarization with life in nature...” (Sukhomlinsky, 1972: 12). The famous teacher closely connected the attitude of children to objects of nature with the fact that nature is our native land, the land that raised and feeds us, the land transformed by our labor. He has repeatedly noted that nature itself does not educate, only active influence in it educates. “I was amazed,” says Sukhomlinsky, “that children’s admiration for beauty was intertwined with indifference to the fate of beauty. Admiring beauty is only the first sprout of a good feeling, which must be developed and transformed into an active desire for activity” (Sukhomlinsky, 1972: 49). In addition, to actually put this provision into action, he proposes to create a living corner where all children will take part in caring for animals, to organize “bird” and “animal” hospitals, and to plant trees. In order for a child to learn to understand nature, feel its beauty, read its language, take care of its riches, all these feelings must be instilled from an early age. Sukhomlinsky writes: “Experience shows that good feelings should be rooted in childhood, and humanity, kindness, affection, goodwill are born in work, worries, worries about the beauty of the world around us.” (Sukhomlinsky, 1972: 61)

And currently, issues of environmental education are considered by many teachers. Thus, Academician I.D. Zverev writes: “The severity of modern problems of interaction between society and nature has posed a number of new tasks for schools and pedagogy, which are designed to prepare the younger generation capable of overcoming the consequences of the negative impacts of humans on nature and treating it with care in the future. It is quite obvious that the matter cannot be limited to “educating” schoolchildren in the field of nature conservation. The entire complex of environmental problems of our time required a new philosophical understanding, a radical revision of a number of socio-economic issues, new scientific research and a more complete and consistent reflection of the multifaceted nature of ecology in school education.” (Zverev, 1980: 19)

A.A. Pleshakov created a system of training courses with an environmental focus “Green House”. In it, he not only developed the theory of environmental education, but also proposed specific methods of work. Pleshakov believes: “Strengthening the environmental orientation of the natural history course is the most urgent and realistic step to date in the direction of greening the school, as well as organizing the work of the extended day group and extracurricular activities.” (Pleshakov, 1991: 8). This system includes both core and elective courses. The “Green House” system ensures that younger schoolchildren are familiar with the world around them. The course is based on the principle of greening.

Academician B.T. Likhachev notes that environmental consciousness requires reinforcement by a feeling, an emotionally holistic, deeply moral attitude towards nature, society, and people (Likhachev, 1993:19-21). The entire moral orientation of a child should be focused on the development of such feelings and states as love, excitement of conscience, and the experience of communication with nature and people as the highest happiness. It is necessary to develop a sense of harmony, the ability to have an enthusiastic attitude, to experience the beautiful, delightful, and sublime.

Likhachev B.T. notes that the ecological culture of an individual is unthinkable outside of its practical attitude to reality, which is formed on the basis of the joint efforts of teachers and students. “We are talking about creating a reliable psychological attitude towards environmentally sound inclusion in nature, the noosphere, and in the life of society. This should be associated with the development of the nature of the child himself, his abilities, physical and intellectual strength, with the cultivation of hard work, careful attitude, enterprise and thriftiness” (Likhachev, 1993: 19-21). The natural basis for the process of such education is the child’s relationship with the environment that objectively develops at different age periods. In children of primary school age they are realized on an unconscious basis. Children, without realizing it, are not separated from the external environment, and feel like a natural part of nature. An intuitive mutual feeling and even mutual understanding are established between children, animals and plants. The child is open to perceive and appropriate the ecological rules of these relationships, turning them into his own habits.

An ecologically cultural person must have ecological thinking, that is, be able to correctly analyze and establish cause-and-effect relationships of environmental problems and predict the environmental consequences of human activity.

Nowadays, it is necessary to talk about the formation of environmental culture as a socially necessary moral quality of an individual.

Ecological culture is manifested in a responsible attitude towards nature as a universal condition and prerequisite for material production, towards the object and subject of labor, the natural environment of human activity. Different scientists (L.D. Bobyleva, A.N. Zakhlebny, A.V. Mironov, L.P. Pechko) identify different components of this quality.

Ecological culture, according to A.N. Zakhlebny ¾ is the affirmation in human consciousness and activity of the principles of environmental management, the possession of skills and abilities to solve socio-economic problems without harming the environment and human health.

L.P. Pechko believes that environmental culture includes:

The culture of cognitive activity of students to master the experience of humanity in relation to nature as a source of material values, the basis of ecological living conditions, an object of emotional, including aesthetic experiences. The success of this activity is due to the development of moral personality traits in relation to the natural environment, based on the formation of skills to make alternative decisions;

Work culture that is formed in the process of work. At the same time, environmental, aesthetic and social criteria are taken into account when performing specific tasks in various areas of environmental management;

A culture of spiritual communication with nature. Here it is important to develop aesthetic emotions, the ability to evaluate the aesthetic merits of both the natural and transformed natural spheres.

Ecological culture as a personality quality should be formed in a system of continuous environmental education, the main links of which, which have a significant impact on a child at school age, are:

¾ children's preschool institutions;

¾ out-of-school educational institutions;

¾ mass media;

¾ self-education.

Out-of-school institutions play a major role in raising a child, organizing the process of forming an environmental culture. The components of the environmental education process are:

The main component of any process is goal setting. A.N. Zakhlebny believes that the goal of environmental education and upbringing is the formation of a system of scientific knowledge, views and beliefs that ensure the formation of a responsible attitude of schoolchildren towards the environment in all types of their activities (Zahlebny, 1985: 10).

L.V. Moiseeva, in the system of environmental education, identifies a number of fundamental principles (Moiseeva, 1993: 148):

1. Interdisciplinarity:

Greening of objects, i.e. introduction of environmental ideas into the content and teaching methods of individual subjects;

Integrated environmental modules. Comprehensive interdisciplinary knowledge of environmental content.

2. Unity of cognition, experience and action:

Holistic personality orientations;

Motives of activity;

Environmental activities.

3. Purposeful pedagogical communication of schoolchildren with the environment (nature).

4. Interrelation of global, national and local (local history) levels of environmental problems.

5. The principle of alternativeness and predictability.

I.T. Suravegina, V.M. Senkevich, T.V. Kucher believe that the goal of environmental education is achieved as the following tasks are solved in their unity: training - the formation of a system of environmental problems of our time and ways to solve them; developing a system of intellectual and practical skills to study the assessment of the condition and improve the environment of their area; education-formation of motives, needs and habits of environmentally appropriate behavior and activities, healthy lifestyle; commitment to active environmental protection; intellectual (ability to analyze environmental situations), emotional (attitude towards nature as a universal value), moral (will and perseverance, responsibility) personality development (Suravegina, 1990: 47). A.N. Zakhlebny, I.T. Suravegin believe that the formation of a responsible attitude towards the natural environment is associated with solving a number of educational and educational problems (Zakhlebny, 1985: 10). The latter presuppose the formation of the need to communicate with living nature, interest in understanding its laws; the formation of attitudes and motives for activity aimed at realizing the universal value of nature; formation of beliefs in the need to preserve nature, care about preserving one’s health and the health of other people as a social value; the need to participate in work to study and protect nature, and promote environmental ideas.

Methods, forms of environmental education and upbringing B.T. Likhachev conditionally divides into several groups. These are: school and out-of-school methods of forming consciousness and developing thinking, teaching skills and abilities for practically oriented activities, developing moral and legal responsibility, an aesthetic attitude to reality, and moral self-improvement. (Likhachev, 1993: 19)

A.N. Zakhlebny notes that when developing an environmental program, the study of the schoolchild as an individual, the factors of his training and upbringing takes on special importance. (Zahlebny, 1981: 184)

Thus, environmental culture in modern conditions is one of the leading components of personality. It can be considered as the main system-forming factor contributing to the formation of true intelligence and civilization in a person.

In our opinion, consideration of the theory of environmental education must begin with a definition of its content. We believe that environmental education is an integral part of environmental and moral education. Therefore, by environmental education we understand the unity of environmental consciousness and behavior harmonious with nature. The formation of environmental consciousness is influenced by environmental knowledge and beliefs.

Ecological behavior consists of individual actions (a set of states, specific actions, abilities and skills) and a person’s attitude towards actions, which are influenced by the goals and motives of the individual (motives in their development go through the following stages: emergence, saturation with content, satisfaction). This means that in the essence of environmental education two positions should be considered: the first is environmental consciousness, the second is environmental behavior. When determining the content of environmental education, we identified the features of this process:

1) stepwise character:

a) formation of environmental ideas;

b) development of environmental consciousness and feelings;

c) formation of beliefs in the need for environmental activities;

d) development of skills and habits of behavior in nature;

e) overcoming the consumer attitude towards nature in students’ character;

2) duration;

3) complexity;

4) spasmodicity;

5) activity;

In addition: the psychological aspect is of great importance, which includes:

1) development of environmental consciousness;

2) the formation of appropriate (nature-conforming) needs, motives and attitudes of the individual;

3) development of moral, aesthetic feelings, skills and habits;

4) education of a stable will;

5) formation of significant goals for environmental activities.

A key role in achieving this goal is played by the development of the individual’s ecological consciousness (ecological approach to the formation of consciousness). It includes awareness of the essence of environmental laws: understanding the causes of conflicts in the “nature - society” system as a discrepancy between natural and social laws; awareness of the danger of global environmental disasters and local environmental crises; knowledge of oneself, attitude towards oneself and the surrounding world as part of oneself. If in order to preserve himself a person must preserve nature, then in order to protect nature he must develop himself.

The most important task of environmental education is: theoretical development by schoolchildren of knowledge about nature and its values; human activity in it; about environmental problems and ways to solve them at work, at home, and during recreation (including environmental standards and rules of behavior). This problem is solved mainly in the process of self-education, in the classes of children's nature conservation associations.

Another goal of environmental education is the acquisition of value judgments by students. This task is most successfully solved in the process of schoolchildren mastering practical skills in studying the state of the natural environment, the goals and nature of human activity in it, identifying and evaluating its results.

The goal of environmental education is to equip students with labor skills to protect, care for, and improve the environment. This activity is based on the theoretical knowledge acquired by schoolchildren in the classroom and in the process of self-education.

The tasks of environmental education, according to O.M. Barkovskaya, are presented in the totality of the process of training, education and personal development (Barkovskaya, 1994). An indicator of the effectiveness of the formation of environmental responsibility should be not only awareness, depth and strength of knowledge, but also real adherence to environmental standards in all types of activities.

For group environmental work with primary school students, circle work is the most appropriate. The environmental club program should reflect all aspects of the content of environmental education:

¾ scientific and educational;

¾ value;

¾ normative;

¾ practical-activity.

Z. P. Kirillova believes that the scientific-cognitive aspect of the content, which develops the interest of younger schoolchildren in environmental problems and forms an idea of the scientific picture of the world, can be represented by material that reveals the properties of objects and phenomena, their diversity, connections between them (Kirillova, 1983).

It is difficult to isolate any individual questions that develop the scientific and cognitive aspect of the content: for younger schoolchildren, the entire complex of knowledge about the environment is colored by interest, which is very important in the formation of children’s attitude towards their home and natural-social environment.

The value aspect of the content, according to A.Sh. Bakhtibenov, is designed to reveal to children the multifaceted significance of the objects being studied in the life of nature and man. Until now, in the practice of teaching primary schoolchildren, the interpretation of value from a utilitarian-practical position has often prevailed, which impoverished children’s attitude towards the environment, reducing their curiosity, aesthetic responsiveness, mercy, sympathy, and empathy (Bakhtibenov, 1993).

The normative aspect of 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 of the general culture of behavior of each person in relationships between people, with natural objects, towards one’s own health and the health of others, etc. 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.

Almost ¾ of the activity aspect of the content plays no less important role in environmental education than the normative one. Practical activity is the final result of emerging relationships, a criterion for developing consciousness and feelings. At the same time, in activity the very relationships of a person with the outside world are formed and laid. However, due to limited physical capabilities, primary schoolchildren are little involved in environmental activities. Experience N.A. Ryzhova in the project “My Tree” shows that the scope and content of children’s practical participation in protecting and improving the environment of their city and village can be much wider: this includes cleaning the school premises, caring for themselves, taking care of pets living in the living corners of the school, practical matters in natural and artificial communities (weeding, watering plants, cleaning up garbage) and many other important matters. Focusing on your own experience, you should take into account that the organization of practical activities at primary school age has its own characteristics: children need to be taught what and how to do. For example, how to ecologically correctly feed wintering birds, collect mushrooms, berries, medicinal plants, and observe personal hygiene rules when caring for cats and dogs.

The content of environmental education in primary school should reflect materials from various departments of ecology. The section on the ecology of biological systems has the greatest potential for this. Of particular interest to children of primary school age is material about the relationship of living organisms with their environment. The content of this section is close and understandable to children: it gives an idea of the diversity of the inhabitants of nature, how they adapt to living conditions (seasonal changes, living conditions, relationships between themselves and humans), where they live, what influence humans have on them and its activities and how to reduce the harmful effects of these activities on the conservation of the diversity of plant and animal species.

Naturally, the content should reflect knowledge about the habitats of living organisms: about their homes and natural communities in which their life activities take place and which are connected with human life in thousands of threads.

Younger schoolchildren need to be led to the conclusion that the state of the environment determines the state of human health, and therefore protecting the aesthetic, ecological, sanitary and hygienic qualities of the environment means taking care of human health and his normal life activity. At the initial stage of education, it is possible to introduce children to objects created by human labor, to the environment of populated areas, which will show the role of labor in transforming the natural environment, both from the positive and negative sides, and on this basis to outline ways of harmonization (optimization) human relations with the natural and social environment.

Despite the fact that younger schoolchildren, naturally, do not have a sufficiently deep knowledge of industrial and agricultural production and cannot fully judge the physical and chemical pollution of the environment, individual inclusions of such knowledge should take place in the classes of circle work on environmental education, For example, when getting acquainted with roads and transport, it is possible to show that roads reduce the habitats of plants and animals, that transport negatively affects human health; when studying natural communities, it is possible to reveal the influence of human activity on them; when studying water bodies, the influence of human activity on the purity of waters and measures to protect them.

Facts about the pollution and depletion of water and air in which children live cause them concern and a desire to preserve their beauty and qualities that are important for the life of organisms, including humans. Thus, the content of the environmental circle program can reflect several meaningful lines:

¾ human ¾ natural being and member of society;

¾diversity of the natural and sociocultural environment of man;

¾ ecological interactions of living organisms with the environment;

¾ labor and human behavior in the environment.

I.V. Zhukova also believes that the content of environmental education should present multidimensional knowledge about man and society and their connections with the environment (Zhukova, 1998).

1.3. WAYS FOR FORMING ECOLOGICAL CULTURE IN JUNIOR SCHOOLCHILDREN.

The last few years in domestic education have been characterized by a revival of interest in the educational space outside of lessons, in the free time of students, and in the meaningful organization of their leisure time. Additional education gives the child a real opportunity to choose his own individual educational path. Additional education increases the space in which schoolchildren can develop their creative and cognitive activity, realize their personal qualities, i.e. demonstrate those abilities that often remain unclaimed in the basic education system. In additional education, the child himself chooses the content and form of classes and does not have to be afraid of failure. All this creates a favorable psychological background for achieving success, which, in turn, has a positive effect on educational activities.

Additional education is an area that is focused on creating a unified educational space and developing a holistic perception of the world among schoolchildren, harmonizing requirements for the implementation of educational standards and creating conditions for the development of individual abilities and needs. Additional education expands the educational capabilities of the school and its cultural space, promotes self-determination of schoolchildren in personal, sociocultural, professional areas, their inclusion in various types of creative activities, the formation of a positive attitude towards the values of education and culture, the development of moral qualities and the emotional sphere of schoolchildren.

Ecological ideas are formed in children of primary school age during ecology classes. For example, the guys focused on developing the following ideas:

Why are fields, forests, and meadows called natural communities?

Why do various elements of natural communities exist?

How should a person behave when in these natural communities?

Over the course of a number of lessons, this environmental knowledge was translated into beliefs, proving to the children, using interesting examples, the need to live in harmony with nature. Knowledge translated into beliefs forms environmental consciousness.

CONCLUSIONS

1. People began to deal with the problem of environmental education back in the 17th century. But in our time, this problem has become more urgent due to the impending environmental crisis. And all of humanity should not remain aloof from solving the problems of environmental education of the younger generation.

2. The theoretical basis of ecological culture is based on solving problems in their unity: training and education, development. The criterion for developing a responsible attitude towards the environment is moral concern for future generations. Correctly using various methods of education, a teacher can form an environmentally literate and educated personality.

3. At primary school age, the child receives the basics of systematic knowledge; here the features of his character, will, and moral character are formed and developed. If something significant is missing in raising children, then these gaps will appear later and will not go unnoticed.

4. We have developed programs for environmental education and education of primary schoolchildren in extracurricular activities and present them in Chapter 2 of our research.

CHAPTER 2. EXPERIENCE OF ORGANIZING CLUB WORK ON THE FORMATION OF ENVIRONMENTAL EDUCATION AND EDUCATION OF JUNIOR SCHOOL CHILDREN IN THE CHILDREN'S ASSOCIATION "YOUNG ECOLOGIST" SYUNT OF TCHAIKOVSKY.

2.1 STATE OF THE PROBLEM AT THE START OF THE EXPERIMENTAL WORK.

In recent years, the experience (A.A. Pleshakova) of environmental education and education through natural history lessons has been widely used in elementary schools. The formation of an ecological culture among junior schoolchildren occurs only under the condition of the interconnection of various types and types of school activities, which is not always possible. This is due to the lack of sufficiently complete methodological works. Therefore, this activity does not give schoolchildren the opportunity 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.

This necessitated the creation of pedagogical conditions for environmental education and upbringing of schoolchildren in the process of extracurricular activities during the work of the “Young Ecologist” children's association.

To identify the level of ecological culture of junior schoolchildren, the station of young naturalists in the 2nd grade of secondary school No. 1 conducted an ascertaining experiment.

The children were asked questionnaire questions. In this case, the questionnaire method was used in combination with the interview method.

1. What is nature?

2. What does nature give to man?

3. Name the protected plants in our area.

4. What animals are listed in the Red Book of our country?

5. What insects appear first in the spring?

6. What is “photo hunting”?

7. Name the medicinal plants.

8. How do you assess the state of the environment in your area?

9. How does man destroy nature?

10. What can children do to protect nature?

The data obtained during the survey is presented in graphs and diagrams. (Appendix No. 1, diagram No. 1 – 10)

Students' answers to the question "What is nature?" shows that most students do not have a complete understanding (Appendix No. 1. Diagram No. 1). Among the components of nature, students named plants, animals, soil, and humans; at the same time, ¾ air and water were not named.

Students’ answers to the question “What does nature give to man?” indicate that most students did not answer this question. Only a few name poultry, medicine, clothing, furniture. However, no one named the fuel, clean air. (Appendix No. 1. Diagram No. 2).

The following diagram illustrates student responses to the question “Name the protected plants in our area.” This diagram (Appendix No. 1, Diagram No. 3) shows the lack of awareness of students about protected plants in their area. Among the students' answers, a significant number of incorrect ones should be noted (for example: dandelion, plantain and others). 60% of students were unable to answer the question.

Students’ answers to the question, “What animals are included in the Red Book of our country?” They state that most students have no idea about the protected animals of our country. Protected animals such as beaver, golden eagle, and deer were named, and at the same time, many students did not give complete and accurate answers (Appendix No. 1, diagram No. 4).

As the results of the survey show (Appendix No. 1, Diagram No. 5), students were unable to answer the question “What insects appear first in the spring?”, since targeted phenological observations under the guidance of a teacher are not carried out in the system or are not carried out.

Students’ answers to the question “What is “photo hunting?” they say that most students do not know that there is a safe form of hunting in nature - photo hunting. (Appendix No. 1, diagram No. 6)

Students' responses to the question: “How do you assess the state of the environment in your area?” Most students assess the state of nature as satisfactory, but a significant number of students consider it unsatisfactory. This is due to the deterioration of the environmental situation and the high awareness of schoolchildren about environmental problems. (Appendix No. 1, diagram No. 8)

Students’ answers to the question: “How does man destroy nature?” indicate that students are not fully aware of the harmful influence of humans on nature. (Appendix No. 1, diagram No. 9)

Students' answers to the question: “What can children do to protect nature?” As can be seen from the graph (Appendix No. 1, diagram No. 10), not all students know what they can do to protect nature. Most schoolchildren note the fencing of anthills and the planting of trees, which is due to the position of the school in the forest.

Analysis of the data obtained convinced us that the level of environmental culture of junior schoolchildren, especially its component such as environmental knowledge, is very low. In this regard, we made the assumption that targeted, systematic work on the formation of an environmental culture in schoolchildren can increase the effectiveness of developing a caring attitude towards nature among schoolchildren.

2.2 DEVELOPMENT OF THE PROGRAM OF THE “YOUNG ECOLOGIST” CIRCLE.

Having analyzed the theory and experience accumulated in the field of environmental education, we have developed and are offering two programs for environmental education for junior schoolchildren within the framework of the “Young Ecologist” association. The programs are based on one lesson per week.

When constructing an adapted merger program, we considered it appropriate to focus on four main areas of work:

¾ cognitive;

¾ educational and entertaining;

¾ practical;

¾ research

Program of the association “Young Ecologist” (option 1)

term	educational events	educational and entertainment events	practical activities	Research activities
1	2	3	4	5
September	Matinee “The World Around Us”	Theatrical performance on an environmental theme: “New Adventures of Masha and Viti.”	Working on the “My Tree” project. Exhibition of children's drawings on an environmental theme: “Let's save the planet.”	Travel along the ecological path (Part I).
October	Conversation “Migratory birds. Their security."	Holiday "Golden Sorceress Autumn". Competition for the best autumn bouquet.	Operation “Big Deeds by Small Hands” (Collecting food for birds).	Excursion “The Amazing is Nearby”. Phenological observations “Autumn phenomena”.
november	Journey for a drop of water. The problem of clean water and human health.	Matinee "Visiting the inhabitants of the underwater kingdom."	Operation “Small Rivers” (raid into the floodplain of the Kama River).	Experience "Water Sorceress".
December	The play “Why is there snow in winter?”	Matinee "Hello, guest ¾ winter."	Preparation of materials for the ecological path. Drawing competition "Snow patterns".	Experiments “Why is it snowing?” “Why does snow vary?”
January	Conversation “Deciduous and coniferous plants in winter.”	Quiz “What grows in my land.” Working on the “My Tree” project.	A journey to the homeland of indoor plants. Caring for indoor plants.	Experiment “Protective properties of snow” (the role of snow on plants in winter).
February	Conversation “Protected animals of the Perm region.”	Oral journal “Wintering birds. How does one spend the winter?	Operation “Tit” ¾ making and hanging feeders, feeding birds.	Excursion “Traces. Phenological observations"
March	Didactic game “Primroses. Identify a plant by its leaf." Conversation “Meeting of feathered friends.”	Spring Festival. Competition "Bird KVN".	Cleaning the alley from dry forest. Operation Starling ¾ making bird nests	Experience with cut branches.
April	Conversation “What do we know about insects and their protection?” Reading and discussion of books and articles in magazines about nature and its protection.	Ecological game “The colorful world of insects”.	Operation Ant.	Excursion to the meadow. Phenological observations.
May	Tournament-quiz “Protected plants of the Perm region”.	Travel game “Along forest paths”.	Work on the “My Tree” project. School yard landscaping.	Travel along the ecological path (Part II). Medicinal plants.

(option 2).

Term		Form of conducting classes	Practical activities
Excursions	Laboratory works	Research
September	Introduction. What is ecology? Inanimate and living nature. The concept of living and inanimate nature; Properties of living things. Habitats. Food connections.	Conversation. Ball game "Living and non-living". The game “The sea is agitated...”	Excursion to the SUN mini-zoo to get acquainted with the diversity of the living world.	Phenological observations “Autumn phenomena in the life of plants and animals”
October	The connection between living and inanimate nature. About air and water. Basic properties of air and its importance for living beings.	Ecological KVN “The House Where We Live” Conversation with elements of a story.	Excursion with observation of natural objects “Autumn in the life of the natural community”	Setting up the experiment “distinctive features of fresh and sea water”	Observation "Seasonal Changes in Nature"
november	What types of plants are there? An idea of the diversity of plants (herbs, shrubs, trees); Plants of the Perm region. What kinds of animals are there? Basic.	Conversation with elements of a story. Quiz "treasure under our feet" Game "Guess the Animal"	Excursion to the SYN mini-zoo.	Ecological pyramid modeling	Study “the influence of light on the growth and development of plants”
groups of animals (insects, fish, birds, animals); Characteristic features of each group.
December	What grows where, who lives where. Systematization of ideas about plants and animals of various habitats (forest, meadow, pond). Wild and cultivated plants. Diversity of cultivated and wild plants and their significance for humans.	A conversation with elements of a story, riddles of the forest edge, the game “Floors of the Forest”	Habitat modeling (forest, meadow, pond)	“Glossary” collection of plant indicator species
January	Wild and domestic animals. Diversity of cultivated and wild animals and their significance for humans Houseplants. Distinctive features of indoor plants; rules for caring for indoor plants	Conversation “Who lives where?” Ecological game "Biocom" Drawing competition “My favorite plant”	Excursion to the animal shelter “Vernost” Excursion to the SUN winter garden “diversity of indoor plants”	Caring for animals and plants in the living corner of SUN	Monitoring your pet Monitoring plant respiration
February	Animals of the living corner. Features of keeping animals (fish, guinea pig, hamster, parrots, etc.) in a living area; About cats and dogs. Variety of cat and dog breeds; rules for caring for pets.	Conversation with elements of a story. Game "King's Fish Ball" Cinema club "neighbors on the planet" Pet show	Excursion to the veterinary station “Basic rules for caring for pets”	Caring for animals in the aquarium hall. Preparation of food rations for animals,	Observations of animals in a living area.
	Red Book. The main reasons for the decline in the number of plants and animals; Red Book of the Russian Federation.	Conversation with elements of a story. Game show "Environmental Management"	Excursion to the fishery inspection department, to the environmental protection department.
April	Invisible threads. Ecological connections between living and inanimate nature, within living nature, between nature and humans.	Game tasks “ecological chain”. Reading and discussing books about nature	Setting up the experiment “Maintaining biological balance in an aquarium”
May	Final lesson. Summarizing.	Didactic game Ecological traffic light. Who is the most important? Exhibition of drawings.

Fostering an ecological culture is the most pressing task of the modern socio-cultural situation. An important part of the ecological culture of a junior schoolchild is the formation of conscious environmentally friendly behavior and a healthy lifestyle of the child, the ability to adequately interact with the natural world and people. The “Young Ecologist” circle sets itself the following tasks:

1. Formation of knowledge about the patterns and interrelations of natural phenomena, the unity of inanimate and living nature, the interaction and interdependence of nature, society and humans.

2. Formation of motives, environmental value orientations, needs and habits of environmentally appropriate behavior and activities, a responsible attitude towards health, the natural environment, life, the ability to make scientific, aesthetic, moral and legal judgments on environmental issues, the desire for active practical activities to protect the environment .

3. Develop: alternative thinking in choosing ways to solve environmental problems, the perception of beautiful and ugly satisfaction and indignation from people’s behavior and actions in relation to health and the natural world.

4. Formation of the need for the necessity and possibility of solving environmental problems.

5. Develop knowledge and skills in assessing the condition and protecting the natural environment.

6. Formation of environmentally valuable orientations.

7. Formation of conscious ideas about the norms and rules of behavior in nature and habits of observing them in one’s life.

8. Development of practical skills in performing various types of agricultural work (experimental work, practical skills in planting, transplanting and caring for plants, etc.)

The principles underlying the program:

1) the principle of voluntariness (enrollment in a group is possible only at the request of the child);

2) the principle of a personal approach (the personality of each child is an immutable value);

3) the principle of science (the information presented in the curriculum must be reliable);

4) the principle of age appropriateness (correspond to the age and psychological and physiological characteristics of the child);

5) the principle of relying on interest (all activities should be interesting for the child);

6) the principle of orientation towards achieving success (it is necessary to create conditions to maintain children’s faith in their own strengths and in the possibility of achieving success);

7) the principle of accessibility (the complexity of the material presented must be accessible to the child’s understanding);

8) the principle of consistency (the presentation of the material must have a logical sequence);

9) the principle of interactive learning (methods, techniques, forms and means of teaching should create conditions under which children take an active position in the process of acquiring knowledge);

10) the principle of feedback (the teacher should constantly be interested in the children’s impressions of the last lesson).

As a result of mastering the program, each student must:

· definitions of elementary biological concepts: (habitat: ground-air, soil, water, organisms, habitat, environmental factors, adaptability to the environment);

· main problems of nature conservation;

· main species of fauna of the Perm region.

Be able to and master:

– work with literature, summarize knowledge;

– apply knowledge when solving biological problems;

– carry out simple experiments;

– carry out basic observations of animals and record the results;

– follow the rules of staying in a corner of wildlife;

– behave correctly in nature;

Possess the skills of writing messages and expressing your thoughts logically.

2.3. CONTENT OF THE WORK OF THE CHILDREN'S ASSOCIATION.

It is important how the teacher combines the activities of students within the walls of the SUN or school with the study of the natural environment in the vicinity of the school or city. Thus, the creation of an ecological trail can be an organic component of circle work on the topic “City Ecology”. The formation of a trail is associated with the study of the nature surrounding SUN: searching for viewpoints of aesthetically attractive landscapes, choosing information-rich excursion objects related to the interaction of society and nature, developing a route diagram, drawing up a site plan.

Leisure activities allow you to use a wide variety of forms and methods of work. One of the most important means is play. In the game, to the greatest extent, the student psychologically prepares for real environmental situations, learns to understand the attitude towards nature of people performing various roles depending on their profession and position, and masters the techniques of communicating with peers.

Children happily play the “roles” of protected species of animals, plants or mushrooms, while each species, through the mouth of a child, talks about its significance in nature and human life and substantiates the need for its conservation. (Appendix No. 2 - 9)

Various types of children's activities complement each other, enriching the process of teaching and raising children of primary school age.

The study of flora and fauna, soils, water bodies, landscapes of the native land, associated with practical matters (the practical direction of the work of the “Young Ecologist” association) ¾ planting trees and shrubs, protecting unique and rare flowers, landscaping the classroom, protecting anthills, feeding birds, contributed to instilling a caring attitude in younger schoolchildren towards their native nature (Appendix No. 11).

The research direction of the association’s work is carried out within the framework of the following activities: excursions, phenological observations, experiments that contribute to the development of thinking, analysis of the results obtained.

The proposed program is provided with a package of methodological developments. Its testing was carried out on the basis of the 2nd grade of secondary school No. 1 in Tchaikovsky. In the course of our work, we used the project “My Tree” by N.A. Ryzhova.

Practical, research work in natural conditions plays a major role in environmental education and upbringing of schoolchildren of any age, including younger ones. The theoretical knowledge acquired by the student in the classroom should become the basis for an independent assessment of processes and phenomena occurring in nature, for conducting their own research and observations, and promoting environmentally literate behavior that is safe for nature and one’s own health. Often children study nature only from books; they can determine the names of plants and animals depicted in pictures, but do not recognize them in nature. The research work of junior schoolchildren within the framework of environmental projects can help solve the problem. Primary school students participate in such work with pleasure and great interest, naturally, at a level accessible to them. This project involves children performing research work, conducting observations, summarizing research results in a wide variety of forms and drawing up recommendations on the chosen problem. For example, children were asked to prepare projects and successfully present them on the topics: “How to teach a parrot to talk?”, “Conditions necessary for keeping fish in an aquarium,” “What types of food does a white mouse prefer?” (Appendix No. 12).

The work on N.A.’s project is going on interestingly. Ryzhova "My tree". A tree was chosen as the object of children's research. Trees play a big role in our lives. They surround us all the time, but most children and adults do not pay attention to them. Experience shows that young children often do not perceive trees as living objects. At the same time, the tree is an excellent object for phenological observations. Using the example of a tree, the relationship between plants and the environment can be considered. The condition of trees and their appearance reflect the ecological situation in which they live. It is also important that trees are quite large objects, so it is easier for a child to imagine a tree as a friend than small plants.

The project includes three stages of work. The first stage is ¾ preparatory. At this stage, the purpose and objectives of the project are explained, conversations, discussions, excursions are held; the object of research is determined. Each student chooses a tree that they like. One of the conditions is that the tree must be in a place accessible to the child to ensure the possibility of regular observations. In addition, it must grow in a safe place, away from the roadway, so that the child can come to it himself. Many schoolchildren choose for research trees that are visible from the windows of their houses and grow in the courtyard. Most children have formed the idea that the main tree of our country is ¾ birch. However, to compare results, it is important to observe different trees. As a result, among the objects of observation were rowan, apple, bird cherry, pear, cherry, willow, i.e. Children develop an emotional attitude towards trees and communicate with them as equals. Since the tree is a friend, the child himself chooses a name for it. An analysis of children's works showed that all invented tree names can be divided into several groups. The first ¾ are ordinary, “human” names ¾ Sasha, Annushka, Alyonushka, etc. Perhaps in this case the children wanted their trees to have the same names as themselves or their friends. Thus, they emphasize their attitude towards the tree as a friend. The second group of names are made up words that reflect a certain characteristic of the tree: the tree named “Srednekan” is so named because it is neither a giant nor a baby, but something in between. In the third group, the names of the trees reflect their characteristics, but the children used already existing words: Beauty, Belyanka (birch), Hedgehog (spruce), Bride (apple tree in bloom). An analysis of children's stories about their trees showed that children liked to call trees by fictitious names rather than by their botanical name. In this way, they emphasize their personal relationship with the tree and distinguish it from the rest.

The environmental project “My Tree” can become a family project if you introduce parents to the goals and objectives of the work on this project. Parents can help their child choose a tree, care for it, and tell the story of its appearance.

The preparatory stage includes the design of a special notebook “My Tree”, in which students record the results of their observations not only in the form of brief notes, but also in the form of drawings. For example, they draw a portrait of their tree at different times of the year.

The research stage consists of a number of tasks: “Acquaintance with the tree”, “Study of the crown, leaves”, “Study of the bark, trunk”, “Study of fruits, seeds”, “Study of animals associated with the tree”, etc. Each task, in its own way queue consists of a set of questions. Below is an example of one of the tasks ¾ “Study of the trunk, bark.”

1. Find the place where the tree trunk is the widest (narrowest) of all.

2. Stroke the tree bark. What is it like: hard, wet, dry? Are there any cracks on it? Where are the most of them? Can anyone live in these cracks? Note. When answering these questions, schoolchildren even noted how the bark changes after rain. Some children believed that the bark of their tree was “average” because it was “neither rough nor smooth.” The children's answers showed that the children carried out research with great interest and at a detailed level, at different times of the year.

3. Smell the bark. What does this smell remind you of? Does tree bark always smell the same?

Note. Schoolchildren noted the smell of bark at different times of the year, under different weather conditions. The answers were as follows: “lemon”, “sunflower oil and mushrooms”, “orange”, “grass”, “forest”, “foliage”, “apples”, “fresh cucumbers”.

1. Are there hollows in the trees? Can anyone live in them?

2. Are there mosses and lichens on the tree bark? Are there many of them or few? Look at them carefully and try to draw them in your notebook.

3. Are there mushrooms on the trunk?

4. Are there any traces left by humans on the bark of the tree: stripped bark, a scratch from a knife, etc. Do you think the tree was able to heal these wounds?

In addition to purely research tasks, the children performed a number of additional works aimed at developing imaginative thinking and an emotional attitude towards nature. For example, they were asked to determine the “mood” of a tree and draw portraits of a tree with different moods. While completing the task, the children noted that the “mood” of their tree could be: sad, cheerful, happy, cheerful, sad, silent, playful, thoughtful. In parallel with conducting research, children participate in practical activities to care for their tree, plant other plants next to it so that “the tree does not feel bored and lonely,” and make bird feeders.

The third stage - generalization of materials - includes children writing essays about wood, making a series of drawings, and reading literature on the topic.

Below are examples of student essays.

“My tree is friends with a rowan tree that lives in another yard. Every night they come to the fence and talk. There is no wind, but they sway. Sometimes they go to the other end of the yard, where the fence is broken, and in the morning they return to their places. Trees appear to be lifeless, but they are actually alive.” (Written by Yana Talipova)

“I have my favorite trees. These are two mighty poplars. They grow in the yard. There is snow next to them, its depth is ten centimeters. There are thawed patches and the grass is already visible. The bark of the trees is very thick, and the smell is the arrival of spring. My trees need water, soil, sun, soil. They need air" (Written by Sasha Bondarenko)

Observations in nature play a special role in the formation of a positive attitude of schoolchildren towards nature.

The surrounding nature is the direct source from which children draw their first impressions. The child encounters the world of animals, birds, insects and plants for the first time. He examines the beetle and butterfly with surprise and interest, watching the rapid flight of the bird and the blossoming twig.

Observation of the surrounding reality has a profound impact on the comprehensive development of the child’s personality. During the observation process, the child's analyzers are turned on: visual - the child sees the size and color of the object under study; auditory - the child hears the sound of the wind, the splash of water in the river, the sound of raindrops, the rustling of leaves, the babbling of a brook - all this is pleasant to the child's ears. The taste allows you to subtly distinguish between the sweet taste of honey and the salty taste of sea water, the taste of spring water and meadow strawberries. The sense of touch is a child’s second eyes. Feeling the objects of nature, the child feels all the roughness of tree bark, the smoothness of pebbles, grains of river sand and scales of cones. And the smells! A sea of smells that excites a child's imagination. The smell of poplar buds after rain, the smell of spring, the smell of warm earth heated by the sun. No wonder K.D. Ushinsky wrote that the child “thinks in forms, colors, sounds.” The observation process can be divided into four stages, each of which serves to achieve the overall goal of the entire observation. Let's consider each stage separately (according to A.V. Vasilyeva).

The first stage is preparatory. Its purpose is to arouse children’s interest in the object of observation. This is achieved by various techniques: a short conversation focuses on something new (what children learn about the subject, what to pay attention to); appealing to the children’s existing personal experience (remember whether you saw the object, where you saw it, what it was like then, what you know about it); showing a filmstrip and illustrations that prepare children to perceive the object. At this stage, the teacher indicates the purpose and objectives of the observation and gives an assignment for the upcoming observation. This stage may immediately precede the beginning of observation, and sometimes it may be somewhat distant in time from the beginning of the observation itself.

Second phase. At the beginning of observation, voluntary attention needs to be directed and focused on the observed object, to maintain the interest aroused at the first stage.

A well-known technique for stimulating voluntary attention in younger schoolchildren is the use of surprise, mystery, and unexpectedness. But this is not always enough. You can use techniques that would cause volitional efforts, mental stress and would help maintain voluntary attention for a certain time. It is good for this purpose to use an artistic image, a riddle, a saying, a poem, showing and explaining illustrations, questions and instructions. All these techniques are aimed primarily at setting a certain mental task for the child. The search for a solution to this problem organizes, directs and keeps the child’s attention on the observation object.

The third stage is the main point of the entire observation process. It is the longest in time. As a result of examining the object, the child should form an accurate and clear idea of it. The purpose of this observation is also to show children the techniques of correct sequential examination and help them learn them. This stage (in terms of its content and the role of observation) can be divided into three parts. The first part is an examination of the object or phenomenon as a whole. As a rule, children turn to examining individual details and parts of an object. Taking into account this feature of perception, it is advisable to choose a characteristic for the object that would immediately direct the children’s attention to a holistic perception of the object. Children can silently contemplate an object for several seconds. Silent perception should not be spontaneous, purposeful - this is what the teacher’s guiding word (question, instruction) makes it so. The second part is the analysis of the subject being examined. The teacher directs the child's attention to the features of the subject. We noticed that younger schoolchildren can relatively easily identify parts of an object and have some difficulty in identifying its properties. The parts and properties of an object are its characteristics, which the child must isolate, understand, and on this basis form an idea of the object as a whole. By identifying essential features, the child learns to determine whether an object belongs to a particular group based on its characteristic features, and learns to distinguish it from other similar objects. It should be emphasized that younger schoolchildren are able to isolate and distinguish several features in a perceived object and phenomenon. If the perceived object is little known to children, then a detailed analysis of it is carried out with the direct participation of the teacher himself. The teacher directs the children's attention to highlighting those properties of the object that it had in common with a whole group of homogeneous objects. Through the perception of one object, children learn the properties inherent in all objects of this kind, as a result of which they form a generalized idea of the typical structure, color, shape and other characteristics of the object. As you master the skills, analysis and the ability to observe become more and more independent. The third part is an interpretative examination, revealing only those perceptible properties, but also, on their basis, the abstract properties of objects and phenomena in their essential relationships. The purpose of this part of observation is to classify a given object to a certain group of homogeneous objects, as well as to establish causal connections and relationships between observed objects and phenomena, their parts and properties.

The fourth stage is the final one. Its purpose is to summarize and consolidate the acquired ideas and knowledge about objects and phenomena, as well as to evaluate the methods of examining objects that children used.

As work experience shows, a child is not always able to clearly identify individual features of an object, its parts, and their names. Therefore, repeated observation is necessary to facilitate the passage of nerve impulses along the same paths along which they flowed during the process of primary perception.

Animal observation scheme.

In the process of perception, children, following the teacher’s instructions (or independently), note:

1. Features of the appearance of the animal as a whole and its individual parts. They identify and name distinctive and similar features of the appearance of the observed object in comparison with another well-known animal of the same type.

2. Peculiarities in the behavior of the animal: habits, movements, voice and other life manifestations (lifestyle and nutrition in the wild and in captivity). Based on these characteristics, we compare it with an already known animal of the same type, distinguishing both similarities and differences.

3. Features and role of this animal in human life.

4. Interpretation of what is perceived in the light of existing personal experience and knowledge.

Bird watching scheme.

1. Mark the first time you heard the voice of a cuckoo in the forest. Did leaves appear on the tree branches by this time? And if the cuckoo has flown to the “naked forest”, will May be warm and steamy - won’t the old omen let us down? Try to check the sign that was discussed.

2. Observe, listen and note the date when the calls of the cuckoos began to fall silent - this date will mean that the cuckoos have finished their nesting chores and stopped laying eggs in other people's nests. If after some time the voices of the cuckoos are heard again, you should know: the cuckoos have again begun to lay eggs in other people’s nests. By this time, warblers, warblers, pipits and other birds had begun their second clutches, and the cuckoos seemed unwilling to stay away. A new outbreak of “cuckooing” will tell you not only that the cuckoos have started laying eggs again - you’ll guess that other birds have also started nesting, for the second time this spring and summer. The brighter and louder the flash of repeated “cuckooing”, the more warblers, warblers, and pipits have begun their second laying over the summer.

By hearing the repeated "cuckoo" you can count when the last cuckoos will leave your forests. Old cuckoos will leave your forest and go on a long journey to the south at the end of July - at the beginning of August. But young birds will not have time to get ready for the journey so early - they still need to grow up and get stronger. Having heard the repeated “cuckooing”, note the date of this event - this date means that at this time the cuckoos began to lay their eggs in other people’s nests for the second time. The cuckoo hatches from the egg on the 12th day. If we now add 12 days to the date of the start of repeated cuckooing, we get the date when the cuckoo hatchling is born - the cuckoo chick of the second hatch. Next, the cuckoo bird should serve its due time in the nest in order to grow up and finally dare to leave this nest and try to start an independent life. Typically, a cuckoo remains in the nest for about three weeks. So, from the day the cuckoos began to cuckoo again, almost five weeks must pass before the cuckoo leaves the nest. But even then he will not fly yet - it will take another week for his wings to become more or less stronger. Well, now is it time to get ready for a long journey? No, the travel date has not yet arrived. For almost a whole month after leaving the nest, the cuckoo chick will use the help of its adoptive parents - all this time, without their help, the voracious chick will not be able to independently find the required amount of food. This month will end, and only then will the young cuckoo be able to set off on its own journey, first to the surrounding areas, and then to its wintering grounds. This is how you calculate the time of departure of the last cuckoos.

We enter the data into the table:

No.	date	Changes in nature	Possible processes in the life of a cuckoo
1	The first voice of the cuckoo			On the 12th day the cuckoo hatches from the egg.
2	The silencing of the cuckoos' voices		The end of nesting worries
Second flash of "cuckoo"		Beginning of second laying by other birds	Repeated laying of eggs in other people's nests In 1-2 weeks, the old cuckoos will leave our forest and set off on a long journey to the south
	Second flash of "cuckoo"		After 11-12 days, the second hatch of cuckoo hatchling will emerge from the egg. The cuckoo remains in the nest for 3 weeks. 1 week for the wings to get stronger. For another 1 month, the voracious chick cannot find the required amount of food on its own. Then the young cuckoo will be able to set off on its own.
4	Departure of the last cuckoos	?

2.4. RESULTS OF EXPERIMENTAL WORK.

At the conclusion of the formative experiment, we carried out a repeat cut. The children were asked questionnaire questions (see Chapter 2. 2.1.) Repeated data showed that after the lessons the number of complete answers significantly increased and the number of incorrect answers decreased. For example:

Students' answers to the question: What is nature? They showed that the majority of students gave fairly accurate and complete answers to this question. Among the components of nature, children most often named air, plants, water, animals, and humans (Appendix No. 1, Diagram No. 1).

Or to the question: What does nature give to man? most students gave correct answers (Appendix No. 1, Diagram No. 2)

The following diagram illustrates students' answers to the question: Name the protected plants in our area (Appendix No. 1, Diagram No. 3). The responses received allow us to conclude that the program classes led to an increase in the level of knowledge about protected plants. The number of inaccurate answers decreased; many plants, which were named before classes by one or two schoolchildren, became known to the majority of schoolchildren.

We also focus on the answers to the following question: How do you assess the state of the environment in your area? Shows that most schoolchildren have increased knowledge about the environmental situation in their area. (Appendix No. 1, diagram No. 8).

Students’ answers to the question “How does man destroy nature?” indicate that schoolchildren learned about the numerous human activities on nature (Appendix No. 1, diagram No. 9).

Students’ answers to the question “What can children do to protect nature?”, most children realized their role in protecting and restoring the natural environment (Appendix No. 1, diagram No. 10).

Analyzing the data from two questionnaires, it is clear that the children’s level of environmental awareness has increased. Students began to perceive nature and works of art about nature more emotionally. For example, Malykh Dima read and told his comrades the fairy tale by A. Dietrich and G. Yurmin “The Multi-Colored River” about the harm that industrial plants cause by polluting our rivers and lakes. And Igor Kravchenko hung a feeder and shared with his friends his observations about what birds flew to his artificial dining room. A group of children organized a “blue patrol” to clean up the river. Mudflakes (Appendix No. 11, photo 1). Pinaeva Irina, Sysoeva Dasha participated in planting flowers (Appendix No. 11, photo 2). Nagimov Denis, Loginova Olya were engaged in systematic observations in nature, collecting medicinal plants (Appendix No. 11, photo 3). Bystrova Dasha, Kozgova Nastya helped care for the pets (Appendix No. 11, photo 4).

Children's interest in project activities has increased. The number of children of tour guides has increased (2003 - 3 people, 2004 - 5 people), consultants on keeping animals at home (2003 - 2 people, 2004 - 5 people). If in 2003 2 people presented their projects, then in 2004 – 4 people.

A formative experiment conducted according to this program in the 2nd grade of secondary school No. 1 in Tchaikovsky showed that children became more interested in nature, their environmental knowledge expanded.

The data presented indicate the effectiveness of practical work with students in the formation of an environmental culture.

1. Club work in the system of additional education is the optimal form of work to develop the ecological culture of junior schoolchildren.

2. The system of working with children of primary school age significantly expands and deepens their knowledge about nature and forms emotional sensitivity.

3. Club work develops practical skills in helping nature and introduces them to a variety of activities to help nature.

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, by comprehensively influencing the child’s personality, to develop all components of environmental culture as personality traits in terms of a person’s general culture. The problem of environmental education and upbringing is sufficiently covered in the works of famous scientists. The goals, objectives, principles, means, forms and methods, as well as the content of environmental education are determined. However, systematic work on environmental education of junior schoolchildren is not carried out. Therefore, the goal of our research was to develop the “Young Ecologist” program, which allows us to more fully realize the possibilities of environmental education and contribute to the formation of an environmental culture.

The work done led to the following conclusions:

1. Environmental education and upbringing of schoolchildren is a priority direction in institutions of additional education, carried out taking into account the age of students, with the ultimate goal of creating an environmental culture.

2. The theoretical foundations of environmental education and upbringing of junior schoolchildren are sufficiently developed in the scientific and methodological literature.

3. Despite the revival of work on environmental education and training, its level, as a rule, remains quite low.

4. To systematize the work, a program of environmental education and upbringing of children of primary school age is necessary, ensuring the organization of cognitive, educational-entertaining, 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 and upbringing, carried out within the framework of a specially developed program of the “Young Ecologist” club, contributes to a significant increase in the environmental culture of schoolchildren.

The preparation of my thesis convinced me of the great importance of developing a special program of joint activities between the station of young naturalists and the secondary school, aimed at improving the environmental culture of primary school students.

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Municipal budgetary educational institution secondary school in the village of Solidarnost

Eletsky municipal district of Lipetsk region

Report

“Formation of ecological culture among junior schoolchildren”

Prepared by the teacher

primary classes

Panteleeva Natalya Ivanovna

2017

“The earth is our common home!”

Today, more than ever, humanity is faced with the question of the need to change its attitude towards nature and ensure appropriate upbringing and education of the new generation. In today's complex, diverse, dynamic, contradictory world, environmental problems (ecological problems) have acquired a global scale. The basis for the development of mankind should be the community of man and nature. Everyone must understand that only in harmonious coexistence with nature is the further development of our society possible. Everyone should have environmental knowledge.A person needs new knowledge, a new system of values, which, of course, needs to be created and nurtured from childhood. From childhood we must learn to live in harmony with nature, its laws and principles. Environmental education and upbringing in a modern school should cover all ages, it should become a priority. The task of the school is not only to develop a certain amount of knowledge on ecology, but also to promote the acquisition of skills in scientific analysis of natural phenomena, understanding the interaction between society and nature, and awareness of the significance of one’s practical assistance to nature. Currently, greening the educational work of schools has become one of the main directions in the development of the school education system. In general, environmental education makes it possible to more fully realize the educational and developmental potential of environmental knowledge and provide more reliable foundations for the environmental responsibility of schoolchildren.

Problems of environmental education should be solved during classroom hours, environmental holidays and conferences, parent meetings, pedagogical councils, during lessons and outside of school hours.

One of the effective forms of environmental education is extracurricular activities, which have great educational significance. It allows students to significantly expand, realize and comprehend the knowledge acquired in lessons, turn them into strong beliefs, take into account diverse interests, easily individualize learning and apply a differentiated approach.

Extracurricular event on ecology and environmental protection. Can be used to work with students in both primary and secondary schools.

In the lessons of the surrounding world, students become familiar with the basic laws of ecology, in order to understand the principles of the balanced existence of nature and society.

Environmental weeks are of particular interest to children.

Ecological weeks are held with the aim of forming the foundations of a value-based attitude towards all living things, through involvement in the study and protection of the animal world. Conducting thematic weeks activates students' cognitive interest in academic subjects. They give students the opportunity to apply the acquired knowledge and skills in extracurricular activities, and create a desire to take an active part in environmental protection activities. They develop collective creativity, tolerance in relationships with peers, expand the general horizons of students, and contribute to the development of initial practical skills in humane and creative interaction with natural objects of the immediate environment. And, of course, they promote environmental literacy among students.

These events help to emphasize the importance of the reality around us, introducing students to environmental problems at the present stage, draw the attention of schoolchildren to the threat posed by human impact on the environment.

The involvement of students in the preparation and conduct of the activities of subject environmental weeks leads to the need to supplement and expand knowledge in the field of environmental protection, the characteristics of the nature of their native land, rational environmental management, and aims at solving practical problems of improving the natural environment.

The class should hold a drawing competition about the animal and plant world, a reading competition"Let's save the planet!" etc., prepare and defend “Red Book” projects, etc. Children always read poems very emotionally, sing songs, and dramatize excerpts from works about nature.In order to use environmental knowledge and environmental culture as an effective means of training and educating the younger generation, as well as improving the forms and methods of environmental work and instilling practical skills in environmental work, environmental landings should be systematically carried out to clean up the school yard and the surrounding area.Cleaning up the park area near the school, environmental clearance in the vicinity of the village and city. Children are very actively involved in the “Plant a Tree” campaign - planting seedlings of coniferous and deciduous trees, shrubs, planting seedlings of fruit trees at the school educational and experimental site.

Students should be encouraged to take an active part in the following campaigns: “Save primroses”, “Clean Coast”, “Water Day”, “Day of Environmental Knowledge”, “Day of Environmental Defenders”. The following events and holidays have a great educational effect: performance at the “For Life on Earth” lines, “Bird Day” with hanging birdhouses for birds, design of the “Birds and Animals of Our Land” stand, “Birds of our Land” quiz, “Bird Canteen” etc. Children with great desire strive to help defenseless birds, especially in winter. They make feeders together with their parents, and then rush to hang them up to treat the birds with food.

In order to improve the quality of biological training of students and raise the significance of phenological observations in all classes, seasonal and thematic naturalistic excursions should be conducted in a certain sequence, according to the seasons of the year in accordance with the topics of the curriculum and extracurricular activities. In this direction, it is necessary that almost all naturalistic excursions be comprehensive in nature, in order to reveal students’ awareness of processes in the human-nature-society system.

Children are very interested in going to the library, where they get acquainted with new products on this issue. Children should be offered an exhibition of books, magazines, and newspapers. And shewill definitely attract the attention of young readers to literature that talks about environmental problems, reveals the diversity of life on the planet, and shows the beauty of the world around us.None of the children will remain indifferent.

At the end of the event, children can be presented with memorable emblems of young ecologists and reminders.

Such events will help students develop a system of knowledge about living nature and its individual representatives in a relaxed atmosphere. Fto form cognitive interestto environmental problems and the desire to take part in their solution,communication skills when working in a group, in pairs, develop creative abilities and apply environmental knowledge in practice, instill an environmental culture.

Environmental work should also be carried out among parents, teachers and the rest of the population.To highlight environmental issues among parents and teachers during parent-teacher meetings, debates, and meetings, it is possible to conduct lectures and read reports “Environmental education in the family”, “Nature has friends: this is us - both you and me”; hold environmental holidays with the invitation of parents and relatives of students “Let’s preserve the colors of nature,” etc.

Expected final results.

1. Fostering a sense of responsibility for the fate of the nature of one’s homeland, understanding the need to learn to take care of one’s home, one’s Earth.

2. Students’ awareness of the important role of ecology in solving global problems of our time

3. Instilling an understanding of the need to take care of younger “brothers.”

4. Fostering a sense of responsibility for the beauty and purity of nature.

5. Formation of an environmental culture.

6. Expanding children's knowledge about the nature of their native land.

7. Developing responsibility for one’s own well-being and the environmental well-being of the environment;

8. Formation of initial experience in protecting the natural environment and one’s healthy lifestyle.

Used Books:

Zverev A.T. Ecology. We observe and study./ A.T. Zverev. -M.: Publishing center "Onyx", 2015. - 47 p.

Nikolaeva S.N. Communication with nature begins from childhood./ S.N. Nikolaeva. -M.: Publishing center "Infra". Series of scientific thoughts, 2007. - 216 p.

Brodsky, A.K. General ecology / A.K. Brodsky. - M.: Publishing center "Academy", 2007. - 256 p.

Gorokhov, V.L. Ecology: Textbook / V.L. Gorokhov, L.M. Kuznetsov, A.Yu. Shmykov. - St. Petersburg: “Gerda Publishing House”, 2005. - 688 p.

Aksakov S. T. Stories about native nature / S. T. Aksakov; rice. G. Nikolsky. - Children's literature, 1988. - 143 pp.: ill. - (in translation)

Platonov A.P. Unknown flower: stories and fairy tales / Andrey Platonov; artist V. Goryacheva; entry Art. A. Akimova. - Moscow: Children's literature, 2014. - 238 p.: ill. - (School library).

Prishvin Mikhail Mikhailovich. Selected works / Mikhail Prishvin; Paustovsky K. G. Selected works / K. G. Paustovsky; comp., intro. Art., comment. A. N. Varlamova. - Moscow: OLMA-PRESS Education, 2014. - 825 p. - (Student's Library)

Abramov Fedor Alexandrovich. What horses cry about: a story // in the book: Abramov F. A. House: novel; Stories; Stories; Journalism /F. A. Abramov; comp. L.V. Krutikova. - Moscow, 1988. - 670 p.

Saint-Exupéry A., de. The Little Prince: a fairy tale / Antoine de Saint-Exupéry; rice. Author; lane from fr. and after. N. Gal. - Moscow: Children's literature, 2008. - 119 p.: ill. - (School library. - (in translation)

Skrebitsky G. A. Forest migrants: stories about animals / G. A. Skrebitsky. - Moscow: Moscow State University Publishing House, 1990. - 224 p.: ill.

Author: Nesterova Nadezhda Aleksandrovna, primary school teacher of the highest category, Municipal Budgetary Educational Institution “Secondary School No. 3”, Novoaltaisk

Annotation. The article discusses issues of environmental education for primary school students, including methods for developing a conscious attitude towards nature and the environment. The results of diagnostics of the formation of the level of ecological culture of junior schoolchildren (4th grade students) are presented.

The importance of environmental education of children in the modern world cannot be overestimated. Its main task is to form a person who, in the scale of values, puts the protection of human life and the environment in first place. In this case, one can hope that the adopted laws on environmental protection will be implemented, and environmentally harmful projects will be rejected, no matter how much profit they bring. The problem of nature conservation becomes an ethical problem.Environmental education should include children’s caring attitude towards nature, revealing the aesthetic, educational, health-improving, and practical significance of nature in people’s lives.

You need to start working on raising an ecologically cultural person already at primary school age. An environmentally educated person, knowing what harm certain actions cause, forms an attitude towards these actions and decides the question of their legality. If a person is environmentally educated, then the norms and rules of environmental behavior will have a solid foundation and will become the beliefs of this person.

Forming a positive attitude of children towards nature is an important area of environmental educationit reflects the result of all environmental and pedagogical work with children and is the finalits product and indicator.

Let us consider the content of the concept of “environmental attitude”.

Attitude to nature is an important subsystem of ecological culture.Psychologists (S.L. Rubinshtein, A.N. Leontyev, V.N. Myasishchev, S.D. Deryabo, V.A. Yasvin, etc.) consider the category of attitude in the aspect of personality as its manifestation. Fromwearing always hasemotional coloring, it is subjective and expressed in actions, practical actions, activities.

A significant characteristic of a relationship is its awareness, which is formed on the basis of knowledge and is associated withfeelings. Psychologists note the complex nature of connections between knowledge and emotions: attitude cannot arise only onbasis of knowledge - personal meaning must be connected to it,understanding, awareness of the objectivity of what is happening.

In modern society, nature is viewed only from the standpoint of benefit and harm; man opposes himself to other living beings, considers himself “higher, more significant” than them. It is precisely this attitude that prevents us from establishing ethical standards of behavior in nature and interaction with it according to these standards. It is necessary to search for psychological and pedagogical mechanisms for correcting the existing attitude towards nature.

According to research by S.N. Nikolaeva, a consciously correct attitude towards nature, which is the core of ecological culture, is built on an understanding of the connection of plants and animals with external conditions, their adaptability to the environment; on awareness of the specifics of living things and their intrinsic value, the dependence of life on the influence of environmental factors and human activity; on understanding the original beauty of natural phenomena, living beings, if their development occurs in full-fledged natural or specially created conditions.

L.A. Mazitova points out that the ecological attitude of junior schoolchildren to nature is a subjective position of the individual in the reality around him, including a responsible attitude towards nature, based on the conviction that nature belongs to the whole society, including the future generation of people; the need to communicate with nature, knowledge of the norms and rules of behavior in it; activity and readiness for environmental activities; skills and abilities to interact with nature (Mazitova p.1).

V.A. made a significant contribution to the development of science on the formation of ecological culture and attitudes towards nature. Yasvin, who in his detailed psychological study examined the formation of a subjective attitude towards nature based on unity with it at different stages of ontogenesis (preschool, school, youth, adult). The researcher believes that the attitude towards nature should be built on the principles of anthropomorphism, “humanizing nature.” However, we believe that this approach is not justified in working with preschoolers and primary schoolchildren, but ratheranthropomorphism inhibits the development of the principles of ecologicalconsciousness in children, contradicts the cognitive and practical approach in the formation of a subjective-ethical attitude towards nature. The child must, in practice, interact with the living in an ethical (humane) way, based on taking into account their vital needs of understanding the self-worth and fragility of life.

This approach to the formation of attitudes towards nature is presented in many works of domestic psychologists and teachers (V.G. Fokina, Z.P. Plokhy V.D. Sych, I.A. Komarova, M.K. Ibraimova, etc.). Research has revealed a number of generally significant facts.

The attitude towards nature can be formed: among younger schoolchildren, the attitude is not of a generalized nature - it is an attitude towards those specific objects and phenomena that are included in the space of their life.

A child’s personal (subjective) attitude towards nature appears on the basis of interest in phenomena, objects, events, processes and incidents that the teacher introduces him to, i.e. on the basis of knowledge.

The formation of an attitude and its manifestation are always associated with activity - work, play, visual, constructive, observation activity.

A child’s relationship with nature arises through direct contact with nature itself, being in it, visual or practical interaction with living beings.

For a primary school student, emotional relationships to objects and natural phenomena are very important - sensory impressions give rise to personal experiences, which are transformed into attitudes.

The formation of an attitude towards nature and the emergence of an emotional interest in it in a child is associated with the search for special pedagogical techniques (both individual and complex) that evoke personal experiences in him.

The attitude towards nature can have different shades - careful, caring, cognitive, aesthetic, responsible, consciously correct, economically careful, etc., the nature of the attitude formed depends on the pedagogical goal and those nology to achieve it. One of the conditions for the successful formation of an ecological attitude towards nature among junior schoolchildren is the organization of the initial educational process on the basis of psychological mechanisms of subjectification, i.e. subjective attitudeto natural objects.

The formation of attitudes towards nature is based on knowledge about nature. Knowledge about nature influences the formation of a conscious attitude: under the influence of education, children begin to understand causalconnections and dependencies in nature, begin to take them into account in theiractivities, behavior. This is convincingly shown in the study AND . A. Komarova.

The authors of various works note that a good attitude towards the natural environment that appears in children is the result special organization of the pedagogical process. In some cases the effectis achieved by including children in practical activities (labor, search, visual), in others - by connecting additional material (reading literary works, showing pictures, watching TV shows, etc.), thirdly,interaction, communication with living beings (especially animals).

The attitude towards nature is also closely connected with family, social, industrial, interpersonal relationships of a person, and covers all spheres of consciousness: scientific, political, ideological, artistic, moral, aesthetic, legal. It should be noted that a responsible attitude towards nature is a complex characteristic of a person. It means understanding the laws of nature that determine human life, manifested in compliance with the moral and legal principles of environmental management, in active creative activities to study and protect the environment, in promoting the ideas of proper environmental management, in the fight against everything that has a detrimental effect on the environment. The condition for such training and education is the organization of interconnected scientific, moral, legal, aesthetic and practical activities of students aimed at studying and improving the relationship between nature and man. The criterion for developing a responsible attitude towards the environment is moral concern for future generations.

Primary school students gain knowledge about the natural environment in science and nature lessons. In our opinion, the formation of an ecological attitude towards nature at the primary level must be carried out through the integrated use of non-traditional teaching methods (ecological labilization, environmental empathy, environmental identification, ritualization of environmental activities) in the course “The World Around Us”, as well as a system of cognitive tasks for 1st–4th graders classes based on natural history program material on the application of natural history knowledge in a new educational situation. Extracurricular work to develop an environmental attitude among junior schoolchildren should be considered as an integral part of the entire educational process and include non-traditional forms: environmental holidays, expositions, computer environmental modeling, environmental workshops, environmental and psychological trainings.

Reading lessons have great opportunities for implementing environmental education; working on works allows children to develop the ability to compare the state of nature at different times of the year, to see, “discover” the diversity of the world, to be able to find the unusual in ordinary objects, to see a person’s attitude to the world around them. In this way, children gradually learn the concepts of balance in nature, its violation by man and the consequences of this violation, and the possibility of correct, environmentally literate interaction between man and nature. The theoretical knowledge acquired by students in the classroom becomes the basis for independent assessment of processes and phenomena occurring in nature, for conducting their own research and observations. Often children study nature only from books; they can determine the names of plants and animals depicted in pictures, but do not recognize them in nature. Research work of junior schoolchildren within the framework of environmental projects helps solve this problem. Primary school students participate in such work with pleasure and great interest, naturally, at a level accessible to them.

R Working on the course “The World around us” according to this teaching aid helps to introduce the child to nature and develops a caring attitude towards the environment.

Table 1 presents data on the implementation of the content component in this educational complex.

Table 1. Content component of the educational complex “Primary school of the 21st century” in the subject “The world around us”

Requirements for knowledge and skills

Using knowledge and skills in practice

Educational and training complex "Primary school of the XXI century"

Human use of natural resources (water, forest, wild plants and animals). The importance of nature for the existence of all life on Earth.

Rules of conduct in the park, forest, river and lake. Respect for the environment.

Nature is the entire diverse world that surrounds humans.

Plants, their diversity. Trees, shrubs, herbs. The role of plants in nature and people’s lives, people’s caring attitude towards plants.

The role of animals in nature and people’s lives, human care for animals.

Rules of behavior in nature.

The Red Book of Russia.

know the basic rules of behavior in the park, in the forest;

understand the importance of protecting plants and animals;

understand the need to respect the environment

use acquired knowledge in productive and transformative activities;

In the 2013-2014 academic year, on the basis of the 4th grade of MBOU Secondary School No. 17 in Novoaltaisk, I conducted a diagnostic study in order to identify the formation of the ecological culture of junior schoolchildren.

The experiment was carried out in natural conditions for primary schoolchildren, communication was carried out at ease, taking into account the age characteristics, interest and desire of the children to complete tasks.

At the first stage, the level of formation of environmental relations was studied using the N. Fisher Method.

Diagnostic indicators:

1. Correspondence of knowledge and behavior in nature.

3. Interest in nature, desire, intention and need to realize one’s positions in actions.

4. Emotional attitude towards nature.

5. Promotional environmental activities.

6. Assessment of the state of nature according to aesthetic, hygienic, material, bioecological criteria.

The children were asked to answer questions during a conversation with the teacher.

During the conversation, students were asked to answer the following questions (see Table 2).

Table 2 – Diagnostic card

Indicators

Key words and phrases

Interest in nature

Do you often walk in nature? What will you choose: sit at home and watch a cartoon or go to the park? How do you feel when you walk in the park?

Do you love autumn? What about summer? What do you enjoy most in the summer? How do you feel when other children pick flowers?

How do you feel when people throw garbage in nature (on a river, in a forest...)?

Correspondence between the level of environmental knowledge and the nature of behavior in nature.

Why did you throw a candy wrapper on the road in the park? Is it possible to do this? How to behave correctly in the forest?

Practical environmental activities

What did you do for the birds last winter? How do you protect nature? Why are you doing it?

Promotion of nature conservation

Do we need to explain to children how to behave in the forest, on the river, in the park? How to behave at the zoo? What would you do if you saw rare plants being torn up or rare animals being killed?

Assessment skills

Is it nice or ugly to throw trash on the street? Picking flowers? Teasing wild animals? Is walking in the park good or bad for your health, but for living beings?

The questionnaire for children is presented in Appendix 1.

Students were asked to answer 18 questions in the survey. The answers provided by the children were recorded and assessed on a scale (Table 3).

Table 3 - Evaluation of indicators

Index

Point

Criteria for evaluation

Interest in nature

Lack of interest in nature and desire to protect it

Weak interest in nature and lack of desire to protect it

There is little interest and desire to protect nature only if there is a benefit for oneself

Shows sufficient interest in nature, but little desire to protect it

Dreams of big things to protect nature, shows readiness and desire to personally participate in its protection

Emotional attitude towards nature

Lack of positive emotions towards nature

Weak emotional development of the individual

Sees the beauty of nature, but does not emotionally show his attitude towards it

Emotionally responsive, but does not show a desire to express his attitude towards nature in creative activities

Emotionally responsive, shows a desire to express his attitude towards nature in creative activities

Correspondence between knowledge and behavior in nature.

Doesn't know the rules of behavior in nature and doesn't follow them.

Knows the rules of behavior in nature, but does not follow them.

Behavior in nature does not always correspond to norms, knowledge is satisfactory.

Ecological knowledge is good, behavior in nature almost always corresponds to known norms and rules

Ecological knowledge is high, behavior in nature corresponds to the norms

Practical environmental activities

Avoidance of practical environmental activities, lack of formation of motives for this activity

Episodic participation, the leading motive is utilitarian

Practical environmental activities are situational in nature, the leading one is the utilitarian motive

Under the guidance of a teacher, he works in the field of nature conservation, the leading one is the aesthetic motive

Actively participates in environmental activities, the leading one is a moral or educational motive

Environmental propaganda

Considers propaganda of the idea of nature conservation unnecessary

Propaganda is egocentric

Considers the promotion of environmental conservation ideas necessary

Promotes ideas for nature conservation under the guidance of a teacher

Independently promotes environmental conservation ideas

Assessment of the state of nature

Can't evaluate

Evaluates from utilitarian egocentric positions, condemns cruelty and destruction of nature

Shows concern about the negative actions of others, but does not adequately evaluate his own actions

Shows concern about the negative actions of both oneself and others

Able to practically evaluate his own and others’ actions from an environmental perspective, condemns incorrect behavior in nature

The minimum number of points is 18. The maximum is 90. In accordance with the analyzed data, based on the methodology for assessing the level of formation of environmental relations, 5 levels were identified: high (80-90 points), above average (60-79 points), average (40 -59 points), below average (29-39 points), low (18-28 points).

The following results were obtained (see Fig. 1).

Fig.1. Results of the ascertaining experiment

Thus, in the group there are three students with an average level, three with an “above average” level, and one student each with a low and a high level.

Let us analyze the data obtained in the following sections: interest in nature, emotional attitude towards nature, correspondence of knowledge and behavior in nature, practical environmental activities, environmental propaganda, assessment of the state of nature (Fig. 2).

Fig.2. Analysis of indicators

Interest in nature: in childrenthere is little interest and desire to protect nature only if there is a benefit for oneself

Emotional attitude to nature: childrenemotionally responsive, but do not show a desire to express their attitude towards nature in creative activity.

Correspondence between knowledge and behavior in nature: in children it fluctuates between « knows the rules of behavior in nature, but does not comply with them” and “behavior in nature does not always correspond to the norms, the knowledge is satisfactory.”

Practical environmental activities:practical environmental activities are situational in nature, the leading one is the utilitarian motive.

Propaganda of nature conservation: considers the promotion of ideas of nature conservation necessary.

Evaluative skills: shows concern about the negative actions of others, but does not adequately evaluate his own.

So, environmental education of the younger generation is becoming one of the main tasks facing society. In order to avoid adverse effects on the environment, in order not to make environmental mistakes, not to create situations dangerous to health and life, a modern person must have basic environmental knowledge and a new ecological type of thinking. And in this, an important role is assigned to the general education school, which, by equipping children with modern knowledge and life experience, essentially works for the future.

The effect of environmental education of students is largely determined by the state of the culture of their relationship with the environment - natural and social. Instilling in students a culture of relationship with it is carried out both in the process of acquiring knowledge, skills and abilities in the classroom, and during specially organized extracurricular activities of children.

Education of students in ecological culture cannot be holistic and comprehensive without the participation of the family, representatives of the older generation, who are a living encyclopedia of the nature of their native land. They have something to tell their children and grandchildren, sometimes causing surprise and regret.

List of used literature

Bryazgina T.A. The relationship between family and school in the formation of the ecological culture of schoolchildren // Young scientist. – Electronic format. – Access mode: http://www.rae.ru/forum2012/8/3240

Veselova, T.M. Formation of ecological culture of junior schoolchildren on the basis of local history material // Primary school. -2003. – No. 2. – p.110-113.

Vinogradova N.F. Environmental education of junior schoolchildren: Problems and prospects // Primary school. – 1997. - No. 4. – P.20-24.

Vinogradova N.F. The world around us: Teaching methods: grades 1–4. – M.: VentanaGraph, 2005. – 240 p.

Mazitova L.A. Formation of an ecological attitude towards nature among junior schoolchildren // Primary school. Plus before and after. – 2007. – No. 6. – P.8-12.

Methods of environmental education of preschool children Proc. aid for students avg. ped. textbook establishments. – 2nd ed., rev. – M.: Publishing Center “Academy”, 2001. – 184 p.

INTRODUCTION

Conclusions on the first section

1 Diagnostics of the level of formation of ecological culture of junior schoolchildren

2 Organization and conduct of experimental work on the formation of ecological culture of primary schoolchildren through didactic games

Conclusions on the second section

INTRODUCTION

Relevance of the research topic. At the present stage of development of education, the issues of forming an ecological culture for children of primary school age are becoming more relevant. The need for the education and upbringing of junior schoolchildren, their full mastery of all components of educational activity is indicated in the National Doctrine for the Development of Education in Ukraine in the 21st Century, the Law of Ukraine “On Education”, the State Program “Education” (“Ukraine of the 21st Century”), and the Concept of Pedagogical Education.

Ecological culture determines the level of people’s perception of nature, the world around them and their assessment of their position in the universe, a person’s attitude towards the world. The formation of an ecological culture is considered as the development of ecological consciousness, ecological sensitivity to nature during everyday communication with it in the pedagogical process.

Ecological culture develops in the process of environmental education, that is, systematic and purposeful activities of students. In the process of this activity, the teacher selects appropriate methods and techniques that contribute to the effective achievement of set goals, namely the formation of environmental knowledge about nature, mastering the rules of interaction with the outside world, and participation in environmental activities.

In the process of forming an ecological culture in primary school, the problem of respect for nature and environmental protection is solved. An effective method for developing an ecological culture is didactic games.

The didactic game is used for teaching and educating preschoolers and primary schoolchildren. It is important in education. In the process of using didactic games, children develop the ability to act in any situation in accordance with certain norms.

The problem of the development of an individual’s ecological culture was considered in the works of: L. I. Vasilenko, F. I. Girenka, A. A. Gorelova, V. D. Komarova, B. T. Likhacheva, V. A. Sukhomlinsky, K. D. Ushinsky . The foundations for the formation of ecological culture among schoolchildren were developed in the works of: A. A. Verbitsky, N. F. Vinogradova, E. V. Girusov, S. D. Deryabo, A. N. Zakhlebny, I. D. Zverev, T. V. Kucher , A.V. Mironova, N.N. Moiseeva, A.A. Pleshakova, I.T. Suravegina, L.P. Simonova. The theoretical foundations of school environmental education were considered by the following scientists: S. V. Alekseev, T. Ya. Ashikhmina, G. V. Bukovskaya, A. N. Zakhlebny, B. D. Komissarov, L. P. Saleeva, I. V. Tsvetkova . The use of didactic games in the development of junior schoolchildren was considered by: A. K. Bondarenko, F. N. Bleher, G. G. Grigorieva, N. K. Krupskaya, O. Ya. Savchenko

However, despite numerous studies in the field of formation of environmental culture among primary schoolchildren, a low level of formation of environmental culture in children is noted. Thus, the relevance of this problem, as well as the practical need to increase the level of formation of ecological culture among junior schoolchildren, determined the choice of the topic of the bachelor’s work: “Formation of ecological culture of junior schoolchildren through didactic games.”

Purpose of the study: to theoretically substantiate and experimentally test the effectiveness of using a set of didactic games aimed at developing the ecological culture of junior schoolchildren.

Research objectives:

Study and analyze pedagogical, psychological and scientific-methodological literature on the research topic.

To reveal the theoretical foundations of the formation of ecological culture of junior schoolchildren.

To study the initial level of formation of the ecological culture of junior schoolchildren.

To compile and experimentally test the effectiveness of a set of didactic games aimed at developing the ecological culture of primary schoolchildren.

Summarize the results of theoretical and experimental work.

Object of study: the process of forming the ecological culture of junior schoolchildren.

Subject of research: formation of ecological culture of junior schoolchildren through didactic games.

To solve the problems, a set of research methods is used:

Theoretical methods (analysis, synthesis, induction, deduction, systematization, classification, comparison, juxtaposition, generalization).

Practical methods (observation, conversation, study of advanced pedagogical experience in the aspect of the issue under study).

Pedagogical experiment (ascertaining, formative and control).

The study took place in three stages.

Stage I (April - October 2012) - selection of a research topic, study and analysis of literature, compilation of a bibliography, drawing up a plan for the content of the study, writing the theoretical part of the study.

Stage II (November 2012 - February 2013) - determining the goals and objectives of the experimental work, drawing up a set of didactic games aimed at developing the ecological culture of junior schoolchildren, conducting formative and control experiments.

Stage III (March - April 2013) - analysis of the research results, their generalization, formulation of the main conclusions.

Base of experimental work: Malinovsky OVK "DUZ-OUZ 1st-3rd stages" Malinsky district, Zhytomyr region.

The practical significance of the bachelor's work lies in the fact that its materials can be used in the practice of primary school teachers in developing the ecological culture of junior schoolchildren.

Structure of the work: the work consists of an introduction, 3 sections, conclusions and a list of sources used (60 titles).

SECTION 1. THEORETICAL FOUNDATIONS OF FORMATION OF ECOLOGICAL CULTURE IN NATURAL SCIENCE LESSONS

1 The essence of the concept of “ecological culture”

Ecology has become one of the leading aspects of science since the end of the last century. The sphere of real human activity can be called ecological culture. The concept of environmental culture includes two components: ecology and culture.

In the pedagogical dictionary of S. U. Goncharenko, culture is understood as a set of practical, material and spiritual acquisitions of society, which reflect the historically achieved level of development of society and man, and are embodied in the results of productive activity. A person’s culture is a level of knowledge that allows him to live in harmony with the world around him. Nowadays we meet many different cultures: spiritual, physical, moral, etc.

From the first minutes of his life, man is inextricably linked with nature. Over time, people accumulate environmental knowledge. Nature has been studied at all times, but its importance as a science began to be understood only recently.

The pedagogical dictionary of S. U. Goncharenko gives the following definition of the term “ecology”. Ecology (from the Greek eikos - house + logy) is a branch of biology that studies the patterns of relationships of organisms with each other and with the environment.

Pollution of land, air and water can lead to environmental disaster, which poses a threat to people's lives. One of the directions for overcoming environmental pollution is environmental education of people, including schoolchildren. A. I. Kuzminsky A. V. Omelyanenko consider environmental education as a systematic pedagogical activity aimed at developing environmental culture in students. Environmental education involves equipping a person with knowledge in the field of ecology and developing in him a moral responsibility for preserving the natural environment. The system of environmental education cannot be any episode in a person’s life. After all, it is an integral part of human culture. Therefore, throughout the life of an individual there must be a process of formation and improvement of the culture of human life in the natural environment.

Environmental education of schoolchildren at the present stage requires the psychological inclusion of the individual in the natural world with the further construction of a system of personal attitude towards nature.

The goal of environmental education is to form in schoolchildren systems of scientific knowledge, views, and beliefs that ensure the development of an appropriate attitude towards the environment in all types of their activities, that is, the education of an individual’s environmental culture.

L.V. Kondrashova points out that environmental culture is a set of environmental knowledge, a positive attitude towards this knowledge and real activities to protect the environment.

L.V. Avdusenko notes that most often the concept of “ecological culture” is used to characterize the level of a person’s attitude towards nature (we are talking about the development of environmental consciousness, which is a regulator of all activities and behavior of people). A person who masters ecological culture is aware of the general patterns of development of nature and society, understands that nature is the fundamental basis of the formation and existence of man. She treats nature as a mother: she considers it her home, which needs to be protected and taken care of; Subjects all its activities to the requirements of rational environmental management, takes care of improving the environment, and prevents its pollution and destruction. One of the main indicators of an individual’s ecological culture is a real contribution to overcoming negative impacts on nature.

To form an ecological culture, the following tasks must be achieved: mastering scientific knowledge about nature, intensifying practical activities of schoolchildren to protect the environment, developing students’ needs for communication with nature.

In turn, I. D. Zverev identifies the following tasks:

.Mastering leading ideas, concepts and scientific facts, on the basis of which the optimal influence of man on nature is determined;

.Understanding the value of nature as a source of material and spiritual forces of society;

.Mastering knowledge, practical skills and skills for rational environmental management, developing the ability to assess the state of the environment, make the right decisions to improve it, foresee the possible consequences of one’s actions and prevent negative impacts on nature in all types of social and labor activities;

.Consciously adhere to the norms of behavior in nature, which excludes harm, pollution or disruption of the natural environment;

.Developing the need for communication with nature, striving to understand the environment;

.Intensification of activities to improve the natural environment, intolerant attitude towards people who harm nature, promotion of environmental ideas.

The formation of an individual’s ecological culture should begin as early as possible. The best period for this work is during school.

The effectiveness of environmental education, and therefore the formation of environmental culture, is largely determined by a set of conditions, among which are the following: taking into account the age and psychological characteristics of the perception and knowledge of nature by schoolchildren; strengthening interdisciplinary connections; implementation of the local history approach; close connection with life and work; formation of knowledge about the relationship between natural components.

An indicator of the environmental culture of schoolchildren is behavior in nature, civic responsibility for the rational use of natural resources and environmental protection.

Taking into account the above, we can say that ecological culture is the level of people’s perception of nature, the world around them and an assessment of their position in the universe, a person’s attitude towards the world. The formation of an ecological culture is the development of ecological consciousness, ecological sensitivity to nature during everyday communication with it in the pedagogical process.

N. A. Benevolskaya in her article points out that environmental culture is characterized by diverse, deep knowledge about the environment, the presence of ideological and value guidelines in relation to nature, ecological styles of thinking and a responsible attitude towards nature and one’s health, the acquisition of skills and experience in solving environmental problems directly in environmental activities, providing for possible negative consequences of non-recycling human activities.

The content of ecological culture is very broad. It includes a large number of aspects. Namely, environmental culture includes: the culture of cognitive activity of students to assimilate the experience of mankind in relation to nature as a source of material values; culture of environmental work, which is formed in the process of work; a culture of spiritual communication with nature, the development of aesthetic emotions. The development of ecological culture is the development of ecological consciousness, ecological sensitivity to nature during everyday communication with it in the pedagogical process. And this needs to be done from early childhood.

I. I. Vashchenko wrote: “Children who cannot walk need to be taken out into the fresh air more often, so that they can see their native sky, trees, flowers, and various animals. All this will remain in the child’s soul, illuminated by a feeling of joy, and will lay the foundation for love for native nature.”

The problem of environmental education has been considered by many scientists and great teachers. Ya. A. Komensky said that the natural in man has a self-propelling force, and education is an active development of the world. J.-J. Rousseau defined the ideas of “natural development”, which provide a combination of three factors of education: nature, people, society. I. G. Pestalozzi stated that the goal of education is the harmonious development of all human strengths and abilities. In direct connection with nature, L. N. Tolstoy solved the problems of natural education. G. Spencer attached great importance to natural history education and upbringing; he considered natural history education and upbringing to be the most useful for the needs of every person. K. D. Ushinsky owns the idea of nationality in education, in the relationship of a person with his native nature.

I. V. Bazulina notes that in our time the idea of conformity to nature is widely used in the environmental development of children, which includes the following provisions: following the nature of children, taking into account their age and individual characteristics, using the natural environment for the development of children, as well as the formation They have an ecological culture.

M. M. Fitsula in a textbook on pedagogy notes that in order to form an environmental culture in the educational process, they use environmental-psychological terminology, group and role-playing games, “brainstorming”, which are aimed at updating personal involvement, the emotional sphere, and the formation of motives of environmental content , which ensures the systematization of students' worldviews.

Thus, environmental culture is the result of a purposeful and highly organized process of environmental education. This process is aimed at forming in schoolchildren a system of scientific knowledge, views, and beliefs that ensure the development of an appropriate attitude towards the environment in all types of their activities. The development of ecological culture involves the development of ecological consciousness, ecological sensitivity to nature during everyday communication with it in the pedagogical process.

2 Development of environmental culture in primary school

The formation of ecological culture takes place during class time, when studying subjects of different cycles, and in extracurricular activities. The content of extracurricular work is to deepen the material that is studied in class; extracurricular work complements the lesson.

Extracurricular activities are based on the local history principle of studying and protecting nature, while in the classroom these issues are studied at all levels: local, state, global. This is the mutual complementarity of environmental education and upbringing, in the classroom and in extracurricular activities.

The effectiveness of students’ assimilation of knowledge depends not only on methods and techniques, but also on the forms of organization of their educational activities.

A. I. Kuzminsky, A. V. Omelyanenko say that in the process of environmental education and the formation of environmental culture, different forms of educational organization can be used. The form of work is the organization of students’ activities clearly expressed in time and space and is connected with the activities of the teacher. The choice of one or another form of educational work is determined by various factors: educational tasks, the level of development of the primary team, individual characteristics of the development of schoolchildren, objective circumstances, specific pedagogical situations, etc. Depending on this, the following forms of work are distinguished: lesson; educational excursions to nature; various games (competitions, riddles, role-playing games), writing and defending reports and abstracts; discussion of environmental problems; holding conferences, exhibitions, expeditions, final scientific conferences; nature corners at school; rapid assistance groups for birds and animals in winter; tourism and local history work and many others.

From the point of view of the level of communication, individual, group and frontal forms of work are determined.

From the point of view of using sources and means of educational influence on schoolchildren, the following are distinguished: verbal forms (meetings, reports, conversations, discussions, conferences, oral journals, etc.); practical forms (hikes, excursions, Olympiads, competitions, etc.); visual forms (activities of school museums, exhibitions, thematic stands and others). But all these forms of educational work of the class teacher are interconnected; they complement and enrich one another.

G. N. Karopa notes that the formation of environmental culture occurs during class time, and in extracurricular activities, we can distinguish this form of organizing students’ activities as a lesson. A lesson is a lesson conducted by a teacher with a constant composition of students of the same level of training, united in one group.

V. A. Sukhomlinsky wrote: “The lesson is the main part of the teaching and educational process, in which the teacher daily trains, educates and comprehensively develops students.” Particularly relevant for the development of environmental culture are the lessons of the natural history cycle. Each lesson faces educational requirements, which are determined by the objectives of the comprehensive harmonious development of the individual. During the learning process, patriotic, environmental, aesthetic and other education of students takes place during the lessons. In the classroom, we can form in primary school students their first ideas about the world around them, living and inanimate nature, and an attitude towards nature, which is manifested in specific behavior.

In addition to the lesson, as the main form of organizing activities at school, G. N. Karopa identifies other forms of work that can be used to develop the ecological culture of younger schoolchildren, namely: seminars, workshops, electives, excursions, homework.

L.V. Kondrashova identifies a form of organizing the educational process that can be aimed at developing environmental culture - this is an excursion. An excursion is a form of organizing the educational process, which allows you to conduct observations and directly study various objects, phenomena and processes, in natural or artificial conditions.

Objectives of the excursion: enrich students’ knowledge, establish connections between theory and practice, develop observation skills, actualize cognitive interests, and form a scientific worldview. During the nature excursion, children observe living and inanimate nature and discuss the importance of carrying out environmental work. Children get acquainted with various plants and animals in natural conditions, learn to notice the changes that occur in their lives with the changing seasons.

When conducting excursions, it becomes possible to introduce children to environmental rules of behavior in real conditions, using specific examples.

The next form of work that L.V. Kondrashova highlights is a seminar lesson. Seminar classes are held in high school, after studying the main sections of the program. Students prepare essays or reports on covered topics, which are distributed to them in advance by the teacher.

Workshop - conducted with high school students, and requires the availability of certain equipment. They are held in laboratories, workshops, classrooms.

The elective is one of the most effective forms of group differentiated learning, which is aimed at deepening knowledge when studying compulsory curricula. They are carried out according to special programs. Lectures are combined with practical work. Problem-based learning is widely used in electives. The individual abilities of students are developed.

Homework complements students’ activities in class, is characterized by great independence and the absence of direct teacher control. Homework is organized taking into account the following conditions:

the student has a cognitive interest in studying this issue; responsible attitude of students to completing homework; adherence to didactic principles. The teacher checks the work completed by the students in class.

Extracurricular activities complement the lesson system. Forms of extracurricular work include: subject clubs, school scientific societies, student conferences, subject evenings and weeks, lectures.

L.V. Kondrashova notes that in the process of organizing the educational activities of students, the teacher uses different methods. Method - translated from Greek means “path, research, method.”

In the textbook by A. I. Kuzminsky, A. V. Omelyanenko, the method of education is understood as a way for the teacher to influence the consciousness, will and behavior of students in order to form strong beliefs and certain norms of behavior in them.

The internal content of methods, techniques and means of education, their use is determined by the purpose and objectives of education.

Today there are a huge number of different methods of education. Educational methods are classified depending on their functional orientation. Based on this, the following groups of education methods are distinguished.

Methods of forming consciousness and beliefs.

Methods of organizing activities and shaping behavior.

Methods of stimulation and correction of individual behavior and activity.

Methods of forming consciousness and beliefs include: persuasion, example, demand.

In the activities of a teacher, persuasion is the main instrument of influence on the personality of the student. Pointing to the essence of this method, the famous teacher N.I. Boldyrev wrote that persuasion is the influence of the educator on the consciousness, feelings and will of those being educated with the aim of forming and consolidating their positive moral qualities and eliminating negative traits in their character and behavior. Persuasion is a method of education that provides for a special, targeted influence on the consciousness, will and feelings of pupils in order to form in them strong beliefs and certain norms of behavior.

Persuasion as a method of education is implemented using certain techniques. It should be noted that techniques can be a component of a specific method, as well as perform the function of the method itself. The requirements of the persuasion method can be realized using the following techniques: conversation, persuasion, discussion, appeal to feelings of conscience and honor.

O. Ya. Savchenko assigns an important place among general methods of education to the method of example. Example is a method of education that involves organizing a pattern for inheritance in order to optimize the process of social inheritance. A significant role in this method belongs to the teacher, since his role is to create an example, a kind of ideal that could captivate the student.

N.K. Krupskaya “For guys,” she noted, “the idea is not separated from the personality. What a beloved teacher says is perceived completely differently than what a person they despise, a stranger to them, says. The loftiest ideas in his mouth become hateful. We require teachers to have a certain level of training. This is right. But not only this is needed. We need to think about how to also test the teacher’s ability to influence the children and earn their love and respect.”

Examples for education can be: parents, other relatives and friends of the child, individuals who surround the child in daily life, literary characters and others. K. D. Ushinsky emphasized that educational power flows only from the living source of the human personality, that the education of the individual can only be influenced by the personality.

The educational effectiveness of the methods of persuasion and example can be quite effective in their interaction with the method of demand.

Requirement is a method of pedagogical influence on the student’s consciousness in order to evoke, stimulate or inhibit certain types of his activities. A. S. Makarenko gave particular importance to the requirements method. He argued: “The brighter and more defined the right to demand, the less one has to demand, the more natural a general style arises.”

Methods of organizing activities and shaping behavior include: exercises and training.

I. P. Podlasy defines exercise as a method of education that involves the systematic, organized, repeated performance of certain actions in order to master them, increase their effectiveness and develop skills. A. S. Makarenko wrote: “We must strive to ensure that children develop good habits as firmly as possible, and for this purpose the most important thing is constant exercise in doing the right thing. Constant reasoning and ranting about correct behavior can ruin any experience.”

A.I. Kuzminsky A.V. Omelyanenko give the following definition of the training method. Accustoming is a method of education that involves organizing the systematic and regular performance by pupils of certain actions with elements of coercion and obligation in order to form specific habits in behavior.

Methods of exercises and training are interconnected, because they are aimed at students mastering social experience and a system of skills in a specific area of social activity.

Methods of stimulating behavior and activity include: encouragement and punishment.

Encouragement is a method of pedagogical influence on a person, which expresses a positive assessment by the teacher of the behavior of students in order to consolidate positive qualities and stimulate activity. Research by psychologist O. Zaporozhets has shown that encouragement and praise from the teacher have a positive impact on the child’s activities.

Thus, the student takes the leading place in the formation of environmental culture. The teacher can choose different forms of work: lesson, excursion, extracurricular and extracurricular activities. The choice of one or another form of educational work is determined by various factors: the tasks of education, the level of development of the primary team, the individual characteristics of the development of schoolchildren, objective circumstances, specific pedagogical situations, etc. In the process of organizing any form of work, the teacher has in his arsenal a huge number of methods and techniques that, when properly organized, help achieve goals set in advance.

3 Formation of ecological culture through didactic games

Play is especially important in the lives of preschool and primary school children. At primary school age, play and its role are gradually relegated to the background, and learning becomes the leading activity. However, this does not mean that play ceases to influence the development of children. Therefore, didactic methods are an effective method for developing an environmental culture.

O. A. Nozdrova notes that the game is a kind of reflection of life. It does not take children away from life and activity, but on the contrary, it is a means of understanding the world around them and preparing children for study and work. In an active playful form, the child gains a deeper understanding of the phenomena of life, social relations of people, and labor processes. The game is an effective means of shaping the personality of a junior schoolchild, his moral and volitional qualities; the game realizes the need to influence the world.

Russian teacher K.D. Ushinsky emphasized the great educational importance of play, which prepares the child for life. A. S. Makarenko emphasized the importance of the game as a means of comprehensive personal development.

N.K. Krupskaya spoke in many articles about the importance of games for understanding the world and for the moral education of children. “...Amateur imitative play, which helps to master the impressions received, is of enormous importance, much more than anything else.

The same idea was expressed by A. M. Gorky: “Game is the way for children to understand the world in which they live and which they are called upon to change.”

V. A. Sukhomlinsky emphasized that “game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity."

O. Ya. Savchenko notes that the structure of gaming activity includes the following components:

incentive - needs, motives, interests that determine the child’s desire to participate in the game;

indicative - choice of means and methods of gaming activity;

executive - actions, operations that make it possible to realize the game goal;

control and evaluation - correction and stimulation of gaming activity.

In the pedagogical dictionary of S. U. Goncharenko, a game is defined as a form of free self-expression of a person, which provides for real openness to the world of the possible and unfolds either in the form of competition, or in the form of an image of any situations or states.

Games help activate the learning process and develop children's powers of observation, attention, memory, and thinking. They can be used both to test and consolidate previously acquired knowledge, and to expand and deepen it.

One type of game is a didactic game. The pedagogical dictionary of S. U. Goncharenko gives the following definition of a didactic game. A didactic game is a game for teaching and educating preschoolers and primary schoolchildren.

L. V. Artemova notes that didactic games are used to fulfill program requirements in the native language, counting, and to familiarize children with the life around them (social and natural). They are used to consolidate and clarify knowledge already acquired by children. They help the teacher expand children’s knowledge about objects, their qualities, the materials from which these objects are made, develop their senses, teach them to generalize phenomena, compare, and draw conclusions. In addition, with the help of didactic teaching, the teacher also performs certain tasks of moral education: develops criticism of oneself and others, fosters initiative, independence, and more.

The uniqueness of the didactic game is that it allows the teacher to carry out learning, development of mental abilities, formation of value qualities of the individual and interaction of children in a playful form accessible to them.

O. Ya. Savchenko identifies the following structural components of a didactic game: didactic task, game concept, game beginning, game actions, rules of the didactic game.

The didactic intent of the game is determined in accordance with the program, taking into account the age characteristics of the children. The game concept is the next structural element of the didactic game. The didactic task in the game is deliberately disguised; it is presented to the children in the form of an interesting game plan. Children are attracted to the reproduction of an imaginary plot, active actions with objects, riddles, secrets, testing their capabilities in competition, role transformation, and general physical activity.

The creation of a gaming atmosphere is significantly influenced by the beginning of the game. It can be ordinary, when the teacher tells the name of the game and directs the children’s attention to the inherent didactic material, objects of reality, and intriguing, interesting, entertaining, secret. Game actions are a way to implement the game plan and at the same time carry out the task set by the teacher. Children perceive the rules of a didactic game as conditions that support the game plan; Failure to do so destroys the game and makes it uninteresting.

The success of didactic games, to a certain extent, depends on the correct use of gaming equipment, toys, geometric shapes, natural materials, etc. in them.

During the game, children interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences.

A. K. Bondarenko notes that summing up the results of the game in connection with such an age-related feature of children as intolerance, the desire to immediately learn about the results of the activity, is carried out immediately after their completion. This could be counting points, determining winning teams, rewarding children who showed the best results. At the same time, you should tactfully support other participants in the game.

S. U. Goncharenko notes that didactic games develop children’s sensory (sensory) orientations (color, shape, size, location of objects in space), observation, attention, memory, thinking, speech, and counting skills. They are also important for moral education, based on the development of focus, endurance, independence, and the ability to act in accordance with certain norms.

Didactic games are used in elementary school and perform the following functions: activate the interest and attention of students; develop cognitive abilities; develop memory, attention, thinking, consolidate knowledge, skills and abilities; train sensory skills.

A properly constructed, interesting didactic game enriches the thinking process, develops self-regulation, and trains the child’s volitional qualities.

In the learning process, gaming activity takes the form of a didactic game, a game situation, a game technique, and a game exercise.

L.V. Artemova identifies the following types of didactic games: role-playing games; exercise games; dramatization games; construction games.

Role-playing or creative games are games in which children themselves occupy a special place. This type of game most fully shapes the child’s personality, and therefore is an important means of education. Creative play cannot be subordinated to narrow didactic goals; with its help, important educational tasks are solved.

Didactic games can only be in verbal form, combining words and practical actions, words and visuals, words and a real object.

A. K. Bondarenko says that the educational value of the game largely depends on the professional skill of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the clear organization and conduct of possible games.

V. P. Goroshchenko, I. A. Stepanov say that the use of games during excursions to nature is of great importance. It is much easier to reveal to children the diversity and beauty of the surrounding reality, to pay attention to the subtle but significant signs of the world of plants and animals if you involve students in active emotional perception.

The teacher can use games, riddles, charades, quizzes, etc. depending on the goals, content, knowledge of students, applied teaching methods and techniques.

As previously stated, environmental culture is a set of environmental knowledge, a positive attitude towards this knowledge and real activities to protect the environment. Therefore, in the process of using the didactic game, we must develop in students environmental knowledge and skills, and a responsible attitude towards the environment.

To achieve these goals, there are a large number of educational games. For example, we can use the game “Come on, feed us” to form the concept of competition. Children need to choose a role, that is, which animal they will represent today. Then the children are given chips with a variety of food, their task is to choose those food chips that correspond to their character. Students then explain their choices.

Game "Why do we live here?" helps to give children an understanding of the distribution of living organisms in certain territories, the presence of necessary factors, and possible reasons for the disappearance of organisms. We can also use games such as “What first, what then?”, “Vegetables and fruits”, “Who lives where?”.

Scientists note that when repeating certain topics related to the nature of Ukraine or their native land, the teacher can offer to identify animals and birds using maps, say where they are found, what features of their place of residence, and give them a brief description.

Can be used to reinforce material about animals and plants of the Red Book, you can use lotto. For this purpose, the teacher distributes cards to a group of students and names some plant or animal; students close it only if it is listed in the Red Book of Ukraine. Whoever covers all the objects faster and names them correctly wins.

Many games can be organized to test children's knowledge of natural history objects and their brief characteristics. These could be tasks: identifying plants from a herbarium, postcards with images of animals, dummies of vegetables and fruits located in your area. To test the ability to classify objects, you can suggest identifying field crops, branches of deciduous and coniferous trees, meadow plants from the herbarium; select plants growing in the tundra, taiga, mixed forests, desert, etc.

L.V. Artemova says that riddles are widely used to develop the intelligence of students in primary grades. A riddle is always an incomplete, but very accurate description of an object or natural phenomenon. The nature that surrounds humans provides enormous opportunities for creating riddles about plants, animals, and individual natural phenomena. It is important for the teacher to think about at what stage of the lesson the riddle will be used.

Rhymed riddles, which can be used in the classroom, bring revitalization and relieve fatigue.

When a game is used too often, children run the risk of losing interest in it because the novelty wears off.

The teacher’s explanation during the game should be concise and understandable, arousing interest.

O. Ya. Savchenko points out that some teachers believe that it is more appropriate to use didactic games at the end of the lesson, since at this time children are more tired. This is a misconception; often a game situation can be a good start to a lesson. In a playful way, you can effectively introduce children to a new way of acting and revive the process of training exercises.

Thus, in the process of environmental education and the formation of environmental culture, an important place is occupied by such a form of work as a didactic game. Didactic game is one of the leading activities of primary school age. A didactic game is an effective means of shaping the personality of a primary school student in the learning process. With the help of didactic games, children develop sensory (feeling) orientations of children, observation, attention, memory, thinking, speech, numeracy, form environmental knowledge and skills, and a responsible attitude towards the environment.

Conclusions on the first section

Thus, having analyzed the pedagogical, psychological and scientific-methodological literature on the topic “Formation of the ecological culture of junior schoolchildren through didactic games,” we came to the following conclusions:

The essence of the concept of “ecological culture” was revealed. Environmental culture is a set of environmental knowledge, a positive attitude towards this knowledge and real activities to protect the environment.

We studied the theoretical foundations of the development of environmental culture in primary school. The development of the ecological culture of junior schoolchildren occurs in the process of purposeful, systematic activity of the teacher.

We studied the theoretical foundations of the formation of ecological culture through a didactic game. In the process of studying natural history in primary school, the problem of respect for nature and environmental protection is solved. In the process of studying natural history with the help of a didactic game, we develop in students environmental knowledge and skills, and a responsible attitude towards the environment.

Thus, the effectiveness of the formation of the ecological culture of junior schoolchildren in the process of studying natural history will increase if didactic games are used in the process of education and training.

SECTION 2. EXPERIMENTAL WORK ON FORMING THE ENVIRONMENTAL CULTURE OF JUNIOR SCHOOL CHILDREN IN THE PROCESS OF STUDYING NATURAL SCIENCE

2.1 Diagnostics of the level of formation of ecological culture of junior schoolchildren

The purpose of the experimental work:to experimentally test the effectiveness of using a set of didactic games aimed at developing the ecological culture of junior schoolchildren.

The experimental base for the study was the Malinovskaya OVK “DUZ-OUZ 1st-3rd stages” of the Malinsky district, Zhytomyr region; the experiment involved 31 4th grade students.

To carry out the research work, control and experimental classes were identified. The experimental group was class 4-A, the control group was class 4-B of the Malinovsky OVK “DUZ-OUZ of the І-ІІІ stages” of the Malinsky district, Zhytomyr region. In the experimental class, the formation of environmental culture was carried out using the developed methodology for environmental education of junior schoolchildren through didactic games.

The experiment was carried out in natural conditions.

Stages of experimental work.

Stage I (September 2012) - ascertaining experiment. The purpose of the ascertaining experiment: to determine the level of formation of the ecological culture of 4th grade students.

In the experimental group, the effectiveness of a set of didactic games aimed at developing the ecological culture of junior schoolchildren was tested. In the control group, classes were conducted as part of traditional education.

To determine the initial level of formation of ecological culture, we used the methodology of Yu. A. Poleshchuk. The levels of formation of environmental culture were established according to the criteria presented in Table 2.1

Table 2.1 Criteria and indicators for assessing the environmental culture of junior schoolchildren

No. CriteriaIndicators1231Ecological knowledge about the unity of natureKnowledge about living natureKnowledge about inanimate natureKnowledge about the unity of nature, ecological relationships of organisms in nature2Assimilation of norms and rules of environmentally sound interaction with the outside worldCompliance with the rules of behavior in natureScientific and moral judgments on environmental issuesKnowledge of the causes of environmental pollution3Participation in active practical activities for protection environment Making your possible contribution to nature conservation Participation in environmental activities: feeding birds in winter, hanging birdhouses, etc. Caring for representatives of the animal and plant world

These criteria made it possible to determine the levels of development of ecological culture among primary schoolchildren: high, average, low.

High level (24-18 points): younger schoolchildren have developed a strong knowledge of the unity of nature, the interconnections and interdependencies of organisms in nature, highly developed needs in nature, and highly developed needs for acquiring environmental knowledge. Communication with representatives of the animal and plant world is 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.

Intermediate level (18-12 points): students have insufficiently developed knowledge about the unity of nature, the ecological relationships of organisms in nature, and their needs for acquiring environmental knowledge are not sufficiently developed. Children do not fully know and follow the rules of behavior in nature. Ecological knowledge and culture are formed at an average level.

Low level (1-12 points): younger schoolchildren show ignorance of ecological relationships and interdependencies of organisms in nature. Children do not control their behavior and actions in nature. Students do not take initiative in solving environmental problems. Children do not know the rules and norms of behavior in nature.

The level of formation of ecological culture is assessed in points: high level - 24-18 points, this corresponds to 100-75%; average level - 18-12 points, this corresponds to 75-50%; low level - below 12 points, this corresponds to 50% and below.

At the stage of the ascertaining experiment, to determine the level of formation of the ecological culture of junior schoolchildren, the developed questionnaire was used:

.Do you like relaxing in nature?