Mastering the basics of environmental literacy by younger students. Basic research. The main topics of the sections

Conference: Modern pedagogical technologies

Organization: MBOU secondary school No. 85

Location: Ulyanovsk region, Ulyanovsk

1. Why is there a need for environmental education.
2. Models of ecological education in modern school.
3. How is the topic of environmental education disclosed in the Standard?
4. Ecological component of the "World around".
5. Ecological aspects in some topics of "The World Around".

With his soul and flesh, a person is connected with nature, his heart beats in the same rhythm with it. Caring for nature is man's concern for himself, for he is part of nature. But even more precisely, it is the concern of man for humanity. This seemingly small difference sometimes has a calming effect: after all, the harm done to nature, as well as measures to heal it, will be felt only after some time. To be felt by our children, grandchildren, more distant descendants. Will they forgive us our today's mistakes? The answer is clear - after all, we do not forgive our ancestors those disappeared by no means isolated representatives of the animal world, which we know only from drawings, and often only from references. And if those who lived earlier cannot be judged very strictly, if only because they took on many sins, out of ignorance, out of ignorance, then much more severely will be asked of contemporaries. Because at least in our enlightened time people are able to foresee the consequences of their actions.

Everything that exists in the living world is the links of one chain. When one of them is destroyed, the chain breaks, the most complex ecological system is disturbed, and this is fraught with the most serious consequences, and primarily for humans.

The word "ecology" has firmly entered our everyday life. It didn't happen by chance. With the development of civilization, the impact of people on nature became more and more powerful, and by the end of the twentieth century it acquired a planetary character. Nature itself could no longer heal its wounds. Scientists sounded the alarm first, then doctors, journalists and politicians.

At present, there is an urgent need to change the nature of the interaction between mankind and nature.

The global problems of our time, which threaten life and human civilization, have necessitated environmental education. It becomes quite clear that humanity will be able to save the environment from degradation, provided that each person realizes his civic responsibility for the fate of his common home - planet Earth.

We adults, for the most part, have already understood that destroying nature is the same as cutting our own roots. But children have such a psychological attitude: environmental problems exist somewhere out there, far from each of us. Subsequently, this gives the children a false impression that environmental problems are caused by someone bad, but not me and my relatives, all this happens somewhere far away. This is what must be feared. And the task of the teacher is to convey to the mind and hearts of his students that their health depends on the state of the environment.

Responsibility for full-fledged environmental education and environmental education belongs to the general education school as the main link in the education system, through which the entire younger generation passes, practically the entire population of the country.

The goal of environmental education at school is to form a system of scientific knowledge, views and beliefs that ensure the formation of a responsible attitude of schoolchildren to the environment in all types of activities.

In Russian schools, environmental education is carried out by implementing one of the following models in the educational process.

One-piece model involves the study of ecology within the framework of one independent subject.

Multi-subject model involves the greening of the content of traditional school disciplines, both in the natural sciences and in the humanities.

mixed model involves the introduction of the course "Fundamentals of Ecology" into the curriculum with the simultaneous greening of subjects in the natural sciences and the humanities, the conduct of special optional environmental courses, and the organization of active extracurricular activities for schoolchildren.

The task of forming an ecological culture can best be solved if the upbringing of love for nature, a sense of caring for it, begins in early childhood.

In elementary school, the foundations of knowledge about nature and its significance in people's lives, about the fact that a person is a part of nature, about the positive or negative impact of a person on nature and nature on a person, about the ecological significance of natural components: air, water, soil for plants , animals and humans. Here, schoolchildren receive elementary ideas about natural resources and their rational use.

When studying such natural science disciplines as natural science, the world around and others, younger students get acquainted with the concepts: “objects and phenomena of inanimate and living nature”, “objects and objects created by man”. The connections between the phenomena of inanimate and living nature are revealed. Ideas are formed about communities and natural areas, plants and animals of various communities and natural zones, about the protection of plants and animals, the Red Book of rare and endangered species of plants and animals. Children learn about reserves, laws on the protection of the natural environment of their country, locality.

Let's see how environmental education is presented in the Standard, the priority of which has been repeatedly emphasized in international documents.

The term "ecology" or phrases with this term in the Standard occurs only once - in the requirements for the subject results of mastering the main educational program in the course "Environment", where one of the requirements is called "mastering the basics of environmental literacy ...".

In order to more fully disclose the potential of the Standard in terms of environmental education, we will consider other provisions (requirements) of this document.

In an extensive list of requirements for personal results of mastering the main educational program we find requirements that reflect the entire range of areas of education traditionally distinguished in pedagogy: civil, patriotic ("formation the foundations of Russian civic identity, a sense of pride in their homeland, the Russian people...”), aesthetic (“formation of aesthetic needs and feelings...”), moral ("development of ethical feelings, benevolence..."), physical (“Formation of installation on a safe, healthy way of life...”). Qualities (competencies) directly related to the field of environmental education are not named here.

One may get the impression that only the surrounding world is responsible for the ecological education of younger schoolchildren. However, it is not. Environmental education, as an integral part of environmental education, can be implemented within the framework of the already named areas of education. The reason for this is that environmental education in practice is not implemented in a "pure" form, it almost always includes aspects of other areas of education, including those identified in the Standard. Conversely, the traditional areas of education are often filled with environmental content.

Let us explain this with the example of moral education. First, we will specify which relationships should be considered as moral, and which - as ecological. We are talking about moral relations in cases where the object of a person’s (schoolchild’s) relations are other people, social groups; when the object of relations is nature, we are talking about ecological relations. Accordingly, in the first case, such relations are formed within the framework of moral education, in the second - within the framework of environmental education.

In the requirements for the personal results of mastering the program, there is another position that gives access to environmental education. This is “the formation of a holistic ... view of the world ...” It is obvious that the concept of “world” also includes a natural component. However, this position will have ecological meaning only if, in parallel with the formation of the idea of ​​the integrity of the world, the place of the student in it is determined. This involves considering the interdependence of man and the surrounding world, the interdependence of man and the surrounding nature. The last component (the interdependence of man and the natural environment) is an object of ecology, and the formation of knowledge and relations in this area is an object of environmental education. As already noted, this aspect is taken into account, in particular, by the compilers of programs and textbooks in the discipline "The World Around The World", where some authors indicate the formation of a holistic view of the world and determining the place of a person (schoolchild) in it as the goal of education.

As regards the requirements for metasubject results , they do not include attitudes that are directly related to environmental education (as well as to other areas of education, by the way), since the competencies set there are universal. However, attention should be paid to the point concerning the establishment of cause-and-effect relationships by schoolchildren. The use of ecological material in this sense is very productive. After all, ecology is a science that studies the relationships, relationships of living organisms with the environment. That is, considering environmental issues, we also consider relationships, including causal ones. In general, all the requirements of a meta-subject nature: possession of logical operations, mastering ways to solve problems of a creative nature, etc., can also be implemented in the process of environmental education.

In requirements to substantive results the ecological component, as already noted, is embedded in the subject "The world around us". As one of the tasks of this discipline is called "awareness of the value, integrity and diversity of the world around us, one's place in it." As you can see, here, in addition to the requirement for the formation of a holistic view of the world (in the requirements for personal results), awareness of one's place in it is added. In fact, this is the task of environmental education, although the term "ecology" is not used. In the requirements outlined in other academic disciplines, the environmental component is not traced.

So, in the new educational Standard, the environmental component is explicitly present only in the subject "World around". At the same time, it should be understood that in the conditions of the threatening degradation of the natural environment, environmental education should become a priority in the general education system and, of course, the formation of a person's ecological culture cannot be the privilege of one or even several disciplines. The principle of interdisciplinarity of environmental education obliges to include in this process all or almost all educational disciplines. Another principle - complementarity - involves the formation of environmental relations not only within the framework of environmental education itself, but also in other areas of education. These positions could not be reflected in the Standard, which was limited in scope. The environmental component is presented more fully at the level of educational programs and relevant educational and methodological materials.

In the second most important document after the Standard - in the Exemplary Basic Educational Program of an educational institution - environmental education is singled out as an independent one and put on a par with other areas of education, its goals and content are defined. Ample opportunities for the formation of environmental literacy are provided by the Exemplary Program of the course "The World Around", which outlines such environmental topics as: "The unity of living and non-living", "Man is a part of nature", "Ecosystems and their components".

The teacher currently has a sufficient content and methodological base for the implementation of the requirements laid down in the Standard and deployed in the named annexes to it (Exemplary Programs) related to environmental education. This is the educational and methodological kit "The World Around" ("Green House") A.A. Pleshakov in the educational system "School of Russia". It was with its appearance in the mid-80s that schoolchildren began to get acquainted with the concept of "ecology", "natural community" (the topics "Forest - natural community" instead of the traditional topic "Plants and animals of the forest"), the food chain ("invisible threads of nature" ), ecological pyramid, Red Book, nature reserves. The environmental content of the course continues to expand and deepen (the topic "The world through the eyes of an ecologist", etc.).

Ecological "relay race" was picked up by the authors of other courses. In the course "World and Man" (author A.A. Vakhrushev and others) in the "School 2100" system, for example, the central concept of ecology - "ecosystem", its structure, functioning is currently being considered. (From the explanatory note of the program of the course "The World Around", "The subject "The World" is the basis of the natural and social sciences. The goal of the course of the world around in elementary school is to comprehend personal experience and teach children to rationally comprehend the world. The course "The World around" helps to master a significant part of the subjects of the basic school: physics, chemistry, biology, geography, social science, history.This is the first and only subject in school, giving a broad picture of natural and social phenomena, which will be further studied in various subjects.Therefore, it is within the framework of this subject manages to solve problems, for example, environmental education and upbringing". Considering that the content of knowledge for the course is developed from an environmental point of view, in the process of communication, upbringing and development of children, special attention is paid to the formation of knowledge about the unity of living and inanimate nature. About the patterns of natural phenomena, about relationship, interaction of nature, man, society. problems and ways to solve them, the development of a system of intellectual skills for the study and assessment of the ecological state of the natural environment.

As already noted, one of the requirements of the Standard for the development of the discipline "The World Around" is the development of the basics of environmental literacy by schoolchildren.

The concept of "literacy" means having knowledge in any area. Accordingly, "environmental literacy" implies knowledge in the field of ecology. Ecological knowledge is formed among schoolchildren mainly in the process of studying special environmental topics, such as "Natural communities", "Ecological systems", "Man and nature", "What is ecology?", "The world through the eyes of an ecologist", etc. However, environmental education cannot be limited to such topics. Any theme of the "World around" to one degree or another may include environmental aspects.

The formation of environmental literacy should not be carried out in a "pure form", that is, limited only to knowledge. The activity approach adopted in the Standard focuses on the ability to use the acquired knowledge in solving educational and practical problems. Ultimately, we are talking about the formation of competent behavior of children in nature.

Ecology in the study of the topic "The amazing world of plants and animals."

The fact that plants and animals are the central component of ecological systems does not mean that by studying them we automatically study ecology. Ecology appears here only if we consider the connections of these representatives of wildlife with the environment: the impact of environmental factors on organisms; adaptation of organisms to adverse environmental factors; the influence of the anthropogenic factor on plants and animals; the use and protection of representatives of wildlife by man.

Main issues under consideration:

Who is fit?

- What ensures the unity of the organism and the environment?

- Who eats what?

What are the relationships between animals during the breeding season?

How do organisms of different species help each other during the breeding season?

- Species diversity. Why is it dangerous to reduce it?

- Why are Red Data Books created?

Questions of ecology in the study of seasonal changes in nature.

Issues under consideration:

- How have plants and animals adapted to seasonal changes in inanimate nature?

What animals go dormant in winter?

What animals make seasonal migrations?

- Can a person influence seasonal changes in wildlife?

- What are the features of the perception of the seasons of the year by a person?

- What are the seasonal features of nature management?

Ecology in the study of natural communities.

Traditionally, in the initial natural history, plants and animals of the forest, meadow, field, and shallow reservoir were considered. In modern versions of "The World Around", preference is given to wordings such as "Forest - natural community", "Meadow - natural community". In both cases, the ecological component consists in considering the relationship of living organisms with each other, that is, in fact, the ecological concept of "biocenosis" is being studied. When studying natural communities, the following questions can be considered:

- Natural community - what is it?

How do organisms interact with each other?

What are food chains and webs?

- What are ecological pyramids?

- How is the forest community structured?

- How is the meadow community organized?

- How is the community of a shallow reservoir arranged?

Ecology in the study of the topic "Human Body" and the organization of a healthy lifestyle for children.

Try to introduce an environmental dimension to the following research questions:

Why do we consider humans to be part of nature?

Why does a person need a skeleton?

Why do people need muscles?

What is human skin for?

- Why do we breathe and what should we avoid? (about bad habits).

- Why do we eat? What should and should not be eaten?

Why do humans need sense organs?

How does the environment affect human health?

Ecology in the study of orientation in space and time.

In this and subsequent topics, the environmental component is not so obvious. Nevertheless, there is also an opportunity to improve the environmental awareness of children.

The formation of orientation skills in the area is a traditional element of the content of the initial natural history, geography. In the modern "World Around" the question is posed more broadly: "Orientation in time and space." An environmental component can be brought here in the process of discussing the following issues:

- How to navigate in space by objects of wildlife?

- Is it possible to navigate by objects formed with the participation of a person? You can navigate along the ravines. Most of them are the result of ill-conceived human activity. In any more or less formed ravine-gully system in the conditions of central Russia, the south-facing slopes (south-facing slopes) are steeper than the north-facing slopes (northern-facing slopes). In addition, the former are often bare - devoid of vegetation, while the latter may turn out to be turfy, often complicated by landslides and mudslides. You can also navigate by the nature of the distribution of snow around the buildings. In the conditions of southerly winds prevailing in winter, snow accumulates on the north side of the building.

- Is it possible to tell time by observing plants and animals?

Questions of ecology in the study of relief.

The World Around The World usually deals with the following topics related to relief formation: mountains and plains, ravines, hills, earthquakes, volcanism. Issues discussed:

- Does relief affect natural communities (ecosystems)?

- How do natural communities, earthquakes, volcanism affect a person?

Can humans cause earthquakes?

- Can a person create new landforms?

Questions of ecology in the study of rocks, minerals.

The concept of "minerals" is essentially ecological - after all, it was originally tied to a person. Minerals are minerals and rocks that are used by man to meet his needs for heat, light, some food components (rock salt), for the manufacture of machines, household items, etc. Issues that include an environmental component:

- How are rocks related to other components of ecosystems?

- Can the features of the geological structure of the territory affect human health?

- What environmental problems arise in the extraction of oil and other minerals?

Ecology in the study of the topic "Air".

Environmental aspects of the topic are most often reduced to the issue of air protection from anthropogenic pollutants. This, of course, is not the end of ecology in this topic. In particular, the following questions may be considered here.

- What is the importance of living organisms in the formation of the modern atmosphere?

- What are the ecological consequences of air composition?

- Properties of air: what are the environmental consequences?

- What are the main sources of air pollution?

- How does a person protect the air?

Ecology in the study of the topic "Water in nature".

Traditionally, elementary natural science studies the properties of water, the water cycle in nature, springs, rivers, lakes, seas and oceans. Currently, in some courses of the "World around" the concept of "hydrosphere" is also introduced. Environmental issues under consideration:

- Properties of water: what are the environmental implications?

- What are the characteristics of the aquatic habitat of living organisms?

- What is the ecological significance of the water cycle?

- How does a person use the resources of the ocean?

- How much water do we consume and how can we reduce water consumption?

What are the sources of water pollution?

- Is there a sewage treatment plant in your village? How do they work?

- What are the pros and cons of reservoirs?

Environmental issues in the study of the topic "Soils".

A typical error in the ecological sense of studying soils is that it is attributed (directly or implied) to inanimate nature. In this case, ecology is reduced to questions of the significance of soils for plants, and through them for animals and humans. A more complete environmental component will be presented here if the issues are raised:

- Is it possible to consider the soil as an ecosystem!

- Can the soil be considered as a living environment?

- What factors are involved in the formation of soil cover!

Can humans grow plants without soil?

Literature

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2. Nevruzov Z.N. Nature does not forgive mistakes. - M.: Thought, 1988. - 127p.

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4. Frolova N.Ya. Ecological culture of younger schoolchildren. // Pedagogical workshop. - 2007. - No. 5.

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Yulia Igorevna Chigorevskaya

St. Petersburg

Elena Stanislavovna Kuznetsova

Russian State Pedagogical University. A.I. Herzen

St. Petersburg

Annotation. The article discusses the need for the formation of environmental literacy of younger students through project activities. This activity makes it possible to form various components of a careful attitude to nature in close unity and interrelation, as well as to use for this purpose a complex of activities - educational, playful, labor, etc.

Keywords: GEF, environmental literacy, emotional and value attitude, environmental knowledge, environmentally oriented behavior, project, project activity, environmental project.

Project activity as a means of environmental literacy formation

The current ecological situation in the world poses an important task for man - the preservation of the ecological conditions of life in the biosphere. In this regard, the issue of environmental literacy of the current and future generations is acute.

Formation of the foundations of environmental literacy and awareness of the integrity of the surrounding world is one of the substantive results of mastering the main educational program of primary general education, in accordance with the Federal State Educational Standard for Primary General Education (FGOS) (hereinafter cited from: Federal State Educational Standard for Primary General Education , 2009). However, according to the studies of I.D. Zverev and I.T. Suravegina notes that about 50% of junior schoolchildren demonstrate a pragmatic, utilitarian attitude to nature in their writings. Thus, the need for the formation of environmental literacy among younger schoolchildren is, of course, an important direction in the development of the school curriculum by the child.

The concept of "environmental literacy" is formulated by different authors in their own way, and to date, a single definition for this concept has not been formulated. However, most authors (I.N. Ponomareva, A.N. Zakhlebny, I.D. Zverev, I.T. Suravegina, S.D. Deryabo, N.E. Yatsenko) agree that the basis of environmental literacy lies the formation of ecological knowledge of the student. On the basis of knowledge about the relationships in nature, it is possible and should form an emotional and value attitude to nature, understanding and observing the rules of environmentally oriented behavior. Important for the formation of conscious environmentally oriented behavior is the personal motivation of the child to participate in solving environmental problems (D.S. Ermakov, 2011) . Thus, in the formation of environmental literacy among junior schoolchildren in accordance with the main educational program on the subject "The world around us", three main components can be distinguished: environmental knowledge, emotional and value attitude, the need and awareness of environmentally oriented behavior.

All this presupposes the observance of the moral and legal principles of nature management and the promotion of ideas for its optimization, active work to study and protect the nature of one's area. It should be noted that environmentally oriented behavior is a complex characteristic of a person. It means understanding the laws of nature that determine human life, manifested in the observance of the moral and legal principles of nature management (E.E. Morozova, 2002) [10]. The content of environmental literacy includes a system of norms (prohibitions and prescriptions) that arise from value orientations . The formation of a value attitude towards nature and the need for environmental activities (including environmental protection) is possible and effective only in practical activities of younger schoolchildren in nature: observation of nature and interaction with its objects (E.S. Kuznetsova, 2012) .

Thus, a means of developing environmental literacy among younger schoolchildren is systematic, pedagogically organized communication with nature, and this, we believe, is project activity.

The nature of the project activity for younger schoolchildren lies mainly in the fact that it allows the formation of various components of a careful attitude to nature in close unity and interconnection, as well as the use of a complex of activities for this purpose - educational, gaming, labor, etc. Therefore, the organization of project activities is necessary pay special attention.

Let's reveal the essence of project activity. A certain organization and content of the educational process at school can allow the formation of environmental literacy on an interdisciplinary basis by integrating into various academic disciplines, each of which reveals a corresponding aspect of environmental problems (A.N. Zakhlebny, I.T. Suravegina, 2004) .

One of the important directions of this problem is the intensification of the educational process, that is, the development and implementation of such teaching methods and educational and methodological material that would provide for the purposeful development of the mental abilities of students, the development of their interest in educational work, independence and creativity. In the educational process, without getting all the knowledge in a ready-made form, students should be able, on the basis of the teacher's attitudes, to acquire a significant part of them independently in the course of search tasks, problem situations and other means that activate cognitive activity.

Project activity involves the joint activity of a teacher and students aimed at finding a solution to a specific problem, and also contributes to the active involvement of students and teachers in the process of environmental education and stimulates an integrated approach to solving environmental problems. The ratio of the problem and the practical implementation of the results of its solution makes the project activity so attractive for the education system.

We define project activity as an independent, self-organized, practice-oriented activity of an integrated nature, in which the student solves not only educational, but also social, cultural, and research tasks.

In the psychological and pedagogical literature, we were unable to find a specific definition of an environmental project. Having studied, analyzed and summarized the environmental projects proposed by I.V. Tsvetkova, E.E. Morozova, we give the following definition of an environmental project.

An environmental project is a means of pedagogical influence based on the acquisition of knowledge and skills by students in the process of planning and performing gradually more complex practical tasks - projects aimed at shaping their environmental consciousness.

One of the important conditions for the organization of environmental project activities is the choice of the most productive types of projects that allow a comprehensive impact on the formation of the environmental consciousness of the student: to form environmental knowledge, a subjective attitude towards nature, the skill of environmentally oriented activities.

Mastering independent project activities by students in an educational institution should be built in the form of purposeful systematic work. When organizing work in elementary school, it is necessary to take into account the age-related psychological and pedagogical characteristics of children of primary school age. Namely: the topics of children's work are selected from the content of educational subjects or close to them. The problem of the project, which provides motivation for inclusion in independent work, should be in the field of cognitive interests of the child and be in the zone of proximal development.

Thus, summarizing all of the above, we can conclude that one of the effective means of developing environmental literacy among younger students is project activity.

The main indisputable advantages of project activity are a high degree of independence, initiative of students and their cognitive motivation.

The basis of project activity is the development of cognitive skills, the ability to independently construct their knowledge and navigate the information space.

For productive project activities, younger students need: the formation of a number of communication skills among students; development of students' thinking, a certain "intellectual maturity"; experience of expanded, meaningful, differentiated self-assessment and evaluation activities.

When introducing project activities into the educational process, it is necessary to take into account the age and individual characteristics of younger students.

Bibliography:

Vinogradova N.F. The environment in elementary school. M.: Academy, 2009. 64 p.

Volkova IN AND. environmental education through lessons natural history // Primary school. 2005, No. 6. S. 53-55.

Deryabo S.D. Ecological pedagogy and psychology / Deryabo S.D., Yasvin V.A. Rostov n/a: Phoenix, 2008. 480s.

Ermakov D.S. Competence-based approach in environmental education for sustainable development // XVII International Conference "Environmental Education for Sustainable Development". M. 2011. S. 15-19.

Zahlebny A.N. School and problems of nature conservation: The content of environmental education, M.: Pedagogy, 2011. 184 p.

Zahlebny A.N., Suravegina I.T. Ecological education of schoolchildren in extracurricular work.Moscow: Education, 2004. 159 p.

Zverev I.D., Zakhlebny A.N. Ecological knowledge: on lessons and after school // National education, 2006. No. 2. S. 81-84.

Krivoshchekova N.V. Preparation of future teachers for the formation of environmental literacy of schoolchildren: Abstract of the thesis. dis. cand. ped. Sciences, Orenburg, 2009. 18 p.

Kuznetsova E.S. Formation of environmental literacy of junior schoolchildren//. 2012. Vol. 3. . pp. 223-227.

Morozova E.E. Psychological-pedagogical and methodological aspects of environmental education in elementary school // Primary school. 2002. No. 7. P. 35

Ponomarev IN Ecological concepts, their system and development. SPb., 2009. 87 p.

GEF: Primary general education. M, Enlightenment. 2009

Tsvetkova I.V. Ecology for elementary school. Games and projects. Yaroslavl: Academy of Development, 2007. 151 p.

Yatsenko N.E. Explanatory dictionary of social science terms. SPb. 2009.

ENVIRONMENTAL LITERACY
- the level of natural science knowledge, special abilities and skills, as well as the moral qualities of a person, allowing him to consciously participate in environmental protection activities.
A person must be environmentally literate. He doesn’t even have to, but he is obliged, since this is our house. Moreover, the house is shared. A person needs to learn to love him, protect him, keep him clean, otherwise he himself will die. We used to say "nature" and not "house". But we need to get used to this concept, then we will have a sense of responsibility for its safety, for its condition.
To do this, you need to become environmentally literate, i.e. to study nature in order to understand and feel it, to imagine what the components of nature are. The most important thing is that nature - our home must be perceived as a living being.
Understanding the role of nature in people's lives is of great importance. The first ecological law of nature is the law of unity, which says: everything in the world is interconnected and everything interacts. This must never be forgotten.
. environmental education
1. In order to form an ecological culture in society, foster a caring attitude towards nature, rational use of natural resources, environmental education is carried out through the dissemination of environmental knowledge about environmental safety, information about the state of the environment and the use of natural resources.
2. Environmental education, including informing the population about legislation in the field of environmental protection and legislation in the field of environmental safety, is carried out by state authorities of the Russian Federation, state authorities of the constituent entities of the Russian Federation, local authorities, public associations, the media, as well as educational institutions, cultural institutions, museums, libraries, environmental institutions, sports and tourism organizations, other legal entities.

This or that level of environmental literacy is the result of education, the main function of which is to prepare the younger generation for life in the real world, and for this it must master the system of moral norms in relation to nature. Without changes in the culture of nature management, one cannot count on positive changes in the environment. It is culture that can bring human activity into conformity.
The initial understanding in pedagogical research of ecology is the idea of ​​it as a synthesis of knowledge (natural, technical, humanitarian) and the experience of human interaction with the natural and social environment surrounding him.
Thus, B. T. Likhachev considers the ecological culture of the individual as a system-forming factor that contributes to the formation of genuine intellectuality and civilization in a person.
Psychologists believe that environmental literacy is a new formation of a personality, a part of its social culture.
The most complete understanding of environmental literacy is revealed by its following components:
1. Ecological consciousness, which is based on understanding the integrity of nature, striving for such relationships with the outside world that lead to positive interaction with it.
2. Ecological upbringing, expressed in a humane-valuable attitude towards nature, goodwill towards living things, in emotional responsiveness to their condition, in interest in natural objects, in the desire and ability to take care of living things.
3. Ecological knowledge, which includes information about the relationship of plants and animals with the environment, about their adaptation to it, about the use of natural resources by people, about nature protection.
The age characteristics of the student allowed us to single out this period as propaedeutic for the formation of the foundations of environmental literacy in an educational institution. This age can be considered as the initial stage of environmental education, because it is at this stage ...

Sections: Primary School , Ecology

The period of elementary school in a child's life can be considered as the first stage of enrichment with knowledge about the natural and social environment, acquaintance with a common holistic picture of the world, education of a moral and aesthetic attitude towards it. The system of environmental education and upbringing in elementary school is of particular importance, since the issues of preserving the environment come to the fore - without this, Human life is impossible. At the same time, it became obvious that today's critical state of the natural environment is due to the erroneous ecological behavior of people. It is possible to implement an educational approach in the system of entertaining educational activities.

PURPOSE OF THE WORK

show need:

• environmental legal education of younger students;
• formation of a new attitude to nature, based on the inextricable connection between man and nature;
• formation of an active life position on the issues of nature protection.

RIGHT TO A FAVORABLE ENVIRONMENT

11 article 42 of the Constitution of the Russian Federation

This right is based on state policy, which consists in the state's concern for the environment, measures to ensure environmentally friendly production, prevention of air, water, soil pollution: setting standards for the maximum permissible harmful impact on the environment: eliminating the consequences of accidents and environmental disasters; creation of state environmental and other funds that accumulate funds for nature protection.

IMPLEMENTATION OF THE STATE POLICY IN THE FIELD OF ENVIRONMENT ON THE TERRITORY OF THE MARKSOV DISTRICT

Extract from the district development program for 2016-2018.
Collection of the Marksovsky municipal district of the Saratov region
Ecology

Growth in production volumes, large anthropogenic pressures on the environment, the presence of enterprises with a low level of technical equipment, a growing number of vehicles, a constant increase in areas for waste disposal are the causes of a negative impact on the environment, excess pollution as a result of economic and other activities of atmospheric air, water bodies , soil negatively affects the health status of the inhabitants of the area.

WORK OF OU ON ENVIRONMENTAL EDUCATION AND EDUCATION OF SCHOOLCHILDREN

The Federal State Educational Standards (FSES) provide, among the personal, meta-subject and subject results of the development of educational programs, the formation of the foundations of an ecological culture in students, corresponding to the modern level of ecological thinking. The subject results of mastering the main educational program of primary general education in the field of social science and natural science (the world around us) should reflect: awareness of the integrity of the world around us, mastering the basics of environmental literacy, elementary rules of moral behavior in the world of nature and people, norms of health-saving behavior in the natural and social environment.

FORMATION OF ENVIRONMENTAL LEGAL LITERACY OF STUDENTS IN CLASSES AND IN EXTRA-COURSE ACTIVITIES

Successful implementation of the possibilities of environmental education of students can be achieved in the implementation of all forms of education: classroom and extracurricular work, research work of students in various subjects, including elements of ecology. These forms of work activate the cognitive activity of students, bring up a careful attitude to nature.

Primary school students of the Municipal Educational Institution - Secondary School of the village of Podlesnoye were in the Saratov branch of the All-Russian Society "Nature Protection". For a number of years, they took part in the all-Russian competitions-games “Chip”, “Gelianthus”, Olympiads of various levels in natural science.

Environmental education in our school is carried out in the following areas:

CONCLUSIONS

It has become obvious that today's critical state of the natural environment is due to the erroneous ecological behavior of people. Systematic work on environmental legal education of younger students is an integral part of the work of an educational institution. The combination of knowledge of the fundamentals of environmental problems with practical activities makes it possible to educate an environmentally cultured citizen.

The school is an ideal center for the education and formation of environmental culture.

2015-2016 academic year year. According to the results of diagnostics of the development of ecological culture of students in grades 2-4, 60% showed a high level, 27% an average level, 13% a low level.

Environmental education is a continuous process of education, upbringing and development of the individual, aimed at the formation of value orientations and moral, ethical and aesthetic relations that ensure the environmental responsibility of the individual for the state and improvement of the environment.

Used Books.

1. Alekseev S. V., Simonova L. V. The idea of ​​integrity in the system of environmental education of junior schoolchildren.// NSh. - 1999. - No. 1.

2. Klimtsova T. A. Ecology in elementary school. // NSh. - 2000. No. 6.

3. Barysheva Yu. A. From the experience of organizing environmental work. // NSh. - 1998. No. 6.

4. I.V. Tsvetkov "Ecology for elementary school".

5. S. K. Zaitseva “Ecology for younger schoolchildren”, journal “Primary School. Plus before and after” № 4, 2005

6. V. A. Ivanov, T. Yu. Pastukhova “Scientific Society of Students” “The Way to Nature”, 2005

7. Federal State Educational Standard of Primary General Education.// Moscow“Prosveshchenie” 2005.

8. The Constitution of the Russian Federation // Moscow EKSMO. 2014.

9 .https://yandex.ru/images/search

The creation of a new relationship between man and nature is not only a socio-economic and technical task, but also a moral one. It stems from the need to cultivate an ecological culture, to form a new attitude towards nature, based on the inseparable connection between man and nature.

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Prepared by Khramtsova Elena Anatolyevna, a primary school teacher of the I qualification category of MBOU secondary school No. 60 of the Soviet district of Rostov-on-Don

Environmental literacy of younger students

Introduction

1. The essence of environmental education. 2. Environmental education as a socio-pedagogical problem.

Conclusion

Application. Fairy tale as a method of ecological education.

Introduction

“.. There is one planet - a garden

In this cold space

Only here the forests are noisy,

Calling birds of passage,

Only on it one bloom

Lilies of the valley in green grass

And dragonflies are only here

They look into the river in surprise ...

Take care of your planet

After all, there is no other like it.

Ya.Akim

The priority goal of modern primary education is the development of the personality of the child. This goal is achieved through the humanization of the learning process, through the creation of sustainable development of the child. Ecological education is also a part of this potential.
At the present stage of development of society, the global problem of environmental education and upbringing is highlighted. Man is the only ecological species on Earth that, in the process of development, violates the laws of ecology. Mankind, in the age of rapidly developing progress, when the mind of people has reached the highest technologies in science, technology, medicine, space, accumulates more and more gaps in environmental knowledge. Most of the people of our civilization are completely devoid of any ecological knowledge and skills. In this regard, ancient people were more prepared, with their behavior and activities they “cooperated” better with the environment. Destroying their own habitat, people thereby force themselves to think about simple questions about food, clothing, warmth, and at the same time over complex questions - how to save nature? To answer these questions, environmental literacy of the entire population is needed. Environmental scientists and small groups of people who deal with environmental problems will not solve the global environmental problem of the entire society, because all the people of the Earth are constantly in contact with nature, with natural habitats, and the environment cannot be saved from disturbing contacts.

The relevance of the interaction between society and the natural environment put forward the task of forming a responsible attitude towards nature in children. Teachers and parents are aware of the importance of teaching schoolchildren the rules of behavior in nature. And the earlier the work on environmental education of students begins, the greater will be its pedagogical effectiveness. At the same time, all forms and types of educational and extracurricular activities of children should be in close interconnection.

Children of primary school age are characterized by a unique unity of knowledge and experiences, which allow us to talk about the possibility of forming in them a reliable foundation for a responsible attitude to nature. All primary school subjects are designed to contribute to the formation of children's environmental responsibility.

A great legacy in the field of raising children by the environment was left to us by the outstanding teacher V. A. Sukhomlinsky. He attached particular importance to the influence of nature on the moral development of the child. In his opinion, nature underlies children's thinking, feelings, and creativity. He repeatedly noted that nature itself does not educate, but actively influences only interaction with it. In order for a child to learn to understand nature, to feel its beauty, this quality must be instilled in him from early childhood. However, a survey conducted in a number of schools showed that it is necessary to significantly raise the level of environmental education not only among students and their parents, but also among teachers. It can be concluded that the strengthening of environmental education remains the number one problem in the pedagogical reality of the school.

1. ESSENCE OF ECOLOGICAL EDUCATION.

Environmental education is an integral part of moral education. Therefore, ecological education is understood as the unity of ecological consciousness and behavior in harmony with nature. The formation of ecological consciousness is influenced by ecological knowledge and beliefs. Ecological ideas are formed among younger schoolchildren primarily in the lessons of natural history. Ecological behavior is made up of individual actions and a person’s attitude to actions, which are influenced by the goals and motives of the individual. In the essence of environmental education, there are two sides: the first is environmental consciousness, the second is environmental behavior, in this work only the formation of ecological consciousness is considered. And ecological behavior is formed over the years and not so much in the classroom as in extracurricular and extracurricular activities .. Therefore, the formation of ecological consciousness and behavior in unity must begin from primary school age. Extracurricular educational work has significant potential for the formation of an ecological culture of schoolchildren. Ecological culture - it is a socially necessary moral quality of a person.

Therefore, on the basis of the relationship of these components, schoolchildren form new value orientations, aspirations, and civic position. This program consists of blocks that reflect different areas of schoolchildren's activities in the study and conservation of the natural environment. These are organizational and educational activities, practical and educational work, charity events, educational and entertainment events.

The goal of environmental education is the formation of a responsible attitude to the environment, which is built on the basis of environmental awareness. This implies the observance of the moral and legal principles of nature management and the promotion of ideas for its optimization, active work to study and protect the nature of one's own area. Responsible attitude to nature is a complex characteristic of a person. It means understanding the laws of nature that determine human life, manifested in the observance of the moral and legal principles of nature management. The content of environmental education includes a system of norms (prohibitions and prescriptions) that follow from value orientations. From the traditional point of view, the world exists for man, who acts as the measure of all things, while the measure of nature is its usefulness. Hence the consumer attitude to nature.

Ecological literacy of schoolchildren is impossible without a deep knowledge of the nature of their native land. Therefore, teachers make the most of the local history approach in teaching. However, this is only possible if the teacher himself is well versed in the nature of his native land.

Primary school is the most important stage in the intensive accumulation of knowledge about the world around us, the development of the multifaceted relationship of the primary school student to the natural and social environment, which contributes to the formation of personality, the formation of ecological culture.

Environmental and local history education is possible only if the content of the subjects contributes to the development of environmentally valuable orientations, i.e., allows you to realize the need to preserve the entire diversity of life; reveals the essence of ongoing environmental cataclysms; helps to understand modern problems of ecology, realize their relevance and cause a desire for personal participation in overcoming the ecological crisis, in solving environmental problems.

The task of the school is to provide the necessary basic training, to be a launching pad for further professionally oriented environmental education.

In solving the problems of environmental and local history education of elementary school students, an important place is occupied by the local history approach, which involves a comprehensive study of the nature of the native land. Elucidation of the role of school local history work in the general system of education, in the practice of educational work of an educational institution allows us to consider school local history as a system that represents a complex of elements that are in certain organizational and methodological relationships and relationships. School local history work activates the entire educational process at school, and the very nature of local history activity disciplines students, unites them into a friendly team and allows them to satisfy the individual needs and interests of each student, and also helps teachers to implement a systematic personality-oriented approach in education.

The result of the local history approach in the local history education of junior schoolchildren is the children's awareness of the diversity of relationships between living and inanimate nature, between living organisms living in their region, the multifaceted significance of nature, the need to communicate with their native nature, and respect for the living.

The complex nature of the interaction of man with nature in the conditions of his native land and the environmental problems that arise in this case are determined by the objects of environmental and local history work with schoolchildren. These include: nature, economy, population, history, art of the region, considered from the point of view of the interaction of society and nature. Here it is important to show their diversity, and this, in turn, will enliven environmental and local history work with elementary school students and provide an integrated approach to business.

The inclusion of students in various activities in the process of environmental and local history work corresponds to the activity-personal approach in education and upbringing.

Awareness of the specifics of each type of activity and their relationship allows the teacher to more effectively carry out environmental and local history work with students.

Ecological and local history education of schoolchildren can be highly effective only when various aspects of its content are revealed in the interaction of all school disciplines - both natural sciences and the humanities. Within the framework of each academic subject, the environmental issues that arise from the content of this subject and its specifics are considered.

2. Environmental education as a socio-pedagogical problem.

The global problems of our time, which threaten life and human civilization, have necessitated environmental education, designed to implement the ideas of the emerging environmental information society. The search for ways of harmonious interaction between society and nature leads to an intensive process of greening the common culture of mankind, and as a result, to the formation of the theory and practice of environmental education.

Further study of this problem, carried out by philosophers and educators, made it possible to single out a new aspect of education - ecological.

Ecology is the science of the relationship between plant and animal organisms and the communities they form between themselves and the environment. Environmental education is defined as the process of acquiring knowledge about environmental problems, their causes, the necessity and possibilities of their practical solution.

And ecological education is understood as the formation among the general population of a high ecological culture of all types of human activity, one way or another connected with the knowledge, development, transformation of nature. The main goal of environmental education: to teach a child to develop his knowledge of the laws of wildlife, understanding the essence of the relationship of living organisms with the environment and the formation of skills to manage the physical and mental state. Gradually, educational and upbringing tasks:

• deepen and expand environmental knowledge;
• to instill initial environmental skills and abilities - behavioral, cognitive, transformative,
• to develop cognitive, creative, social activity of schoolchildren in the course of environmental activities,
• to form (nurture) a sense of respect for nature.

Modern trends in the development of environmental education in practice show that the best opportunities for the formation of ecological culture of younger students are a mixed model, in which all subjects retain their specific educational goals. Thus, the typology of models in line with ecologization has gone through a certain path of development: from single-subject to mixed. However, the search in this direction is still ongoing.

Environmental education, with its focus on fostering a responsible attitude towards the environment, should be the core and an obligatory component of the general educational preparation of students. One of the most important principles of environmental education is the principle of continuity.

A retrospective analysis of environmental education was combined with the study of modern pedagogical practice, with the experimental testing of various forms of environmental education, the data of a survey of experts, which made it possible not only to assess the state, but also to identify objective trends in the development of environmental education of schoolchildren:

• the activities of schools, organizations for the protection, rational use and study of the environment are purposefully coordinated;
• classroom lessons are combined with extracurricular activities of students in the natural environment;
• along with the development of traditional ones, new forms of environmental education and upbringing are used: film lectures on nature protection, role-playing and situational games, school-wide councils for nature protection, environmental workshops;
• in the environmental upbringing and education of students, the significance of the mass media (press, radio, television) arises, this process becomes pedagogically balanced.

The trend in the development of environmental education is complemented by: maximum consideration of the age capabilities of students, the creation of a mandatory minimum core of content and reliance on the ideas of integrated ecological-biological, global and human ecology.

Based on the leading didactic principles and analysis of the interests and inclinations of schoolchildren, various forms of environmental education were developed. They can be classified into a) mass, b) group, c) individual.

to the mass forms include the work of students on the improvement and landscaping of the premises and territory of the school, mass environmental campaigns and holidays; conferences; environmental festivals, role-playing games, work on the school grounds.

To group - club, sectional classes for young friends of nature; electives on nature protection and the basics of ecology; film lectures; excursions; hiking trips to study nature; ecological workshop.

Individual the form involves the activities of students in the preparation of reports, conversations, lectures, observations of animals and plants; making crafts, photographing, drawing, modeling.

It is very important that the teacher is constantly looking for new, effective methods of teaching and education, purposefully replenishing his knowledge of nature.

Thus, the school as the central system of environmental education of schoolchildren should be an active organizer of communication with institutions to expand the scope of environmental activities of students of different ages and form their responsible attitude to nature.

3. Environmental education in the process of education of younger students.

The acuteness of modern environmental problems put forward the task of educating the younger generation in the spirit of a careful, responsible attitude to nature, able to solve issues of rational environmental management, protection and renewal of natural resources, before pedagogical theory and school practice. In order for these requirements to become the norm of behavior for every person, it is necessary from childhood to purposefully cultivate a sense of responsibility for the state of the environment.

In the system of preparing the young generation for rational environmental management, a responsible attitude to natural resources, an important place belongs to elementary school, which can be considered as the initial stage of enriching a person with knowledge about the natural and social environment, familiarizing him with a holistic picture of the world and the formation of a science-based, moral and aesthetic relationship to the world.

Wildlife has long been recognized in pedagogy as one of the most important factors in the education and upbringing of younger schoolchildren. Communicating with it, studying its objects and phenomena, children of primary school age gradually comprehend the world in which they live: discover the amazing diversity of flora and fauna, realize the role of nature in human life, the value of its knowledge, experience moral and aesthetic feelings and experiences that encourage them to take care of the preservation and enhancement of natural resources.

The basis for the formation and development of a responsible attitude to nature, the formation of an ecological culture of younger students is the content of elementary school subjects, which carry some information about the life of nature, about the interaction of man (society) with nature, about its value properties. For example, the content of the subjects of the humanitarian and aesthetic cycle (language, literary reading, music, fine arts) allows enriching the stock of sensory-harmonic impressions of younger students, contributes to the development of their value judgments, full communication with nature, and competent behavior in it. It is well known that works of art, as well as real nature in its diverse manifestations of colors, shapes, sounds, aromas, is an important means of understanding the world around us, a source of knowledge about the natural environment and moral and aesthetic feelings.

Labor training lessons contribute to the expansion of students' knowledge about the practical significance of natural materials in human life, the diversity of his labor activity, about the role of labor in human life and society, contribute to the formation of skills and abilities of competent communication with natural objects, economical use of natural resources.

The target settings of primary school subjects necessitate their joint use to educate younger students in the spirit of love and respect for nature. On the basis of the content of all academic subjects, the leading ideas and concepts are formed, which form the core of environmental education and upbringing in elementary school. Based on the accumulation of factual knowledge obtained from various subjects, younger students are brought to the idea (idea) that nature is an environment and a necessary condition for human life: in nature, he rests, enjoys the beauty of natural objects and phenomena, goes in for sports, works; from it he receives air, water, raw materials for the manufacture of food, clothing, etc.

No less important is the idea revealed to elementary school students through concrete facts and conclusions that human labor is a condition for the use and protection of the natural resources of the native land.

The education of schoolchildren's diligence, a responsible attitude to the use and increase of natural resources can be expressed in the following matters of elementary school students: observing a culture of behavior in nature, studying and assessing the state of the natural environment, some elements of planning for the improvement of the immediate natural environment (landscaping), performing feasible labor operations plant care and protection.

The most important idea embedded in the content of environmental education and upbringing in elementary school is the idea of ​​the integrity of nature. Knowledge about relationships in nature is important both for the formation of a correct worldview and for the education of a responsible attitude to the conservation of natural objects that are in complex relationships with each other. The disclosure of food ties in wildlife, the adaptability of living organisms to the environment, to seasonal changes in nature, human influence on the life of plants and animals permeates the content of all lessons in natural history and is an incentive for younger students to realize the need to take into account and preserve natural relationships in organization of any activity in nature.

The idea contained in the program of reading lessons is extremely important for the implementation of the patriotic aspect of environmental education: to protect nature means to protect the Motherland. For each person, the concept of Motherland is associated with native nature. Lakes and blue rivers, golden grain fields and birch groves - all these familiar pictures of the nature of a familiar land from childhood, under the influence of literary works, merge in a younger schoolchild into a single image of the Motherland. And the feeling of responsibility for one's country is identified with the feeling of responsibility for its nature: to protect nature, its wealth, beauty and uniqueness means to protect your home, your land, your homeland.

The leading ideas of the content of environmental education in elementary school create the basis for grouping and revealing both general and some particular concepts of the interaction between man and nature.

Among the most important concepts that are mandatory for the environmental education of schoolchildren is the concept of a person as a biosocial being, vitally connected with the environment, although he managed to overcome his complete dependence on adverse natural conditions and phenomena. When studying in elementary school issues related to a person, his health, rest and work, students are led to the idea that for his normal life, favorable natural conditions are needed, which must be preserved and multiplied.

It is obvious that elementary school students are difficult to bring to the realization of this idea in its entirety, however, they receive some elements of knowledge about the relationship of man with the natural environment.

A large cognitive and educational role in the formation of a careful attitude of younger students to the natural environment is played by the disclosure of the term "nature protection" as an activity aimed at preserving and increasing natural resources. Much attention is paid to the issues of nature protection in the lessons of natural history and reading, in the formation of goals, in the content of sections. The essence of the concept of “nature protection”, unfortunately, is not specified in relation to the age capabilities of younger students, both in terms of understanding and organizing children to participate in practical activities, although it is outlined by the content of the topics studied.

A necessary element in the formation of a careful attitude to nature is a holistic aspect that reveals the diverse role of nature in human life, is the most important motive for nature protection. Thus, when teaching reading, the aesthetic side of the protection of the nature of the native land is emphasized, the ability of students to perceive the beauty of nature aesthetically is developed. The same problem is solved when teaching fine arts. At the same time, at the lessons of labor training and natural history, some of the issues of nature protection are considered only from the position of "usefulness", which, with a unilateral impact on children, can lead to the formation of a utilitarian-consumer attitude towards nature. In this regard, there is an obvious need to use interdisciplinary connections in environmental education and upbringing of junior schoolchildren in order to show children the beauty of nature, its cognitive, health-improving and practical activities, to awaken in them the desire to protect it as a source of beauty, joy, inspiration, as a condition for existence. humanity.

The most important component of ecological education is the activity of younger schoolchildren. Its different types complement each other: educational contributes to the theory and practice of interaction between society and nature, mastering the techniques of causal thinking in the field of ecology; the game forms the experience of the concept of environmentally sound decisions, socially useful activities serve to gain experience in making environmental decisions, allow you to make a real contribution to the study and protection of local ecosystems, and the promotion of environmental ideas.

The success of environmental education and education at school depends on the use of various forms of work, their reasonable combination. Efficiency is also determined by the continuity of students' activities in school conditions and environmental conditions.

In the natural history course, much attention is paid to the formation of students' knowledge about the rules of individual behavior in nature. Students are explained that compliance with the rules of conduct when communicating with nature is one of the most important measures for protecting nature. An important example of the formation of students' knowledge about the rules of behavior in nature are exercises in applying these rules in practice. At subject lessons, lessons-excursions, at the lessons of labor training, reading. In natural history, excursions are conducted to familiarize and study the surface and vegetation of the surrounding area, to identify their features. But all work will only then have an impact on the feelings and development of students if they have their own experience of communication with nature. Therefore, excursions, walks, hikes should occupy a large place in the system of work on cultivating love for nature. They may be related to the study of program material, be of a local history nature, or simply be dedicated to getting to know nature. But it should be borne in mind that in the process of excursions into nature, we must also solve the problems of aesthetic education.

The most important task of environmental education is the theoretical development by schoolchildren of knowledge about nature, about its values, human activity in it, about environmental problems and ways to solve them at work, at home, during recreation (including environmental norms and rules of behavior), etc. This problem is solved mainly in the process of self-education, in the classes of a circle or a school club for the protection of nature. There are all the necessary conditions for effective pedagogical management of the process of theoretical assimilation of environmental knowledge.

Another goal of environmental education is for students to acquire the experience of integral organizations and value judgments. This task is most successfully solved in the process of mastering practical skills by schoolchildren in studying the state of the natural environment, the goals and nature of human activity in it, identifying and evaluating its results. Here the interrelation of the activity of students in the nature and conditions of the school is extremely important.

The task 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 gained by schoolchildren in the classroom, in the process of self-education.

So, the success of environmental education is largely determined by the interested participation of all or most of the teaching staff of the school in the organization of environmentally oriented activities of students.

4. Ecological education of younger schoolchildren in the lessons "The world around"

An environmentally competent, careful attitude of a person to nature develops gradually, under the influence of the surrounding reality, in particular education. The younger school age is most favorable for the purposeful formation of an ecological attitude to nature. And the task of elementary school is to lay in the children's souls from the first steps of their communication with the outside world the foundations of environmental knowledge, which with age will develop into firm convictions. Here, children first enter the world of knowledge about nature. Unfortunately, many of the children come to school with very limited, consumerist ideas about nature. There is a long and difficult path to children's hearts to open before them the amazing, diverse and unique world of nature.

Starting to work on the environmental education of my students, I set myself the main goal of environmental education: the formation of the foundations of ecological culture in my students, the correct attitude to nature, to themselves and to other people as part of nature, to things and materials of natural origin. Further attitude will largely depend on whether they realize the value of nature in human life, the diverse connections of man with the natural environment, how deeply aesthetic and moral attitudes to natural objects will be brought up, and the desire to work for the benefit of nature. A child's love for nature cannot be abstract, it is concrete and arises only through direct observation of nature, only as a result of this ecological ideas are formed. Nature itself does not educate, but educates active interaction with it. Where can such interaction be found? Of course, on excursions. For many years of work at school, I was convinced that communication with nature provides the richest opportunities for environmental education and upbringing. The most favorable time for an autumn excursion is the end of September, when the leaves of trees and shrubs acquire a characteristic species color and the process of leaf fall is pronounced. Such excursions provide great educational value, as children see everything that is happening around. At the same time, they awaken interest, observation and the desire to understand and explain the essence of phenomena. Of no less importance is the development of the students' aesthetic feelings, for which one should draw their attention to the beauties of their native nature, to the richness of colors, sounds, beauty of forms and an abundance of aromas. On excursions, I especially draw the attention of children to how pleasant it smells of rotting leaves, the air is fresh and transparent, fallen leaves rustle softly. Together with the guys we consider leaves, branches, tree trunks, grass. Children enjoy touching and stroking tree trunks. In some trees, the trunk is smooth, shiny (in young birches), in others it is rough, matte (poplar, aspen, willow). If you damage the trunk, for example, hammer in a nail, cut it with a knife or break a branch, the tree will hurt, it may even dry out. I ask the guys to take a closer look - which leaves of which trees are the most among the fallen ones? It turns out that birch leaves are the first to lose, and later - aspen. (Children move from tree to tree, collect and examine fallen leaves.)

I draw children's attention to details that often go unnoticed. I explain to students that compliance with the rules of conduct when dealing with nature is one of the most important measures for protecting nature. To consolidate the rules of behavior in nature, I create problem situations. Children should talk about what to do if you find a bird's nest; when you meet a beautiful flowering plant, etc.

Such tasks bring up a responsible attitude towards nature, teach environmentally competent attitude to it. This work not only develops children's observation skills, but also encourages them to draw conclusions about certain phenomena occurring in living and inanimate nature, developing the child's logical thinking and colloquial speech. After the excursion, a lesson should be held that will allow the children to keep the emotional mood received during the excursion, to create for them a single picture of autumn, which includes not only knowledge about seasonal changes in nature, but also the sounds, colors and smells of autumn.

Ecological education of younger schoolchildren cannot be imagined without a game. This is, first of all, because it corresponds to the level of the child's psychological development, satisfies children's interests, is a form of knowledge of the world and a way of interacting with it. Under the ecological education of children, I mean, first of all, the education of humanity, i.e. kindness, responsible attitude both to nature and to people who live nearby; to the descendants who need to leave the Earth suitable for a full life. It is necessary to make educational work inconspicuous and attractive to children. But how to do that? Since the game is the most natural and joyful type of activity that forms the character of my students, I selected from the already known games those in which, if possible, there would be an active ecologically correct or developing game activity in accordance with the educational tasks set. Games give my lessons an emotional coloring, fill them with bright colors, make them alive, and therefore more interesting for children. Games and game elements make it possible to develop a wide variety of positive qualities in younger students and facilitate the perception of the problems and knowledge presented.

The use of entertaining material in the lessons of the surrounding world helps to activate the learning process, develops cognitive activity, children's observation, attention, memory, thinking, maintains interest in what is being studied, relieves children's fatigue.

The form of entertaining exercises can be different: rebus, crossword puzzle, quiz, games. You can use this material at different stages of the lesson. Attracting works of fiction enriches the educational process. Skillfully included in the lesson excerpts from stories, fairy tales, epics enliven the teacher's story, awaken and maintain the interest of students. If the passage contains a description of a natural phenomenon, then it is advisable to use it to illustrate the material being studied. Or you can, after reading a fragment of a work of art, offer students a number of tasks.

Game tasks that are associated with playing the roles of various wildlife objects are very interesting and expedient. For example: “A hare and a squirrel met in the forest and talked ...”; “The animals gathered in the clearing and began to tell how everyone is preparing for the winter.” In order for a child to understand nature, it is not enough to give specific tasks for it, it is necessary to teach him to rejoice, empathize with her, teach him to see beauty when it snows or the sun shines, the wind rustles or drops ring. It would be a mistake to expect an immediate impact on the child of environmentally sound play activities.

In observations of plants and animals, the beauty of native nature, its uniqueness, is revealed. At the same time, children notice the unreasonable, pernicious influence of man on nature. To teach a child to see these contrasts around him, to empathize and reflect, I use ecological fairy tales. The question may arise: will not a fairy tale make it difficult to understand the true laws of nature? No, on the contrary, it will make it easier. Thanks to the fairy tale, the child learns the world not only with the mind, but also with the heart. And not only cognizes, but also responds to the events and phenomena of the surrounding world, expresses his attitude to good and evil. And if some biological knowledge and concepts about the relationship of living organisms with each other and with their environment are introduced into a fairy tale, then the fairy tale will serve as a source for the formation of elementary ecological concepts, i.e. the fairy tale will become ecological. One of the indicators of the level of understanding of environmental problems and empathy are fairy tales composed by the children themselves. If a child came up with a fairy tale, connected several objects of the world around him in his imagination, then he learned to think. Moving in fairy tales the focus of children's attention from man to wildlife, which creates and maintains the environment for people, allows you to form respect for nature, responsibility for it.

Considerable attention should be paid to the practical participation of younger students in a particular environmental activity. Primary school students have access to such practical activities: hanging bird houses, feeders; regular collection of food for birds and their feeding, planting and caring for plants.

Ecology for a child is everything that surrounds him. And the tree, and the park, and the birds flying to the feeder, and, finally, the man himself. Indicators of a well-bred personality are: environmental knowledge, skills, practical results, which are expressed in the performance of socially useful work by students to protect nature.

CONCLUSION.

The current ecological situation in the world poses an important task for man - the preservation of the ecological conditions of life in the biosphere. In this regard, the issue of environmental awareness and environmental culture of the current and future generations is acute. For the current generation, these figures are at an extremely low level. The situation can be improved through the 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 methods that allow, by influencing the child's personality in a complex way, to develop all components of environmental culture as personality traits in terms of the general human culture.

ENVIRONMENTAL EVENT

Story

Goals:

arouse interest and love for the natural environment, teach children to communicate with it;

To form a sense of belonging to nature, personal responsibility for it.

Equipment : poster with L. Leonov's statement; tree layout; magnetic board, leaflets with the rules of behavior in nature.

“Protect nature! She has neither a fist nor a tooth to defend herself against enemies. Its treasures are entrusted to our conscience, justice, intelligence and nobility.”

Moderator: Today we will dedicate our event to nature. We will slightly open the door to her fairy-tale world, learn a lot of new things, remember what is already known. After all, only one who knows nature, its laws, can love it, protect it, live, not violate its way of life.

We live on the Earth. Why is it called the "blue planet"? (Because there is a lot of water on our planet)

Clean water, like clean air, is necessary for plants, animals and humans. Sometimes air and water become polluted because harmful substances from plants and factories get into them. Breathing such air is harmful, and people get sick more often. Keeping the air clean is very important. Adults should take care of the purity of water and air. How are we going to take care of nature? (Do not break trees and bushes, do not scatter garbage, do not catch insects and butterflies, do not ruin anthills).

Each of us must take care of nature. Unfortunately, not everyone understands this, therefore, in many places on our planet, there is an impoverishment of nature.

Now the guys will show us a dramatization of the fairy tale about the Man and the Golden Fish. And we will see what will happen in nature if the laws on its protection are not followed.

The Tale of the Man and the Golden Fish

Lived in the world Man. He hunted animals, caught fish, breathed clean air, drank spring water, admired sunsets.

Once a man was fishing in a river. He sat above the water for a long time, but the fish did not bite. And suddenly the hook twitches, the Man almost dropped the fishing rod from his hands.

He pulled it out - and does not believe his eyes: the fish in front of him is of an unknown type, and not simple, but golden, just like in a fairy tale.

Who are you? - The man asks in a whisper, and he rubs his eyes - didn’t it seem like it?

The man can't say anything in surprise, he just nods his head.

By the way, - says the Golden Fish, - I can fulfill desires. I wish to fulfill - once the tail wag. Let me go, I will fulfill all your desires.

The man thought: if you let Rybka go, you will be left without dinner, but if you eat it, you will regret it all your life.

Okay, he says, I'll let you go. And my first desire will be: I'm tired of living in this wooden hut. I want a stone house, but with electricity and central heating.

Rybka did not answer, slipped out of the hands of the Man, only wagged her tail.

The Man returned home, and in the place of his hut a white-stone house stands. Trees around, however, became less; but poles with wires appeared. Everything in the house shines with cleanliness, the furniture is beautiful in the corners. The tap water is flowing. The Man rejoiced. "This is life!" - He speaks. He walks from day to day through the rooms, admires. Even in the forest he began to walk less often. And then I decided at all: “Why am I going to walk if I can ask Rybka for a car?”

No sooner said than done. A car appeared at the Man, forest paths turned into asphalt, and flower meadows turned into parking lots.

Satisfied Man - breathes gasoline. The birds, however, have become smaller around the little animals. And the man completely dispersed. “Why do I need this forest at all?” - he thinks - come on, Rybka, make sure that endless fields spread out in its place. I want to be rich."

The forest disappeared - as it never happened. In its place, potatoes grow, wheat ears. Satisfied Man, harvest counts.

Suddenly, out of nowhere, harmful insects flew. Yes, hungry! So they strive to eat the entire human crop. The Man was frightened, let's poison insects, cockroaches with all sorts of poisons. And along with them and bees with birds.

The main thing is to save the harvest, he thinks. - And instead of bird songs, I'll ask Rybka for a tape recorder.

He lives like this - he does not know grief! He drives a car, harvests crops, does not pay attention to sunsets, water flows from his tap, there is no need to go to the spring. Everything seems to be fine, but the Man wants something new.

He thought and thought and decided to start a factory. There are many places around, let it work, it brings profit.

The Man went to Rybka - I want, they say, to expand industrial production in addition to agriculture. So that everything was like people had.

Rybka sighed heavily and asked:

What plant do you want - chemical or metallurgical?

Yes, I don't care, - The man answers, - if only there was more profit.

There will be a factory for you, - Rybka wagged her tail. “But know that this is the last wish I can grant.

The Man did not pay attention to these words. But in vain.

He returned home, he sees - there is a huge plant near his house, the pipes are visible - invisible. Some of them release clouds of smoke into the air, others pour streams of dirty water into the river. The noise is worth the roar.

Nothing, - the Man thinks, - the main thing is to get rich faster.

He fell asleep that day a happy man, and he had a terrible dream. Everything seemed to be the same as before. The forest roars, the birds sing. A man walks through the forest, communicates with animals, smells flowers, listens to bird songs, picks berries, and washes himself with spring water. And he felt so good in his sleep, so calm.

The Man woke up in the morning with a smile, and around - smoke, soot, it is impossible to breathe. The Man coughed, ran to the tap - to drink some water. Look - dirty tap water runs. The Man remembered about his spring with crystal water. I ran into the forest.

He runs, climbs over mountains of garbage, jumps over dirty streams. Barely found a fontanel. Looks - and the water in it is cloudy, it has an unpleasant smell.

How so? - the Man was surprised, - where did my transparent water disappear to?

I looked around - smoke, a stench, a roar. Only stumps remained from the trees. Muddy streams flow into the river, crows croak in the landfills, forest roads are flooded with gasoline, not a single flower can be seen.

The man remembered his dream.

What have I done? - thinks. - How will I live now?

I ran to the river to look for Rybka. Called - called - no Rybka. Only foam floats on dirty water.

Suddenly something flashed: Rybka took pity, swam. Only its gold is not visible under a layer of fuel oil. The Man was delighted, said to Rybka:

I don’t need anything, just give me back my green forest and clean springs. Do everything as it was, I will not ask for anything else.

Rybka paused and answered:

No, Man, nothing will work for me anymore: my magic power has disappeared from dirt and poisons. Now think for yourself what you will do to stay alive.

The Man sat down on the shore, put his head in his hands and thought.

Leading: Now we will check how you understood the meaning of the fairy tale.

Questions:

(A piece of paper is given for each answer; there are “magic” leaves)

1. How did the forest change after the Goldfish began to fulfill the desires of Man? Why did the man act like this?

2. Did he do the right thing? Why did he suddenly want to return his forest again?

3. Have you seen such factories, fields that are described in a fairy tale?

4. Can an ordinary fish die if factories and roads are built near the river?

5. What would you do if you were a Human?

6. What do you think will happen to this Man?

7. What does this tale teach us?

Moderator: What conclusion can we draw?

Conclusion: A person cannot live without cities, factories, fields, but everything must be done so that Nature does not suffer.

Host: Guys, now we will sum up our lesson. You know nature very well. But people say that each person must plant one tree, otherwise life has passed without a trace. We will also plant a tree. This tree is not simple: it has magic leaves - promises,

We promise:

1. Do not break trees and shrubs.

2. Do not pick flowers in bunches.

3. Do not destroy nests.

4. Do not tear the mushrooms, but carefully cut them, leaving the mycelium.

5. Don't touch the chicks.

6. Don't take baby animals home.

7. Do not kindle fires.

8. Don't leave trash.

Children attach promise sheets to a tree on a magnetic board.

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