Home Palmistry Bad attitude of man to nature. Attitude towards nature. The idea of human co-evolution and nature

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Bad attitude of man to nature. Attitude towards nature. The idea of human co-evolution and nature

Human activity destroys nature
The state of nature depends on man
Preservation of the environment is a priority for society
The future of mankind depends on the state of nature
Love for nature makes a person cleaner
People with high moral qualities protect nature
Love for nature changes a person for the better, contributes to his moral development.
People have forgotten that nature is their home
Everyone tends to have their own view on the role of nature in human life.

Arguments

I.S. Turgenev "Fathers and Sons". In the work there are two completely opposite views on the place of nature in people's lives. Nihilist Evgeny Bazarov perceives the world as material for practice, saying that "nature is not a temple, but a workshop." In everything, he tries to find benefit, and not to see the beauty around. The hero considers living beings only material for his research. For Arkady Kirsanov, who at first supported the views of Yevgeny Bazarov, nature is a source of harmony. He feels himself an integral part of the world around him, sees and feels beauty.

ON THE. Nekrasov "Grandfather Mazai and Hares". The story of the rescue of hares by grandfather Mazai is known to every person since childhood. From the poem of the great poet it is clear that our hero is a hunter, which means that for him, hares should be, first of all, prey. But grandfather Mazai cannot offend animals when they are absolutely helpless, between life and death. Love for nature turns out to be higher for a person than the ability to get easy prey. He shouts after the rescued hares so that they do not come across to him during the hunting period, but at the moment they are released.

A.I. Kuprin "Olesya" Attitude towards nature main character works can be called truly correct. Olesya's life is inextricably linked with the world around her. She feels that she is connected with the forest and that the forest is something alive. The girl loves all living things. Olesya is ready to protect everything that is connected with nature: grasses, bushes, huge trees. Unity with the outside world allows her to survive at a distance from people, in the wilderness of the forest.

V.P. Astafiev "Tsar-fish". The fate of Gosha Gertsev is a vivid example of the fact that nature can not only endure human attacks, but also actively defend itself with the help of its moral and punishing power. The hero, who has shown a consumerist, cynical attitude towards the environment, is punished. Moreover, punishment threatens not only him, but all of humanity, if it does not realize how cruel its activities are. Lack of spirituality, greed, thoughtless use of the achievements of scientific and technological progress - all this threatens the death of society.

B.L. Vasilyev "Do not shoot at white swans." The work shows a different attitude of people to nature: we see both its defenders and enemies, whose activities are only of a consumer nature. The main character, Yegor Polushkin, takes care of all living things. Often he becomes the object of ridicule, because others do not support his views on the world. Egor Polushkin, laying a pipe, decides to go around the anthill, which causes laughter and condemnation from people. When the hero is in need of money, he learns that the population can be rewarded for the soaked bast. However, even in a difficult situation, the hero cannot decide to destroy the living, while his cousin destroys an entire grove for the sake of profit. The son of Yegor Polushkin is distinguished by the same moral qualities: Kolka gives his expensive gift (spinning, which everyone dreamed of) to Vovka to save the puppy, whom the boy wanted to torture. The protagonist himself is killed by evil and envious people for the desire to protect nature.

Chingiz Aitmanov "The Scaffold". The work shows how a person destroys the world around him with his own hands. People mock saigas, wolf cubs die because of a man-made fire. Not knowing where to direct her maternal love, the she-wolf becomes attached to the human child. People, not realizing this, shoot at her, but one of them kills his own son as a result. The death of a child can be blamed not on a she-wolf, but on people who barbarously broke into her territory, exterminated her children, and therefore took up arms against nature. The work "The Scaffold" shows what such an attitude towards the living is fraught with.

D. Granin "Bison". The protagonist is horrified to realize that almost all people, including scientists, are confident in the boundlessness of nature and the negligible impact of man on it. The bison does not understand how a person can approve scientific and construction projects that cause irreparable damage to all living things. He believes that science in this case does not work for the good, but to the detriment of humanity. The hero is hurt by the fact that almost no one has come to understand the true role of nature in human life, its uniqueness and vulnerability.

E. Hemingway "The Old Man and the Sea". For the old fisherman, the sea is the breadwinner. In the whole appearance of the hero, a connection with nature is visible. The old man treats everything with respect and gratitude: he asks for forgiveness from the caught fish. The work shows the role of the generosity of nature in our lives, and the hero demonstrates a truly correct attitude towards the world around him - grateful.

Man and nature are inseparable. We are inextricably linked with the animal and plant world around us and to a large extent dependent on it. It is no coincidence that the problem of the relationship between man and nature is so topical.

Our blood relationship with all things is obvious. Nikolai Rubtsov wrote about this in the poem “My Quiet Homeland”:

With every hut and cloud,

With thunder ready to fall

I feel the most burning

The deadliest bond.

For many of us, nature is an object of admiration, the soul blossoms from communication with it. found charm even in the bad days of late autumn:

Sad time! Oh charm!

Your farewell beauty is pleasant to me ...

Vissarion Grigoryevich Belinsky called nature "an eternal model of art." Her beauty was depicted in their works by writers, poets, artists, musicians. For creative people, nature has often become a source of inspiration. The story of Konstantin Georgievich Paustovsky "Squeaky Floorboards" tells how Pyotr Ilyich Tchaikovsky composed his works. Love for relatives, places familiar from childhood inspired the Russian composer to create beautiful music.

There are many cases when nature healed a person, gave vitality. In O. Henry's story "The Last Leaf" the heroine falls seriously ill. Lying in bed, she counts the leaves on an old ivy. Jonesy thinks that when the last leaf falls, she will die. But the leaf desperately resists the weather. And the girl is also fighting for her life.

The connection with nature has a beneficial effect on a person: one who lives in harmony with the outside world cannot but possess inner beauty. Let's remember Olesya, the heroine of the story of the same name by Alexander Ivanovich Kuprin. A girl who grew up in the bosom of nature, in Polissya, attracts with moral purity and integrity of character.

However, the relationship between man and nature is not always harmonious. Sometimes we forget about the spiritual principle that is inherent in the world around us. “Nature is not a temple, but a workshop, and man is a worker in it,” says Evgeny Bazarov, a hero. Probably, in some ways the young nihilist is right. However, his judgment, in my opinion, is too one-sided. It is impossible to perceive nature only as a space for human activity and a source of wealth. Such a consumer attitude leads to irreparable consequences, and we already have the opportunity to see this.

The unreasonable and sometimes barbaric actions of people provoked the disappearance of rare species of animals and plants, air and water pollution. In some areas of the planet, the rapid development of industry has caused a real environmental catastrophe.

But everything in the world is interconnected, and the harm that we cause to nature will sooner or later turn against us ...

Today, humanity is forced to solve global environmental problems and develop a concept of interaction with nature that would provide a way out of the crisis and further progressive development of mankind. In this regard, there is a rethinking of positions on the most key issues, in particular, on the relationship between Nature and Man.

In Western culture, the opposition between Man and Nature is traditional, a unitary-practical attitude towards it prevails. It is characterized by the dominance of value human personality over the value of nature. In Eastern culture, a person is considered as a special, spiritualized part of nature, while the ideal of minimal interference in natural processes dominates. The value of nature dominates the value of man.

In the same time, modern stage development of human civilization is going through a process of dialogue of cultures, the contact of different philosophies. From this position special attention deserves the philosophy of Russian cosmism, which is represented by the names of N.A. Berdyaeva, I.V. Kireevsky, V.S. Solovyova, K.E. Tsiolkovsky and others. For the ideologists of this trend, nature and man are equal values. The ideal is the harmonious development of man and nature.

So, academician V.I. Vernadsky considered all stages of the development of human culture as a natural process of the development of the planet: “The earth’s surface changed by culture is not something alien to nature and superficial in it, but is a natural and inevitable manifestation of life as natural phenomenon". “Man,” he notes further, “... like all living organisms, like any living substance, is a certain function of the biosphere.” IN AND. Vernadsky comes to the conclusion that humanity, as part of living matter, will have to take responsibility for the future development of the biosphere.

Thus, in contemporary culture the contours of a new view of the world are becoming more and more clearly defined, within the framework of which a new vision of man is being formed as an organic part of nature, and not as its ruler. That's why last years the system of ecological education is considered as a socio-natural phenomenon. This implies not only the unity of the social and biological in the person himself, but also the unity of the child, society and the natural environment, as components of the system of environmental education.

An analysis of philosophical and cultural studies allows us to conclude that environmental issues include all the basic components of culture: a person and the system of his relations with environment, the ratio of human capabilities and his freedom, momentary and transient values, and the solution of environmental problems lies on the path of creation new culture relationship that allows man to overcome his alienation from nature.

The upbringing of a person “as an organic part of nature”, first of all, is inextricably linked with the category of “attitude”. The general philosophical interpretation of this category sounds like this: “the relationship of elements in a particular system”.

Or, it is “a way of participating in the existence of things as a condition for revealing and realizing the properties hidden in them.”

In some literary sources, the category "attitude" is considered widely, for example, in conjunction with the category "Worldview": "Worldview is, on the one hand, a reflection of the world, on the other hand, a person's value attitude towards it and acts as a method of cognition" . At the same time, the value attitude is the internal position of the individual, reflecting the relationship of personal and social values. The value attitude in philosophy is also interpreted as the significance of this or that object, phenomenon for the subject, determined by his conscious or unconscious needs, expressed in the form of an interest or goal. The value attitude is historically considered as one of the attributes of the socio-cultural existence of a person, a carrier of value attitude.

In most literary sources, the concept of "relationship" is considered in close connection with the concept of "personality". So, I.F. Kharlamov gives the following definition of the concept of “relationship”: “relationship can be interpreted as an expression of certain connections that are established between a person and other people, as well as various aspects of the surrounding world and which, affecting the scope of its needs, knowledge, beliefs, actions and volitional manifestations, one way or another affect its behavior and development. At the same time, as the author emphasizes, a fixed and habitual attitude that determines the stability of human behavior in any changing conditions is a personal quality.

The concept of "attitude" is considered as a component of the category "personality" in other sources. Thus, the author of the “Pedagogical Psychology of Education” (Lishin O.V.) says that “personality is not so much what a person knows and what he is trained as his attitude to the world, to people, to himself, the sum of desires and goals".

I.D. Zverev, I.G. Suravegina also consider the attitude of schoolchildren to nature as an aspect of the formation of responsibility as a stable personality trait.

A different interpretation of the concept of "relationship" (without the category of "personality") is presented in the works of Shchurkova N.E. “A value relation is a stable, selective, preferential connection of the subject with the object of the surrounding world, when this object, speaking in all its social meaning, acquires a personal meaning for the subject, is regarded as something significant for life and society and individual person» .

An interesting interpretation of the concept of "attitude" in the "Psychology of Relations" (author V.N. Myasishchev) "Relationships of a person is not a part of the personality, but the potential of his mental reactions in connection with any object, process or factor of reality." He identified the following types of human relations to the surrounding reality: to the world of things, natural phenomena, to people, social phenomena, to oneself, singled out the types of a person’s mental relations to the surrounding reality - these are needs, tastes, inclinations, tastes, principles, emotions, interest , beliefs, actions.

Considering the dynamics of the relationship, V.N. Myasishchev defined the levels of his development:

Conditionally reflex. It is characterized by the presence of initial positive or negative reactions to various stimuli.

Specifically emotional. Where reactions are conditionally evoked and expressed as an attitude of love, affection, enmity, fear, etc.

Concrete-personal, arising in activity and reflecting selective attitudes towards the world around.

Self-spiritual, where social norms, moral laws become the internal regulator of behavior.

P.I. Pidkasty in his works emphasizes that a common mistake in the practice of education is the substitution of attitudes towards the values of modern life with a set of personality traits. “The quality of a personality is a consequence of the relationship that a person has to something, and the formation of a desired consequence to something is futile.” Attitude, according to the author, is a connection established in the mind of the subject with the object of the surrounding world, manifested in the form of rational (verbal), emotional (experiences and states), practical (behavior, actions, activities). At the same time, according to the author, value relations are of a generalizing nature, they include the entire amount of what is significant for human life.

Value attitude to nature, according to P.I. and psychological comfort, to feel like a part of nature and a product of nature.

The concept of “relationship” acquired a slightly different sound in the works of Dezhnikova N.S., Yakovleva E.V., Simonova L.P. Scientists consider the quality of a child's relationship to nature, people to himself as indicators of the development of his ecological culture. So, Simonova L.P. considers the value attitude to nature as a component of ecological culture along with such categories as ecological knowledge and skills, ecological thinking and environmentally justified behavior. The author emphasizes that the origins of ecological culture originate in the centuries-old experience of the people - in the traditions of caring for nature, natural wealth native land. “They understood that by destroying nature, a person destroys his future. Thousands of years have evolved folk traditions, folk pedagogy was created, aimed at preserving all life on earth.

This approach in pedagogy has a long tradition (J.A. Komensky, J.-J. Rousseau, etc.). “Call me a barbarian in pedagogy,” wrote K.D. Ushinsky, - but I learned from the impressions of my life a deep conviction that a beautiful landscape has such a huge educational value for the development of a young soul, with which it is difficult to compete with the influence of a teacher.

The concept of "relationship" has, as a rule, two variants of its qualitative content: either "responsible" or "careful" attitude towards nature. The formation of a responsible attitude to nature is put forward as a leading educational task in the concept of environmental education of schoolchildren, developed by Simonova-Saleeva L.P., Yuzhakova T.P., Zverev I.D., Suravegina I.T. “The soulless rationalism with which children in elementary school sometimes amaze us is often the result of our own pedagogical efforts. Yes, knowledge is important. Without them, there is no ecological culture of man. They are the foundation for the formation of environmental responsibility... But, you see, responsibility for nature is not equal to love for it.”

The sense of responsibility has a social nature, it is due to the requirements of society for the individual, which allows us to talk about environmental responsibility for the existence of earthly civilization and life on earth, continued human race responsibility to future generations of people. At the same time, if we follow the idea of the harmonious development of the personality, then and only then can a sense of responsibility testify to a high level of environmental education, when it is consonant with other properties and qualities of the personality.

In the mid-90s of the 20th century, a new methodological direction in pedagogical science arose - environmental psychopedagogy, within which criteria for selecting content, as well as approaches to creating principles, methods and forms of environmental education, are developed. The purpose of environmental education is the formation of environmental consciousness of the individual. Education of attitude to nature, according to the authors, acts as one of the main tasks, along with such tasks as the formation of adequate environmental concepts, as well as the formation of a system of skills (technologies) for interaction with nature.

The authors of "Environmental Pedagogy and Psychology" (Deryabo S.D., Yasvin V.A.) propose the term "subjective attitude" as an indicator of the formation of a value attitude towards nature. A subjective attitude in psychology is understood as a subjectively colored reflection by a person of the relationship of his needs with objects and phenomena of the world, which is a factor that determines behavior.

natural objects belong to it to the sphere of “human”, equal to it in its intrinsic value and, accordingly, interaction with them is included in the scope of ethical norms and rules;

natural objects can act as reference persons for her, changing her views, assessments, attitudes towards herself, things, nature, other people;

natural objects can act for her as full partners in communication and joint activities.

Latitude. One person is attracted only by individual animals or plants (a small breadth of objective attitude), the other is attracted by a wide variety of natural objects.

Intensity. The subjective attitude to nature can manifest itself with different strengths.

Awareness. Men in varying degrees can be aware of their attachment to nature.

Aesthetic development of natural objects and their complexes;

Cognitive activity, due to interest in the life of nature, pleasure from the very process of cognition.

Practical interaction with natural objects, which is based not on the desire to get any “useful product”, but on the need to communicate with it.

Participation in environmental protection activities, dictated not by considerations of "far pragmatism" (it is necessary to preserve nature so that future generations can use it), but by the need to take care of nature for its own sake.

The above areas of interaction are a meaningful characteristic of the value attitude to nature, and are determined by S.D. Deryabo as a modality of this relation.

Thus, the concepts of "attitude" and "value attitude" are widely represented in various literary sources. These concepts are considered from the point of view of different sciences (philosophy, pedagogy, psychology) in different ways. In some literary sources, they are interpreted through the category of "personality" (or as "part of the subject's consciousness"), in others - as a "potential of mental reactions", or in others - as part of a person's culture. It seems that for this study, the most appropriate model for educating a value attitude to nature, developed by the authors of "Environmental Pedagogy and Psychology" (Deryabo S.D., Yasvin V.A.). As indicators for determining the level of formation of a value attitude towards nature among younger schoolchildren, we have chosen, on the one hand, the level of subjectification of natural objects, and on the other hand, the modality of attitude towards nature, which implies an attitude towards natural objects, as to:

beauty objects,

objects of protection,

objects of cognitive activity,

objects of practical interaction.

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nature ecological education

Introduction

Environmental problems are global in nature and affect all of humanity. At the present stage of development of society, the issue of environmental education becomes especially acute. main reason this is total ecological irresponsibility. In this regard, it is necessary to strengthen and pay more attention to environmental education in a modern school from the very first years of raising children. Why is this so necessary and what was the reason for this? Among the most exciting, of course, are the problems associated with environmental pollution. Everything is polluted: air, water, soil. And this, in turn, cannot but have a detrimental effect on plants, animals, and human health. Soil pollution occurs due to the use of pesticides (pesticides). The mountains of household level are also growing. As a result of irrational land use, soil depletion occurs. There is growing concern about our "neighbors on the planet" - plants and animals, which are experiencing a double oppression: first, the destruction and pollution of habitats; secondly, from the direct influence of man. As a result, many species have disappeared from the face of the Earth. And yet, even this minimal set of information indicates that the problem of environmental education of schoolchildren is not far-fetched, and that its solution should become one of the priority tasks of today's pedagogical reality of teachers.

The relevance of the interaction between society and the natural environment put forward by the school 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. An individual analysis of textbooks confirms that there are prerequisites for this. However, it cannot be said that the problem of separation of functions and interaction of educational subjects for the purpose of environmental education has been solved. It is necessary to add new elements of knowledge about each specific component of nature studied by children. With different approaches to the content of the course, it becomes possible to introduce children to the circle of real environmental problems. "Greening" the course should not be limited to updating its content. Appropriate modernization requires methods, techniques, teaching aids. Role-playing games and educational discussions can take an important place. However, a radical change in the situation may occur as a result of the introduction of new methods, programs, teaching aids. A great legacy in the field of raising children with the environment was left to us by the outstanding teacher V.A. Sukhomlinsky. He gave special meaning influence of nature on moral development 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. All of the above determined the choice of the research topic: the attitude of younger schoolchildren to nature.

The relevance is due to the contradiction between the ever-increasing negative impact anthropogenic factors on the environment and the lack of effective environmental technologies for environmental education and upbringing.

Tasks: 1. reveal the essence of environmental education and upbringing; 2. system of organization of ecological education; 3. outline a methodology for organizing environmental education of younger students.

1. Value attitude to nature as a scientific concept

In Western culture, the opposition between Man and Nature is traditional, a unitary-practical attitude towards it prevails. At the same time, the dominance of the value of the human person over the value of nature is characteristic. In Eastern culture, a person is considered as a special, spiritualized part of nature, while the ideal of minimal interference in natural processes dominates. The value of nature dominates the value of man.

At the same time, the current stage of development of human civilization is going through a process of dialogue of cultures, contact of different philosophies. From this position, the philosophy of Russian cosmism deserves special attention, which is represented by the names of N.A. Berdyaeva, I.V. Kireevsky, V.S. Solovyova, K.E. Tsiolkovsky and others. For the ideologists of this trend, nature and man are equal values. The ideal is the harmonious development of man and nature.

So, academician V.I. Vernadsky considered all stages of the development of human culture as a natural process of the development of the planet: "The earth's surface changed by culture is not something alien to nature and superficial in it, but is a natural and inevitable manifestation of life as a natural phenomenon." “Man,” he notes further, “... like all living organisms, like any living substance, is a certain function of the biosphere.” IN AND. Vernadsky comes to the conclusion that humanity, as part of living matter, will have to take responsibility for the future development of the biosphere.

Thus, in modern culture, the contours of a new view of the world are increasingly clearly defined, within which a new vision of man is being formed as an organic part of nature, and not as its ruler. Therefore, in recent years, the system of environmental education has been considered as a socio-natural phenomenon. This implies not only the unity of the social and biological in the person himself, but also the unity of the child, society and the natural environment, as components of the system of environmental education.

An analysis of philosophical and cultural studies allows us to conclude that environmental issues include all the basic components of culture: a person and the system of his relations with the environment, the ratio of human capabilities and his freedom, momentary and transient values, and the solution of environmental problems lies on the way. creating a new culture of relationships that allows a person to overcome his alienation from nature.

Or, it is “a way of participating in the existence of things as a condition for revealing and realizing the properties hidden in them.”

I.D. Zverev, I.G. Suravegina also consider the attitude of schoolchildren to nature as an aspect of the formation of responsibility as a stable personality trait.

A different interpretation of the concept of "relationship" (without the category of "personality") is presented in the works of Shchurkova N.E. “A value relation is a stable, selective, preferential connection of a subject with an object of the surrounding world, when this object, speaking in all its social meaning, acquires a personal meaning for the subject, is regarded as something significant for life and society and the individual” .

Considering the dynamics of the relationship, V.N. Myasishchev defined the levels of his development:

Conditionally reflex. It is characterized by the presence of initial positive or negative reactions to various stimuli.

Specifically emotional. Where reactions are conditionally evoked and expressed as an attitude of love, affection, enmity, fear, etc.

Concrete-personal, arising in activity and reflecting selective attitudes towards the world around.

Self-spiritual, where social norms, moral laws become the internal regulator of behavior.

Value attitude to nature, according to P.I. and psychological comfort, to feel like a part of nature and a product of nature.

The concept of “relationship” acquired a slightly different sound in the works of Dezhnikova N.S., Yakovleva E.V., Simonova L.P. Scientists consider the quality of a child's relationship to nature, people to himself as indicators of the development of his ecological culture. So, Simonova L.P. considers the value attitude to nature as a component of ecological culture along with such categories as ecological knowledge and skills, ecological thinking and environmentally justified behavior. The author emphasizes that the origins of ecological culture originate in the centuries-old experience of the people - in the traditions of respect for nature, the natural wealth of their native land. “They understood that by destroying nature, a person destroys his future. For thousands of years, folk traditions have evolved, folk pedagogy has been created, aimed at preserving all life on earth.

The sense of responsibility has a social nature, it is due to the requirements of society for the individual, which allows us to talk about environmental responsibility for the existence of earthly civilization and life on earth, the continuation of the human race, responsibility to future generations of people. At the same time, if we follow the idea of the harmonious development of the personality, then and only then can a sense of responsibility testify to a high level of environmental education, when it is consonant with other properties and qualities of the personality.

natural objects belong to it to the sphere of “human”, equal to it in its intrinsic value and, accordingly, interaction with them is included in the scope of ethical norms and rules;

natural objects can act as reference persons for her, changing her views, assessments, attitudes towards herself, things, nature, other people;

natural objects can act for her as full partners in communication and joint activities.

Latitude. One person is attracted only by individual animals or plants (a small breadth of objective attitude), the other is attracted by a wide variety of natural objects.

Intensity. The subjective attitude to nature can manifest itself with different strengths.

Awareness. People can be aware of their attachment to nature to varying degrees.

Aesthetic development of natural objects and their complexes;

Cognitive activity, due to interest in the life of nature, pleasure from the very process of cognition.

Practical interaction with natural objects, which is based not on the desire to get any “useful product”, but on the need to communicate with it.

The above areas of interaction are a meaningful characteristic of the value attitude to nature, and are determined by S.D. Deryabo as a modality of this relation.

beauty objects,

objects of protection,

objects of cognitive activity,

objects of practical interaction.

2. Careless attitude to nature 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. 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 educational tasks are defined:

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.

In the last 20 years, the attention of scientists to the study of the problems of environmental education and upbringing has increased significantly. Of particular interest are the works of N.M. Verzilina, A.N. Zakhlebny, I.D. Zvereva, B.G. Johansen, V.S. Lipitsky, I.S. Matrusova, A.P. Mamontova, L.P. Pechko, V.A. Sukhomlinsky and others, who consider various aspects of environmental education and education of students in the educational process and in the organization of socially useful work for nature protection. Today, the ideas of modern integrated ecology are being actively introduced into the practice of teaching and educating younger students. However, the diversity of works, schools, variability of training programs, creative developments give rise to many problems and questions.

What to teach? What is the general composition of knowledge available to the student? What are the requirements for environmental training of younger students? How to teach?

The emergence of modern trends in environmental education and upbringing in elementary school can be attributed to the beginning of the 70s, when it experienced a number of serious transformations, in particular, the introduction of a new subject "natural history" into the curriculum. The clearly expressed environmental orientation of the new course, which today is called traditional, created a certain set of teachers in its place in environmental education, to achieve its goals in a one-subject model, which turned out to be ineffective. The main reasons for the inefficiency lie in the fact that the ultimate goal of environmental education is a responsible attitude to the environment - a complex comprehensive education, and in this regard, one academic subject, which forms mainly natural science knowledge in biological ecology, will cope with the formation of a multifaceted attitude of junior students. schoolchildren to the natural and social environment can not. On the agenda was the question of attracting others school subjects in the process of environmental education. The idea of a multi-subject model arose, in which each academic subject reveals its own aspect of the relationship between a person and the environment. So far, the use of interdisciplinary content and forms of education is mostly spontaneous, which largely determines the quality of education and upbringing of younger students. 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 mandatory integral part 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.

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 of young friends of nature; electives on nature protection and the basics of ecology; film lectures; excursions; hiking trips to study nature; ecological workshop.

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

The main criteria for the effectiveness of mass forms is the broad participation of schoolchildren in environmental activities, discipline and order, and the degree of activity. They can be identified through systematic observations, accumulation of material.

The criterion for the effectiveness of group forms of environmental education is, first of all, the stability of the composition of the club, circle, section, the achievement of collective success. Here much determines the content and methods of classes; important at the same time is the success of the team, public recognition of its merits by others. Consciousness and a sense of belonging to the affairs of such a team, even if personal results are modest, makes all members remain faithful to it for many years.

The effectiveness of individual forms of environmental education is evidenced by the increased interest of students in the study of biological disciplines and nature protection, as well as the targeted use of knowledge and skills in environmental protection.

The conditions for the development of the relationship between the school, the family and the public, aimed at achieving the goals of environmental education, are also determined.

For success, the following conditions must be met:

planning of all links of the system based on plans for joint work, which ensures the correct alignment of forces, consistency, rhythm and stability of the components of all links with the school and among themselves

organization of the activities of all links of the general system of management of environmental education, the creation of prerequisites for their proper functioning

regular and pre-prepared information about the activities of each link and the exchange of information between them

control, identification of shortcomings and weaknesses in the work, making adjustments to its program

studying the performance of each link, summing up the overall results, analyzing the results, discussing them with the involvement of the public.

The main stages of transformation and interaction with nature in the educational process were identified. At the preparatory stage, the teacher studies the relationship between the student and nature that has developed in the present life experience (objective connections with the environment) and the attitude of schoolchildren to its phenomena (subjective connections). Individualized and group ways of getting acquainted with natural sights that are attractive to students are being developed. Labor, search, environmental affairs are jointly determined. Suggestions are usually made by the students themselves. The teacher tries to connect them more deeply with the zone of proximal development of individual inclinations and abilities. Simultaneously with the study of the subject relations of the components with nature, the teacher establishes their prevalence, the degree of commonality of relations and other prerequisites for the collectivist self-determination of schoolchildren, their ability to correlate personal influences on nature with its influence on the development of sensory-emotional, volitional, intellectual activity.

The initial stage of building the educational process is characterized primarily by the involvement of students in subject-transforming activities in the midst of nature. The goals of the stage are to accustom schoolchildren to the reasonable use of natural resources, work, conservation of natural resources, the assimilation of practical experience in relations with natural environment. Participation in activity, especially when it is carried out in collective forms, reveals the ability to reckon with comrades, to help them, to combine business and personal interests, to focus on the rules of behavior in nature.

Based on the material of work on the care of clearings, participation in harvesting, planting forest parks, the need for a passive approach of teachers to the formation of labor and economic relations of schoolchildren was revealed. Each type of activity, higher in the position of the individual as a whole, is most conducive to the development of individual properties of schoolchildren, the upbringing of a moral and aesthetic orientation towards the natural environment. Therefore, the activity led by the teacher needs a systematic organization. The result of education at this stage is the practical knowledge and efforts of schoolchildren, personal experience of influencing the environment and saving wealth, enriching cognitive interests, and the need for activities among nature. Business relations of the class are significantly activated, mutual understanding is growing, there is a desire to compare oneself with comrades, imitate the best of them, and earn respect and authority.

At the second stage of building the educational process, the educational activity of schoolchildren became the leading one. Not being directly involved in work, nature protection, it helped to systematize impressions of nature and personal activities, opened up the possibility of combining the practice of interaction with nature and education. The main attention is paid to the connection of activities in nature with the teaching of the Russian language and literature. The development of the language and speech of schoolchildren, work with works of literature, fine arts, music allows the student to more deeply reveal the spiritual value of nature, to highlight in a new way the role of caring for the environment and its rational use in meeting the needs of society. The student's desire for activity and knowledge of nature is largely due to age and the available system.

A special stage in the construction of the educational process is the purposeful formation of the student's personality.

It is necessary to distinguish between the accompanying formation of personality qualities, which occurs in a variety of activities, and various relationships with people, nature, and specially organized education of the individual. A special organization arises when a specific goal is set at this stage of education, with the individualization of the influence of the teacher and the involvement of schoolchildren in affairs among nature, which involve the formation of a worldview, beliefs, value orientations, speech, will, character. In the relationship between the teacher and the student, the following functions are realized: strengthening and enriching ties with nature, specific development practical relations, organizational combination of pedagogical and systematic approach.

It is necessary to strengthen the ecological education of younger schoolchildren. Strengthening environmental education is an important requirement for school reform. This most important requirement, arising from the ideas of modern ecology, has acquired a legislative character. It is based on several principles that are widely known:

General connection with wildlife. All living things are connected into a single whole by food chains and in other ways. These connections are only in some cases obvious to us, lie on the surface, but more often they are hidden from our eyes. Violation of these connections can have unpredictable consequences, most likely undesirable for a person.

The principle of potential utility. We cannot foresee what significance this or that species will acquire for mankind in the future. Circumstances change, and an animal that is now treated as harmful and unnecessary may turn out to be both useful and necessary. If we allow the extinction of any species, then we risk losing a lot in the future.

The principle of diversity. Living nature should be diverse, only if natural communities can exist normally, be stable and durable.

Finally, the other side of the matter is beauty. A person will hardly be happy if he loses the opportunity to see beauty. So, we are obliged to preserve all species diversity of animals and plants.

An important educational task: to convince students that all these creatures are our "neighbors on the planet" as well.

In order to successfully carry out the ecological education of schoolchildren, the teacher himself, no doubt, must abandon a number of traditional attitudes. This refers to the desire to divide nature into harmful and useful, which has penetrated into our consciousness, and the deeply erroneous, but very tenacious slogan "conquest of nature", "dominion over nature" and the view of the insect as something frivolous, not particularly necessary, finally , a widely held view of nature as a secondary subject.

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

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 towards 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 they care about 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, serve as 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.

In the course of studying natural history, three levels of studying nature can be distinguished:

Level 1: objects of nature are considered in them as separate, without focusing on the connections between them. This is an important level, without which subsequent ones are impossible, but it should not be limited to it either.

Level 2: objects of nature are considered in their relationship. Attention is focused on, for example, what certain animals eat, appropriate food chains are built, etc.

Level 3: this is the level when not only objects of nature are considered, but processes. In other words, the third level is just the level when the knowledge of ecological connections helps to explain the phenomenon to children.

The connection between animate and inanimate nature is that air, water, heat, light, mineral salts are necessary conditions for the life of living organisms. This connection is expressed in the adaptation of living beings to the environment. Between animate and inanimate nature there are also connections of the opposite nature, when living organisms influence the inanimate environment around them. The relationship between animals and plants is very interesting. Also of great importance are the links between man and nature. They are manifested, first of all, in the diverse role that nature plays in the material and spiritual life of man.

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 led 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 embedded 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 junior schoolchild into a single image of the Motherland. And a sense of responsibility for one's country is identified with a sense of responsibility for its nature: to protect nature, its riches, beauty and originality 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.

As topics about nature are studied in the lessons of natural history and reading, the concept of “nature” is gradually enriched, filled with specific content: knowledge about objects and natural phenomena, natural communities and landscapes. It must be said that a fairly wide range of various objects and phenomena of nature has been determined for study. Knowledge of these objects and phenomena allows students to navigate quite well in the world around them and prepares the basis for studying the basics of science in the middle and senior grades of the general education school.

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 favorable conditions are needed for his normal life. natural conditions to be stored 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. The issues of nature protection are given great attention 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 nature protection 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 environmental 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.

K.D. Ushinsky wrote: “And the will, but the open space, nature, the beautiful surroundings of the town, and these fragrant ravines and blazing fields, and the pink spring and golden autumn, weren’t our educators? Call me a barbarian in pedagogy, but I learned from the impressions of my life a deep conviction that a beautiful landscape has such a huge educational value in the development of a young soul, with which it is difficult to compete with the influence of a teacher.

It is not so easy to teach a student to notice the beauty in nature. First of all, it must be seen and felt by the teacher himself. Usually, nature conservation is reduced to questions about green spaces. It needs to be looked at much more broadly. During excursions, walks around the neighborhood, children can meet, for example, with polluted springs. To clear the spring of debris is the work of everyone. If the excursion takes place in an area whose surface is characterized by ravines and beams, then here the children can apply their strength in the fight against ravines. It is extremely important to teach children to look for such useful things themselves. Before the excursion to nature, the teacher helps the children to organize working groups, each of which receives its own task. It is important that in all groups there are both children who are already well acquainted with the peculiarities of the nature of their region, and children who do not show interest in them. This combination will provide an opportunity to share knowledge in the process of work. The organization of tasks can be different. In one case, members of the group perform different tasks: some collect plants for the collection, others - rocks. The classroom organizes exhibitions of collections collected on excursions, drawings, etc.

The most important task of environmental education is the theoretical development by schoolchildren of knowledge about nature, about its values, human activities 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.

I would like to draw attention to the combination of such forms of organization of work as a circle - a school club (environmental direction). As a rule, students up to the fourth grade are actively involved in circles with environmental themes. The school club is focused mainly on the cognitive and simple practical activities of primary school students. Development of environmentally competent projects for the arrangement of a school site, an ecological trail, routes of ecological expeditions around the native land, participation in the organization and implementation of them with the involvement of elementary school students, school themed evenings, exhibitions, environment day - all this activity can be successfully organized in a school club .

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.

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.

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