System and continuity of environmental education. Continuous environmental education Continuous environmental education

Based on the numerous regulatory legal acts that make up a certain subsystem of Russian administrative legislation (according to a number of experts, constituting an independent “educational” branch of Russian legislation), environmental education is understood as a continuous process of training, education and personal development, aimed at creating a system of scientific and practical knowledge , value orientations, behavior and activities that ensure a responsible attitude towards the natural environment. The certainty and categoricalness required by law presupposes the gradation of this process and the classification of its individual stages and parts, linking them with environmental actions regulated by law.

Environmental education includes environmental education - the process of continuous, systematic and purposeful formation of moral, humane and careful attitude to nature and moral and ethical standards of behavior in the environment. Apparently, as in many other cases, legal norms that ensure proper environmental education are an element of the formation of environmental culture. They, without leaving the mainland of education legislation, become part of the super-industry Russian law– complex environmental law, which needs to support requirements from other branches of law, not tearing them out from there, but using them to solve the problem of protection environment on a global scale.

The system of universal and comprehensive environmental education includes preschool and general education; secondary vocational and higher vocational education; postgraduate professional education; professional retraining and advanced training of specialists subjected to both multilateral and widespread educational activities relevant detailed legal regulation. The problem is whether the set of specific environmental aspects of this activity is necessary and sufficient to create independent legal requirements, norms and regulations containing them; Despite the importance of this topic, we do not see the necessary amount of material for them.

Family environmental education and upbringing is of no small importance; it can be assumed that if it is properly organized and implemented, it can play a decisive role in the formation of an environmental culture. Law has little place in the regulation of family environmental education; its inclusion in common system environmental education largely depends on the moral climate and demographic situation in society, the education and environmental education of parents, their interaction with the school and environmental educational organizations.

The main emphasis of environmental education should be placed on the general education school - a compulsory social institution through which the entire population of Russia passes, and not only children, but also their parents and grandparents. In a number of regions, there is a legalized model of continuous environmental education from grades I to 11; in some educational institutions, ecology is taught optionally or additionally. In seven regions of the Russian Federation, ecology has been introduced into schools as a compulsory regional subject. Schools in Moscow study "Moscow Ecology and Sustainable Development", and in Tatarstan - the "Earth Charter".

The absence of ecology in the mandatory standard allows for the variability of the subject, its adaptation to local natural conditions, inclusion of the fundamentals of environmental culture in biology, geography, chemistry, and the fundamentals of life safety. Environmental education in secondary school, without its immediate basic academic subject, has mobility and flexibility, the ability to respond to changes in the natural environment, is interdisciplinary and comprehensive in nature, includes social and economic components.

In 11 constituent entities of the Russian Federation, laws on environmental education have been adopted, and there are numerous regional laws and regulatory legal acts of state executive authorities on targeted programs for the development of environmental education. The relevant laws of the Ulyanovsk region, the Republic of Sakha (Yakutia), and the Republic of Bashkortostan introduce the concept of “ecological educational minimum” as a way to ensure state guarantees of the quality and content of education. In the Law of the Kamchatka Region dated October 15, 2002 “On Environmental Education in the Kamchatka Region” it is defined as a mandatory minimum content of basic educational programs on ecology, established as components of state educational standards, including the minimum knowledge necessary for society and people about the ecosystem organization of the environment and the use of its resources, the interaction of nature, man and society, environmental problems ah, the timeliness and sustainable development of the human community at the regional, national and global levels, the danger of losing the quality of the environment suitable for human life, as well as environmental legislation.

What is important in these laws is not so much the rather controversial and not always complete definitions of concepts and terms that reflect the consolidation of the results of scientific disputes in acts, but the establishment of new legal relations, including the responsibilities of citizens to master the ecological minimum, the functions of educational institutions, state and municipal authorities according to his teaching.

Teaching the basics of environmental knowledge is carried out in accordance with Part 1 of Art. 72 Federal Law on environmental protection, in preschool educational institutions, general education institutions and educational institutions additional education regardless of their profile and organizational and legal forms. Universality and complexity of environmental education, constant change ecological situation and funds scientific and technological progress assume continuity of teaching environmental knowledge.

This legislative provision is not supported, as required by the theory of law on the mandatory division of each norm into a hypothesis, disposition and sanction, by legal negative consequences in cases of non-compliance or by incentive measures for the proper implementation of legislative requirements, does not provide for an appropriate mechanism for control and deprivation of accreditation of an educational institution, licenses in the absence of teaching the basics of environmental knowledge.

When discussing this federal bill, we proposed strengthening this norm with more categorical regulations, on which agreement was not reached due to the absence of such sanctions regarding a number of similar norms in the legislation on education of the Russian Federation. In environmental law itself, which has been developing for half a century, “soft” by definition, by purpose

(which is both a positive and a negative side), the required parts of each rule of law are often not combined.

The regulatory framework for teaching the fundamentals of environmental knowledge, along with the above documents, is the Fundamentals of Legislation Russian Federation on culture (approved by the Supreme Council of the Russian Federation dated 10/09/1992 No. 3612-1), Law “On the Mass Media”, Federal Law on Sanitary and Epidemiological Welfare, Decree of the President of the Russian Federation dated 02/04/1994 No. 236 “On the State Strategy of the Russian Federation for Environmental Protection environment and ensuring sustainable development". Concept of work of state nature reserves and national parks of the Russian Federation on environmental education of the population (approved by the State Committee for Ecology and Rosleskhoz in 1998), Federal target program "Environmental education and enlightenment of the population of Russia in 1997–2010".

The problems of modern teaching of the fundamentals of environmental knowledge as an element of the formation of environmental culture manifest themselves differently in different social and age groups of people, which cannot but be reflected in the different legal, albeit insufficient, regulation of this teaching. The identification of individual focal (target) groups of the population involves the use of various organizational, economic and legal mechanisms determined by psychophysical characteristics, living conditions, and the amount of previous experience and knowledge. It is customary to see and determine the specifics of teaching the basics of environmental knowledge for politicians and managers, the local population of protected areas, entrepreneurs and students, teachers and scientists.

The socio-economic contradiction between the local population and the protected areas lies in the tradition and desire of the former to live as before, in many ways archaic and the desire of the administration and employees of the latter to limit the usual use of natural resources and to organize eco-tourism. What is important here is the education of patriotism and responsibility, the implementation of employment programs and economic development, conservation of biodiversity and rare species of animals and plants, modernization of life.

Wealthy people underestimate the prospects of the environmental direction of their charity, and extra-budgetary financing of ecology seems quite relevant, but is not implemented. It is important here that reputable artists, politicians, and cultural figures demonstrate their positive experience in this area and promote foreign examples of environmental altruism and targeted environmental and artistic activities. Law can help little here, but it must act as a regulator (the main, but not the only one - morality!) of social relations.

Young people and students have enthusiasm, determination, a search for the application of their strength, and for environmental purposes this is served by voluntary student squads for nature conservation, to combat poaching, especially in relation to New Year trees, environmental expeditions, assistance to zoos, local history museums and botanical gardens, student and school forestries, clubs for environmental interests. Young unspoiled people, educated Russian school, not subjected to legal nihilism and lawlessness by social practice, tend to trust official regulations more, and therefore strive to fulfill legal requirements in these areas.

The low social activity of teachers, scientists, and employees can be overcome by teaching them methods of conducting classes, providing them with intelligible, talented and understandable literature, improving their environmental and pedagogical qualifications with additional professional education in courses, seminars, creative workshops, and mutual visits to exchange experiences. Socially disadvantaged children - students of correlation schools, disabled people, orphans - go their own way to form an ecological culture, who understand that they can “like everyone else” and even better contribute to the conservation of nature

Environmental education is associated with national, worldview, and religious traditions, reflected in mass publications. The Republic of Mordovia has developed its own textbooks on ecology; in Khanty-Mansiysk, environmental months are held annually on the basis of educational institutions, industrial enterprises, in public gardens, residential areas, squares; At the same time, local features that merge into the all-Russian environmental and legal culture are taken into account.

Since the beginning of the country's transformation, filling the void in educational work class teachers can be achieved through environmental education. List of cool and extracurricular activities may include a lot of different environmental practical and propaganda actions, for which teachers and their students will never be ashamed. Ecologically oriented teaching of such subjects as philosophy, cultural studies, ethics, sociology, pedagogy, and ethnography directly influences the worldview of the younger generation.

The problems of environmental education and teaching the basics of environmental knowledge are environmental stereotypes about endless inexhaustibility and constant self-healing natural resources(“there will be enough for our century”), indifference to the state of the natural environment and the fate of subsequent generations (“after us there will be a flood”), legal nihilism (“everyone does it”), overestimation of a person’s ability to influence phenomena occurring in the environment (“ man is the king of nature"), caused by a lack of understanding of the depth of his own incompetence.

The difficulties of environmental education as a necessary element in the formation of environmental culture and the development of ways to overcome them go beyond the scope of environmental law itself, but require further reflection in order to find legal means of influencing the activation of these processes necessary for environmental protection.

  • On the way to sustainable development of Russia. 2007. No. 38; Yablokov, A. Russia: health of nature and people. M.: Yabloko, 2007.
  • Gazette of the SND and the Armed Forces of the Russian Federation. 1992. No. 46. Art. 2615.
  • Collection acts of the President and Government of the Russian Federation. 1994. No. 6. Art. 436.

PRINCIPLES AND GOALS OF CONTINUOUS

ENVIRONMENTAL EDUCATION

A. A. Verbitsky

Environmental education (hereinafter referred to as EO) can be understood as the process of inheritance and expanded reproduction of environmental culture by a person through training, upbringing and self-education, as well as within the framework of work and everyday activities. Continuous environmental education (hereinafter referred to as CEE) means the enrichment of one’s environmental culture throughout one’s life. The essence of NEO can be understood through the characteristics of its main goals: the development of environmental consciousness and thinking; ecological culture of the individual and society; responsible attitude of every person to nature; formation practical experience environmental management and competent decision-making (each at their own level), which will contribute to a healthy lifestyle of people, sustainable socio-economic development and environmental safety of the country and the world.

Ecological culture acts as a set of experience of interaction between people and nature, ensuring human survival and development and expressed in the form of theoretical knowledge and methods of practical action in nature and society, moral norms, values ​​and cultural traditions. Ecological consciousness is an adequate reflection of this experience by a person, including his moral, value-based and responsible attitude towards nature. Ecological thinking is a process of anticipation at the conceptual level of the practical implementation of environmentally feasible activities. Environmental education becomes truly continuous under the condition of an organic combination of the actual pedagogical methods of teaching and upbringing with political, economic, moral and practical (through production technologies and everyday lifestyle) means and methods of influencing the environmental consciousness and behavior of people.

The effectiveness of VET depends not only on the availability of a sufficient number and accessibility of relevant educational programs and standards, diversity and quality educational services, a smart education management system. Much is determined by the developed psychological support of the educational process, the creation of incentives that motivate a person to be environmentally literate, taking into account his age, cultural, life and professional experience, and living conditions.

Principles for creating a system of continuous environmental education. In continuous environmental education, the following system of principles can be implemented to guide the design and implementation of a holistic educational process. The principle of democracy and universality means the availability and diversity of content, types and forms of provision to a person of any age, position and social status environmental educational services of any kind, in any place, at any time, at any level in accordance with the

the needs, interests and capabilities of this person and at the same time the obligatory nature of environmental training for everyone, especially for managers and workers in environmentally hazardous industries. The principle of humanization of environmental education presupposes the creation of such a way of life of an educational institution in which joint creative activity, mutual learning, mutual enrichment and dialogical communication of subjects of the educational process, opportunities are created for the manifestation and development of everyone’s creative individuality. The principle of vertical integration of levels of environmental education, the implementation of which will ensure continuous growth ecological culture of the individual. The principle of horizontal coordination of the activities of basic, additional, state, non-state and public educational institutions creates the prerequisites for a coordinated educational policy in the NEE system, resolves problematic issues at the “junctions” of various educational programs and pedagogical technologies. The principle of connecting environmental education with the needs of practical transformative activity of man and society presupposes the abandonment of abstract education in the field of ecology and environmental protection and the transition to an activity model of the educational process of a contextual type, in which real environmental data is used, conditions for the application of environmental protection are modeled. information in the context of problems and tasks real life and professional activities of people. This principle means, in essence, the requirement for a pedagogically sound integration of environmental education, science, production and human life itself. The principle of flexibility, variability, problematic, systematic and interdisciplinary content of environmental education. Flexibility requires periodic revision of content in accordance with the changing needs of individuals and society in environmental education; variety of educational programs developed “for the consumer”. Problematicism is a necessary condition for the development of environmental thinking and cognitive motivation in the process of training and education; systematicity and interdisciplinarity reflect the uniqueness of ecology as a science, its ability to integrate various areas theoretical knowledge and practical human activity, personify the unity of the ecosystem. The principle of continuity of educational programs and pedagogical technologies ensures the continuity of the development of environmental culture and the ease of a person’s transition to subsequent stages of environmental education. Continuity is based on the fundamental content of environmental education, defined in state educational standards. Having mastered the “core” of content, a person can independently choose the types, pace and timing of training, and his own program for obtaining environmental education. The principle of taking into account national-cultural traditions, demographic, natural and socio-economic living conditions of people in environmental education concerns both the selection of the content of training and education, and the provision of the necessary environmental information for educational institutions, real for a given region, city, village, as well as organization

educational process that organically combines the best traditions of universal and national culture. The principle of unity of general, professional and environmental education presupposes both a meaningful greening of all existing educational programs and state educational standards of general and vocational education, as well as the use of special environmental programs. Taken together, this will ensure the formation of an individual’s ecological worldview as an organic component of his overall worldview. An independent task is to expand educational programs for training and advanced training of environmental specialists and environmental educators. The implementation of the last principle means that we are not talking about the introduction of autonomous educational environmental programs and the creation of a special network of specialized educational institutions (although, in necessary cases, this should also take place), but about the meaningful integration of environmental, general and vocational education into the VET system. The transition to continuous environmental education presupposes the systematic implementation of a set of the above principles, each of which is specified in relation to certain levels and directions of environmental education.

Goals of continuing environmental education. Target preschool education- education in initial forms children's ecological culture, their understanding of elementary relationships in nature and the peculiarities of human interaction with it, the intrinsic value of living things, the development of initial practical skills in humane-creative and emotional-sensory interaction with natural objects immediate environment. The goal of environmental education in secondary schools is to develop a responsible attitude among students towards the environment and human health based on the development of environmental consciousness and an environmentally literate attitude towards nature. The main goal of environmental education in professional primary school- formation of professionalism that ensures rational and environmentally safe management of natural resources in accordance with the subject of his work. The main goal of environmental education in higher school- expansion and deepening of environmental culture in the process vocational training specialists (bachelors, masters); mastering general and specialized knowledge about the essence natural phenomena, interdependence and interaction of society, man and nature. The main goal of environmental education in postgraduate and doctoral studies is the professional education of ecologists and the greening of the content of other types of professional postgraduate education, development of the project ecological culture of the researcher. The main goal of additional environmental education for children and adults is to comprehensively meet people's needs for environmental knowledge and experience, their deepening and expansion. The main task is to continuously improve the environmental culture and environmental competence of students; retraining of environmental specialists, teachers and instructors. The main goal of the activities of structures of non-formal environmental education, enlightenment and self-education is

of all segments of the population (mass media, lecture halls, museums, cultural institutions, physical culture and sports, nature reserves, zoos, National parks, recreation and tourism areas, etc.) - implementation of the rights of citizens to receive reliable environmental information, inclusion of every person in ensuring the environmental safety of the country. Achieving this goal is associated with providing the population with reliable environmental information; creating conditions for continuous improvement of the level of environmental awareness; environmental general education of the population. The main goal of the activities of industrial and environmental education structures is to ensure the required minimum environmental literacy of employees of enterprises, institutions and organizations, representative and executive authorities, management employees at any level. The main objectives are to create conditions for all employees to obtain on-the-job environmental knowledge and practical skills in environmental management and environmental protection; preventing on this basis or minimizing its pollution, stimulating the creation of environmentally friendly industries and technologies.

The conditions for realizing the goals of continuous environmental education include; staffing at all levels and areas of environmental education; preparation of scientific and methodological base; greening the contents of all academic disciplines; organization of an active learning environment, introduction of modern pedagogical technologies, development of psychological and pedagogical support for the educational process; financial and logistical support for the creation, operation and development of a system of continuous environmental education; organization of environmental education through the media, cultural facilities, physical culture, sports and recreation.

S.A. Fomenko MOU DOD TsEVD, Strezhevoy
At each new stage of human development, there is a need to educate an environmentally literate citizen who knows general patterns the development of nature and society, which understands that the history of society is continuously connected with the history of nature, and is able to subordinate all types of its activities to the requirements of rational environmental management.
Environmental education should become a continuous process of training, education and personal development, aimed at developing a system of scientific and practical knowledge and skills that ensure a responsible attitude towards the natural environment and health.
A special role in the implementation of continuous environmental education belongs to institutions of additional education, since they have a flexible system that quickly responds to changes in the individual and educational needs of children. Here it is possible to create conditions for the manifestation and development of individual abilities of students, when the knowledge acquired at school becomes personally significant: to provide assistance in social self-determination, in the practical preparation of schoolchildren for life and a professional career in conditions of social change.
The Center for Environmental Education of Children in Strezhevoy has created a model of continuous environmental education for the younger generation, the implementation of which gradually forms the environmental culture of the child, including: - preschool environmental education for kindergarten students;
environmental education for students in grades 1-4, the so-called “School of Early Development”;
environmental education for students in grades 5-8 - "School of Choice";
environmental education for students in grades 9-11 - "Creative Laboratory".
The goal of the system of continuous environmental education and training is the formation of a responsible attitude of each person towards the environment and training in the skills of competent decision-making in the process of environmental management.
Pedagogical objectives of environmental education:
teaching knowledge about the relationship between the nature of society and man;
formation of practical skills in solving environmental problems;
education and development of value orientation, motives, needs and habits, active activities for environmental protection;
developing the ability to analyze environmental situations and assess the state of the environment.
It is systematic and purposeful research activities students broadens their horizons, forms practical skills and develops creative skills, helps to better understand practical significance acquired knowledge, causes sustained interest in classes, and also significantly improves cognitive activity.
Preschool and primary school age are considered as a period of accumulation of knowledge about the
environmental world based on the emotional perception of nature.
For this purpose, such educational programs as: “Nature is our home”, “Nature through the eyes of the soul”, “Young naturalists”, “Young ecologists”, “Valeology”, KVD “Zest” are being implemented.
IN before school age and in primary school, the emotional development of children is facilitated by excursions, games, creative tasks related to modeling, drawing, crafts, reading fairy tales, writing fairy tales and stories on an environmental theme.
In environmental education and upbringing of children of this age, the unity of study, play and work is realized. This helps students develop the ability to express their point of view and defend it in a discussion. In the process of implementing these programs, much attention is paid to the work of students with special literature under the guidance of teachers, mastering various techniques research, gaining experience speaking in front of an audience.
There is a city environmental conference research projects“First steps into the world of science” is aimed at students of primary and secondary levels of city schools and pupils of the center. The topics of work are very diverse: “The influence of detergents and cleaning agents on the cleanliness of dishes”, “Features of atmospheric respiration of aquarium fish”, “Berezkin’s tears”, “The influence of soil composition on plant growth”, “Container compositions in the interior of a school corridor”, “Influence different styles of music on animals", etc.
For middle school students (grades 5-8), the following programs have been developed: “Floriculture - Plant Growing”, “Floriculture”, “Landscape Architecture”, “PhytoInterior Design”, “Phenologists”, “Cactus Growers”, “Ornithologists”, “Microbiologists” , “Zoologists”, “Aquarists”, “Help yourself”, “Wonders of nature”, “Valeology”, “Hour of entertaining Biology”, “Hour of entertaining Zoology”, press club “Ecological Bulletin”, flower theater “Fairy”.
Students study in various environmental associations based on their interests, deepening and expanding their knowledge in specific areas: floriculture, vegetable growing, arranging and phytodesign, microbiology, zoology, aquarium science, local history, human health, etc.
The associations' classes are held in the greenhouses of the plant growing department, which contain a collection of exotic plants; on the experimental site there is an arboretum with acclimatized trees and shrubs of 39 species.
The zoological department has exhibition halls: “Aquarium fish farming” (more than 60 species of fish), “Terrarium” (34 species of animals), “Ornamental poultry farming” (20 species of birds), as well as rich herbarium material and entomological collections.
The programs, according to the authors, are designed not only to develop knowledge about the interaction between man and nature, but also to contribute to the development of the emotional and volitional sphere of the child. For this purpose, tasks are used that are focused on the student’s personality and evoke his empathy, admiration, and anxious feelings associated with the state of the environment.
The formation of environmental culture among older schoolchildren (grades 9-11) is carried out based on the fact that in high school there is a generalization of environmental knowledge about the subjects of historical, social science and natural science cycles. It is important to correlate the knowledge gained about the environmental problems of the region with national and global problems, identify their common features and characteristics, compare universal human values ​​with the value orientations of students.
At the third stage of environmental education, the following programs are implemented: the “School of Environmental Knowledge” program and individual consultations with members of the students’ scientific society.
The main goal of these programs is to instill environmental responsibility in students. The connection between man and nature and its impact on the world is revealed with the help of such concepts as “value of nature”, “anthropogenic factor”, “monitoring”, “ecological problem”.
Preference is given to complex environmental expeditions, raids, hikes, because One of the conditions for the implementation of continuous environmental education is the relationship between theoretical and practical work on the study of the environment.
It should be noted that at all levels of environmental education, an integral component is experimental and research work as the main means of enhancing cognitive activity students and the formation of environmental thinking.
Students of grades 9-11, members of the "Scientific Society of Students", are increasingly writing scientific research work turn to social problems of his city, developing the topics: “Problems of landscaping in the city of Strezhevoy”, “Environment and health of residents of the city of Strezhevoy”, “ Urban environment- as a human habitat”, etc.
At the same time, practical projects are being drawn up for work at the training and experimental site. So for 5 recent years The project “Growing Virginia lilac from seeds in the Far North” was implemented. More than a thousand seedlings were donated to city residents and organizations.
In August 2005, together with the city tourist station, we organized an on-site summer ecological camp at the mouth of the Sterlyadka River (a tributary of the Ob River, Aleksandrovsky District), and in July 2006, we organized an on-site expedition to Lake Goluboe. Based on the results of the expeditions, a high-quality and quantitative analysis diseases of tree species, species composition, number and projective cover of herbaceous plants and lichens. Herbarium specimens of plants were collected, passports were compiled water bodies, certification of anthills was carried out, and the coastal area was cleared of debris. The practical skills and knowledge acquired by students in the process of preparing and conducting field environmental expeditions perfectly meet the goals of school and additional education.
Introduction of experimental research work into the organization educational process required the Center's teachers to reconsider the content of educational programs and focus on practical activities, as a result of which from 30 to 50% of educational time is devoted to practical classes, observations, and experimental work.

Sections: Extracurricular activities

In the world where we live and work, there is a constant process of integration of knowledge, covering all sciences about nature and man. However, the knowledge acquired by students at school throughout all years of study is presented in a disjointed form, not interconnected by general laws. Hence the inability of schoolchildren to combine the acquired knowledge in their minds and make sure that every moment of acquiring knowledge is simultaneously the formation of a holistic picture of ideas about nature. The issue of ensuring continuous environmental education for students contributes to the implementation of the ideas of an integrated approach to teaching science and mathematics subjects.

Issues related to the education of an environmentally literate individual can be successfully resolved not by the efforts of individual enthusiastic teachers, but only by the systematic work of the entire teaching staff on an interdisciplinary basis, organically being included in all elements of the teaching and educational process at school. In this regard, since 1997, a creative group of science and mathematics teachers has been created at the school. The goals and objectives of the work of our creative group to develop environmental culture among schoolchildren are based on the objectives of the school, in which the priority is the environmental and local history direction in education and training.

In a rural school setting, the relevance of this experience is obvious. Small classes, a higher coefficient of cohesion among rural schoolchildren compared to urban ones, greater opportunities for practical field research, and the convenience of conducting phenological observations create favorable conditions for organizing a targeted educational impact on the student’s personality in order to increase the level of his ecological culture.

The purpose of pedagogical activity: the formation of environmental literacy and personal culture, instilling a sense of responsibility in students to solve environmental problems through the unity of educational and educational activities.

In organizing work on the development of environmental culture, we adhere to the following definitions of this concept in the methodological literature.

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

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

L.P. Pechko believes that environmental culture includes:

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

work culture that is formed in the process of work. At the same time, environmental, aesthetic and social criteria are taken into account when performing specific tasks in various areas of environmental management; a culture of spiritual communication with nature. Here it is important to develop aesthetic emotions, the ability to evaluate the aesthetic merits of both the natural and transformed natural spheres.

Ecological culture, points out L.D. Bobylev, includes the following main components:

  • interest in nature;
  • knowledge about nature and its protection;
  • aesthetic and moral feelings towards nature;
  • positive activities in nature;
  • motives that determine the actions of children in nature.

In their work, the creative group adheres to the idea that environmental culture as a personality quality should be formed in the system continuous environmental education, the main links of which, which have a significant impact on a child at school age, are:

  • family;
  • children's preschool institutions;
  • school;
  • out-of-school educational institutions;
  • mass media;
  • self-education.

Main directions and types of activities.

Our children attend kindergarten“Sun”, one of the areas of educational work is environmental.

  • Greening of subjects of the natural and mathematical cycle, at all levels of education
  • The creative group devotes a significant part in organizing students’ continuous environmental education to extracurricular and extracurricular activities on environmental protection measures. The work is based on the author’s program “Environmental education of students in extracurricular activities.”

The main stages of the implementation of this program:

Activities in clubs:

1. Experts of the native land - Gaitanova N.N.
In the classes of the association “Experts of the Native Land”, the program Geography of the Gus-Khrustalny region is implemented, the purpose of which is to develop students’ interest in the history, geography and ecology of their region, city, village, to develop their knowledge about the characteristics of nature, economy, population, and anthropogenic impact man to nature.

2. Young ecologist – Krylova T.V.
In the classes of the “Young Ecologist” association, the program “young ecologists of the native land” is being implemented with the goal of instilling in children the conviction of the need to study and protect the nature of their region; formation ecological concept about integrity natural complexes native land, their dynamics and ways of rational use.

3. My friend, computer - Rusakova S.L.
In the classes of the association “My Friend, the Computer,” the use of ICT is being introduced in the system of continuous environmental education, which contributes to the rapid adaptation of students to work in the conditions of the modern information society.

4. BIG (biology + computer science + geography).
During the association's classes, students' knowledge acquired in geography, computer science and physics lessons is integrated.
Supervisors: Gaitanova N.N., Rusakova S.L., Krylova T.V.

Some forms of extracurricular activities

1. Organizing excursions for primary school students.

For example. An excursion to get acquainted with the nature and life of forests, meadows, floodplains, the insects, animals and birds that inhabit them; propaganda of nature conservation;

First stop. The hand of friendship to nature.
Second stop. Children are sentinels of nature.
Third stop. Let's protect the feathered tribe.
Fourth stop. The Forest Raised a Christmas Tree.
Fifth stop. Golden meadow.

2. Organization of excursions and classes in the school room of military glory and local history corner.

3. Events are held under the general title “Hour open doors in the physics and chemistry classroom." These are activities conducted by teachers or high school students for middle school students. Their content consists of entertaining stories, experiments, quizzes, magic tricks, poems, skits related to physics, chemistry, biology, ecology (Winter's Tale, In Defense of Nature, Journey through the Seasons).

4. Traditional annual environmental marathon. This project is a comprehensive program - a cycle of creative environmentally-oriented activities of students. The project solves problems such as:

  • awakening in young people interest in the world around them;
  • informing schoolchildren about the environmental situation in the area;
  • dissemination of environmental links;
  • uniting schoolchildren to solve environmental problems.

The final stage of the marathon is the meeting of the COAPP. ( Annex 1 )

5. Organization of a school ecological trail. The purpose of its creation is to organize educational and educational work on environmental issues, to create conditions for nurturing a competent culture of human behavior in the environment. Stops:
“The Grom-Platina River”, a swamp, a birch grove, springs and sources of clean drinking water, forest planting, the Transfiguration Church.

6. Work on creating a school forestry.
An important step in the development of ecological culture is observations in nature. During the observation process, the child's analyzers are turned on: visual - the child sees the size and color of the object under study; auditory - the child hears the sound of the wind, the splash of water in the river, the sound of raindrops, the rustling of leaves, the babbling of a brook - all this is pleasant to the child's ears. The taste allows you to subtly distinguish between the sweet taste of honey and the salty taste of sea water, the taste of spring water and meadow strawberries. The sense of touch is a child’s second eyes. Feeling the objects of nature, the child feels all the roughness of tree bark, the smoothness of pebbles, grains of river sand and scales of cones. And the smells! A sea of ​​smells that excites a child's imagination. The smell of poplar buds after rain, the smell of spring, the smell of warm earth heated by the sun. No wonder K.D. Ushinsky wrote that the child “thinks in forms, colors, sounds.”
When organizing observations in nature, we use a generalized scheme for examining an object.

Approximate scheme for observing an animal

1) Features appearance the animal as a whole and its individual parts. Identify distinctive and similar features of the appearance of the observed object in comparison with another well-known animal of the same type.
2) Peculiarities in the behavior of the animal: habits, movements, voice and other life manifestations (lifestyle and nutrition in the wild and in captivity). Based on these characteristics, compare with an already known animal of the same type, distinguishing both similarities and differences.
3) Features and role of this animal in human life.
4) Interpret what is perceived in the light of what is available personal experience and knowledge.

7. Practical, research work in natural conditions plays a major role in environmental education and upbringing of schoolchildren of any age. The theoretical knowledge acquired by the student in the classroom should become the basis for independent assessment of processes and phenomena occurring in nature, for conducting one’s own research, observations, the ability to summarize the results of one’s observations, and to promote environmentally literate behavior that is safe for nature and one’s own health.

Topics of research papers completed by students.

  • Research of weather according to folk signs.
  • Flora and fauna of NP "Meshchera"
  • Presentation of the project “Birds – Red Data Books of the Meshchera NP”
  • Kingfisher is the bird of the year.
  • The flag, coat of arms and anthem are the pride of the Russian people.
  • Glory to the region for its sons.
  • There are women in Russian villages.
  • History of the Transfiguration Church.
  • NP "Meshchera".
  • Study of medicinal plant species in the vicinity of the village of Aksenovo.
  • Resistance of plants on vermicompost and humistar to chemicals.
  • Study of anthills in the vicinity of the villages of Maslikha, Krasny Oktyabr, Tsikul.
  • Anthropogenic influence on the number of anthills.

8. The study of flora and fauna, soils, water bodies, landscapes of the native land is combined with practical activities: planting trees and shrubs, protecting unique and rare flowers, landscaping the classroom and growing indoor plants, caring for them, cleaning the school grounds, digging lawns, sowing seeds flower and tree and shrub species, caring for plants in the school grounds (watering, weeding, collecting pests), cleaning springs, protecting anthills, feeding birds.

Participation in labor actions:

  • Garbage has a second life.
  • Green Arrow.
  • Help the birds.
  • Let's keep our land blue and green.

Apparently, no one now doubts that among the global, vitally important problems facing humanity, environmental problems have acquired paramount importance these days. Chemical, physical and technical pollution of nature threatens the very existence of man. And yet, people can no longer give up power plants, railways, airplanes, cars... So the task now is to minimize harmful man-made impacts on the environment and familiarize society with the specific danger that threatens humans in the air, water, soil, home The contradictions between society and nature have now reached not only great severity, but have also entered a qualitatively new phase: a further increase in anthropogenic loads can undermine the natural basis of life on the planet and lead to the death of humans as a biological species. Only the early formation of a correct, scientifically conscious relationship between man and nature can prevent the increase in harmful factors in the environment and help neutralize them. It is obvious that in the development of environmental consciousness, the role of the school is great, which can and should instill in children a sense of belonging to nature, a sense of its beauty, which does not allow them to treat it in a consumerist, barbaric manner, or to show callous carelessness or hard-heartedness.

Appendix 2 . Report on the March of Parks 2008

The system of continuous environmental education includes seven levels: home (family) environmental education, general environmental education (childhood, school), vocational education (primary, secondary, higher), postgraduate, additional environmental education at all levels, professional environmental retraining, advanced qualifications of managers of all types of institutions, enterprises and organizations, specialists and employees whose professional activity associated with the use of natural resources, direct or indirect influence on the state of the urban natural environment and the education of the individual. The level structure of environmental education is complemented by an organizational and management structure aimed at environmental education of the population. It covers all segments of the population and makes it possible to realize the informational and practical interests of residents in the field of ecology, environmental safety and the quality of the natural environment of the metropolis.[...]

The leading direction of environmental policy should be the formation of a system of continuous environmental education, covering all structures of society. To do this, it is necessary locally to promote in every possible way the humanization and greening of the education and upbringing of children. In the vocational education system, it is necessary to combine the processes of acquiring professional knowledge and mastering the environmental aspects of specific production activities.[...]

Nazarenko V. M. System of continuous environmental education in secondary and higher education pedagogical school: Dis. Dr. ped. Sci. - M., 1994.[...]

Due to the vital importance of environmental issues, the mandatory principle of the methodology of environmental education should be the principle of its continuity. Environmental education is currently considered to be unified system, the main components of which are formal (preschool, school, secondary specialized and higher) education and non-formal education of the adult population.[...]

Thus, the teaching of environmental law is carried out on a stable basis and even tends to expand. The same cannot be said about teaching. general course, ecology. The resolution of the parliamentary hearings “On Environmental Culture” (November 2000) emphasized that the system of continuous environmental education in the country is deformed and is actually breaking down. From the basic curriculum secondary school the course “Ecology” was excluded, this course was not included in the 12-year education program, and pedagogical universities the training of environmental teachers is being stopped. Finally, the environmental section in the Federal Expert Council of the Ministry of Education of the Russian Federation was abolished1.[...]

The adopted approaches to the development of a system of continuous environmental education in a metropolis have made it possible to more clearly structure the content and levels of education, to form continuity, horizontal and vertical interaction of educational institutions, culture, science, public organizations and their non-profit cooperation with the administration in the development of the environmental culture of the urban community.[...]

The system provides all students with continuous environmental education: at the first stage - general, formative worldview; at the second stage - general engineering, developing an understanding of environmental problems in various industries; at the third stage - a special one, which develops in students the abilities and skills to make rational engineering decisions and analyze the consequences of these decisions for the state of the environment. When performing qualifying work, students solve problems to substantiate and ensure environmental safety and efficiency of the research being carried out and the projects being developed.[...]

V. M. Nazarenko argues that the creation of a system of continuous environmental education requires a new paradigm: environmental education is not part of formal education, but its new meaning, its goal. The ideological basis of environmental education consists of two interrelated approaches: biocentric and anthropocentric, which allow us to form ideas about the unity of nature and man, about ways to harmonize their interaction, about the co-evolution of nature and society as the only possible path of development modern civilization, as well as about the personality structure that meets the requirements of environmental ethics.[...]

The most responsible role in this process belongs to science and education, on the basis of which, within the framework of Strategic plan A municipal system of continuous environmental education and enlightenment is being built. To create such a system, the city’s scientific and educational resources, regulatory framework, material and technical capabilities, information flows, international and local experience were analyzed; Specific sociological studies have been carried out. Issues regarding the development of the municipal system of continuous environmental education were resolved at several scientific and practical conferences.[ ...]

In the Ural State technical university(USTU) system of continuous environmental education and training includes training of undergraduate and graduate students, training and advanced training of industry specialists, government officials and teachers on environmental issues and environmental management.[...]

The current legislation of transportation, “on the universality, complexity and continuity of environmental education and upbringing. The principle of comprehensiveness of environmental education and upbringing means that these two processes of influencing people’s consciousness must be carried out jointly. The principle of continuity of environmental education is determined by the need to constantly acquire new information with the rapid development of human civilization.[...]

An analysis of the results of the implementation of the first program for the development of a municipal system of continuous environmental education and awareness shows that the scientific and pedagogical potential of the metropolis made it possible, on the accepted conceptual basis, to begin the formation of a multi-level municipal system of continuous environmental education and awareness. This is evidenced by success indicators: prize places for Ekaterinburg schoolchildren and students at republican and international olympiads and competitions in the field of ecology; prestigious national awards; an increase in the number of environmental specialties in universities; appearance on television of an environmental program; more than 500 (over the last three years) publications of educational and methodological literature.[ ...]

Volume has increased significantly scientific research in the field of theory and practice of environmental education, the principle of continuous environmental education is affirmed, the sequence of such education in school is developed, textbooks are written for schoolchildren and methodological manuals for teachers, the greening of all preschool and school education and upbringing is underway. As a result, we can probably say that environmental education is becoming an important factor in reforming and modernizing Russian education generally.[ ...]

Based on the above, in the Nizhny Novgorod State medical academy a system of continuous environmental education has been developed, which operates at three stages of training medical specialists: at the level of the medical lyceum and medical college, in the process of studying at a university and at the stage of postgraduate educational process.[...]

In 1995, the period of formation of scientifically based concepts and provisions defining the place and role of environmental education in the system of measures to ensure the national security of Russia ended. In accordance with the Law of the Russian Federation “On the Protection of the Natural Environment,” a system of universal continuous environmental education of the population is being established in the country. Thus, in accordance with the instructions of the Government of the Russian Federation dated February 16, 1997, the State Committee for Ecology and the Ministry of Education of Russia completed the revision of the federal target program"Environmental education of the population of Russia." The program is designed for the period until 2010[...]

To be true realists, it is necessary to think now about the school of the future. Interesting thoughts about school and education in the 21st century. expressed by Professor G.A. Yagodin in the article “The School of the Future is a School of Personality Development. Recommendations for creating continuous environmental education"2.[...]

Of no small importance in the formation of human resources that implements all the above functions and methods is universal continuous environmental education.[...]

We thank all the authors for their participation in the preparation of the manual materials and hope for further cooperation in introducing a system of continuous environmental education at the university.[...]

Even the reasoned presentation of the article by G.A. Yagodina gives an idea of ​​the school of the future as a school of personality development. We are talking about creating a system of continuous environmental education and environmental education from infancy to adulthood. The essence of the author's credo boils down to the following.[...]

NEOPHYTES [from gr. neos new and phyton plant] are newcomer plants to the local flora. The appearance of N. in some cases requires the adoption of measures to prevent their spread (for example, new types of weeds in agrocenoses). Neophyte [gr. neophyíos] is also called the new supporter of K.-L. teachings, religions. CONTINUOUS ENVIRONMENTAL EDUCATION - see Continuous environmental education. IRRATIONAL USE OF AGRICULTURAL LAND - economically ineffective and environmentally unsound use land resources, leading to a decrease in soil fertility and deterioration of the environment.[...]

To carry out the coordination functions of the State Duma of the Russian Federation: coordinates norms, standards and rules for the use of certain types of natural resources, limits and quotas for their withdrawal; develops and approves a list of works and services for environmental purposes; cancels licenses (permits) or gives instructions about their cancellation; organizes work on regulatory and metrological support, standardization in the field of ecology; develops, coordinates or approves regulatory legal acts and instructional and methodological documents for environmental certification and certification of production, households. and other objects and territories; participates in the organization of a system of universal continuous environmental education and training; publishes or submits for publication information related to the environmental safety of the population.