Environmental education is a continuous process of training, education and development of a child. The shine and poverty of continuous environmental education in Russia Some forms of extracurricular activities

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:

culture cognitive activity 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 have a significant impact on the child in school age, are:

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

Main directions and types of activities.

Our children attend the “Solnyshko” kindergarten; 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 the continuous environmental education of students to extracurricular and extracurricular work on environmental activities. 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 of an ecological concept about the integrity of natural complexes of the 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. A Christmas tree was born in the forest.
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 “Open Hour 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 represents comprehensive program– a cycle of creative environmentally-oriented activities of students. The project solves such problems as:

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

The final stage of the marathon is the meeting of the COAPP. ( Appendix 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 existing 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 growth of 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 system vocational education 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 a 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 “Ecology” course was excluded, this course was not included in the 12-year education program, and pedagogical universities are stopping the training of environmental teachers. 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 field of development of 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 for the development of modern civilization, as well as about the personality structure that meets the requirements environmental ethics.[...]

The most responsible role in this process belongs to science and education, on the basis of which, within the framework of the Strategic Plan, a municipal system of continuous environmental education and awareness 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-winning 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.[...]

The volume has increased significantly scientific research in the field of theory and practice of environmental education, the principle of continuous environmental education is approved, the sequence of such education in school has been developed, textbooks have been 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 important factor reforming, modernizing Russian education generally.[ ...]

Based on the above, the Nizhny Novgorod State Medical Academy has developed a system of continuous environmental education, which operates at three stages of training medical specialists: at the level of a medical lyceum and medical college, during university studies 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. According to the Law 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 is an economically ineffective and environmentally unsound use of 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.

Introduction

The worsening situation with the situation of Russian botanical gardens forced me to turn to this topic every day. What does continuous environmental education (CEE) have to do with this? Many people may ask. This is the whole problem with education itself and the botanical gardens themselves. And along with them, field bases for educational practice at universities, field biological stations, testing grounds, forestry experimental sites, etc. etc. The problem is that its cornerstone part, an inseparable element of the entire methodology of teaching natural knowledge - practice, experiment, research - has dropped out of the NEE system. And this topic may currently have very significant negative consequences due to the nationwide call to all municipal, regional local authorities to urgently develop NEO Concepts that have the level of local legislative acts. With appropriate funding and appropriate organizational and administrative actions.

The shine and poverty of continuous environmental education in Russia

All authors, without exception, emphasize the presence of outdated technologies and worn-out equipment in many industries, low level environmental culture and literacy of workers, professional unpreparedness of specialists and workers to maintain the processes of environmental control, monitoring, cleaning and processing (disposal) of industrial waste, which are also a factor in the deterioration of the environmental situation. The majority of people remember the environment between other matters, paying attention to some glaring fact (pollution of water bodies and soil with oil and petroleum products due to an accident on an oil pipeline, discharge of untreated waste water into a reservoir, etc.), which is an expression of a superficial attitude towards the problem not only of individual people, but also of the entire society. The reason for this is the low standard of living of the majority of the population, the improvement of which is prioritized by the intensive exploitation of natural resources without taking into account the damage caused and the practical non-compliance with environmental standards by industrial enterprises. A main contradiction is revealed: on the one hand, intensive exploitation of natural resources leads to an increase in the country’s national income, on the other hand, deterioration in environmental quality leads to a decrease in the quality of life of the population, an increase in occupational diseases and weakening of public health. Even at first professional glance, the main misconception is visible: in the foreground there is a purely material problem. An aspect that is so important in the sociology of large systems, which is the intangible resources of the environment, the intangible aspects of ecology and, accordingly, environmental education and enlightenment, is completely excluded. But with such a one-sided approach, it is impossible to achieve the main goals of the NEO: rational environmental management and harmonious development human society and the environment. There is a blatant disregard for the basic principles of sustainable development, which provide for the interaction of all elements of the triad “man-society-nature”.

A lot of work has appeared in the field of environmental education over the past 10-15 years. In connection with the problem under study, the work carried out in the following areas is of particular interest: regional systems environmental education (L.V. Moiseeva, M.A. Yakunchev, R.A. Makhabadarova, R.V. Oparin, N.G. Troitskaya, N.V. Rusakova, O.V. Popova, I.Yu. Kiseleva etc.); theoretical and methodological problems of environmental education (E.A. Kogai, L.P. Viktorova, N.Z. Smirnova, I.T. Gaisin, etc.); greening of disciplines and integrated education (V.A. Ignatova, V.I. Nikolina, Yu.V. Zheleznyakova, I.F. Tokareva, E.G. Maish, N.F. Vinokurova, etc.); environmental education (I.F. Vinogradova, T.P. Yuzhakova, L.I. Burova, I.V. Tsvetkova, I.A. Ryzhova, G.G. Parfilova, etc.); environmental education and upbringing at school (T.A. Babakova, V.S. Shilova, G.S. Kamerilova, O.N. Ponomareva, N.V. Skalon, O.Yu. Timofeeva, etc.); formation of ecological culture (E.V. Nikonorova, S.N. Glazachev, V.V. Bakharev, E.I. Efimova, O.G. Tovstukha, etc.); environmental training of teachers and lecturers (A.V. Mironov, M.A. Ligai, A.G. Busygin, S.V. Alekseev, T.M. Nosova, V.Yu. Osipova, I.P. Ryabinina, L. V. Panfilova and others); environmental education (L.A. Kokhanova); environmental professional training (N.M. Aleksandrova). In the field of continuous environmental education at the regional and federal levels, there are publications by the following authors: S.V. Alekseeva, I.D. Zvereva, Y.M. Chernova, E.L. Kriksunova, I.T. Gaisina, L.B. Streltsova, L. Burkova, N.G. Kalegina, I.T. Suravegina, L.L. Pleshakova, L.V. Mironova, O.G. Kozmina, N.S. Pavlova, B.M. Mirkina, L.G. Naumova, V.M. Nazarenko, S.N. Glazacheva, M.L. Yakuncheva, Ya.D. Vishnyakova, V.S. Belova, N.M. Alexandrova and others. The basis of their concepts are the biological aspects of ecology (the interaction of flora and fauna with the environment and their mutual influence, the influence of harmful substances on plant and fauna), continuity of environmental education. Despite such an extensive intellectual reserve, all authors recognize the inaccessibility for students of general education institutions and universities in the system of environmental education, industrial and regional aspects of ecology, including the study of the causes, conditions and sources of harmful emissions, their physico-chemical and toxic properties, the consequences of influence on environment, possible methods of their capture with subsequent disposal, neutralization or liquidation.

With all the visible diversity of forms of school environmental education, their effectiveness is, unfortunately, low. The reasons for this state of affairs are the lack of interest and professional unpreparedness of the management and teaching staff of the education system for the development of students’ environmental culture.

In the system additional education For example, in the Samara region, more than 80% of students are employed, but only 5% of this number are enrolled in environmental and biological programs. The positive results of the development of environmental supplementary education for children in the region are confirmed by the results of interregional, all-Russian and international competitions, Olympiads, festivals, conferences, where students demonstrate high level achievements, defend the honor of the region and the country, receive diplomas and certificates of the highest rank.

But, unfortunately, as the direct participants in this process themselves note, there are more problems in additional environmental education than successes.

It is absolutely clear that the development of the concept and implementation of continuous environmental education, taking into account industrial and regional aspects of ecology, can be carried out exclusively on the basis of a system analysis, which allows us to consider the structure and content of continuous environmental education as an integral object, from active knowledge of the natural environment in preschool institutions and continuity of acquired knowledge, skills and abilities in high school, at university, in the fields of education to open environmental education with mandatory study separately or in an integrated form of industrial and regional aspects of ecology in the structure of the system, with the active involvement of all layers and social groups of society. In this case, structure is understood as a set of stable connections of the system that ensure its integrity and identity, i.e. preservation of basic properties under various external and internal changes. Only within the framework of a systemic analysis and approach is it possible to logically organize continuous environmental education, taking into account the biological, industrial and regional aspects of ecology. Combining these areas into a single continuous environmental educational technology is the basis for the formation and development of the ecological culture of the region's population. This is what is actually declared by the Concept of Sustainable Development in Agenda 21 Century. But we are faced with an absolutely Russian, departmental approach. problematic system analysis These problems are mainly dealt with by two separate, often disconnected communities: the pedagogical community and researchers of problems and issues of sustainable development. It is well known that the Concept of Sustainable Development is advisory in nature and in relation to each specific country and local community it should and has its own characteristics, its own local priorities. The mechanistic transfer of the successful experience that already exists, for example, in Brazil or Costa Rica, is completely impossible to transfer to Russia without in-depth analysis and deliberate, justified adaptation. Any attempts at such a transfer are doomed not only to failure and discrediting the very foundations of the Concept of Sustainable Development, but also entail very serious socio-political problems. Which can also already be demonstrated on specific examples Russian “ecological social movements” when their actions come into specific conflict with local development needs, including the development of civil society. It cannot be ruled out that such experience, brought in from outside and excluding the requests of the local community, provokes and creates a negative attitude of the country’s large public towards participation in various “environmental initiatives”. Which is primarily reflected in the upbringing of the country’s population, already experiencing certain difficulties, with feelings of either open passivity or expressed protest in relation to the authorities who are trying, by any means, to sober up the adherents of the mechanistic transfer of the “Western type of sustainable development.” A formal, one-sided perception of environmental knowledge, without taking into account its participation in geopolitical issues, is by and large characteristic of modern Russian education, which for a number of years has been experiencing the problem of a gap between natural science and humanities knowledge. And the results of this gap most directly affect the formation of not only the NEO, but also the formation of the country’s environmental policy as a whole.

An important aspect of the problem of NEO is reflected in the works of G.V. Mukhametzyanova, A. M. Novikova, N.N. Nechaeva, N.M. Talanchuk, N.Sh. Valeeva and others, in which the concept of continuous professional education of an individual is defined as a condition for his socialization and professionalization. However, this is also very significant for modern Russian education and modern Russian society The question is also presented very one-sidedly. Without taking into account the transition of the world and, accordingly, the country actively involved in the processes of globalization, to a post-industrial society. Which in itself requires a transition to a conceptually different level of specialist training. Today's and tomorrow's level is a system of training steam - and transprofessionals who have the skills and methodologies for solving, respectively, both standard and unique problems. And in the process of such training, the issues of developing environmental thinking occupy almost the most important place. However, here too, opinions, research, and methodological developments are disjointed and are used not according to the need for their implementation, but according to the fact of proximity to the system. Therefore, the situation in which scientific and practical conferences on the topics of VET, education for sustainable development and educational reform in the country/region can be held in one region or even a city takes on the character of not anecdotal, but a very real event. In this case, accordingly, decisions and resolutions can be diametrically opposed. If we add to this background numerous similar events, purely humanitarian direction on the issues of building civil society (in which environmental issues occupy one of the defining places), youth policy, territorial development of the country, conferences and congresses of public organizations and movements, then it becomes clear that the diverse environment in which it becomes almost impossible to create anything real and constructive . As a result, legal acts, federal laws, are prepared and implemented, which not only often contradict each other, but also contradict the main goals and objectives for which they were actually developed. In the field of NEO, this applies, for example, to the Laws “On the Environment”, “On Protected Natural Areas”, “On Education”, the Budget Code of the Russian Federation, not counting by-laws, departmental acts, and laws of local self-government bodies. Today, the main, already established problematic objects of the once holistic system of environmental education and enlightenment have become botanical gardens, biological stations and other structures designed to study the foundations of environmental knowledge in the immediate natural environment. Initially intended to carry out educational work among the broadest masses of the population. Designed to carry out that very comprehensive analytical work on studying the relationships and interactions of man, society and nature. Is it possible to talk about the effectiveness of any educational work if experimentation is excluded in its process? Study? It has been reliably proven that the effectiveness Soviet system education in individual blocks of knowledge depended entirely on the availability and capabilities of a particular educational institution to provide full-fledged practical work. This concerned the knowledge of the physical block, the chemical block, where the implementation practical work could and was achieved through the introduction of specialized classrooms, provided to varying degrees with equipment, reagents, and the necessary infrastructure (gas and water supply to the desks). Modern Western education is unthinkable without extremely extensive networks of biological stations and botanical gardens. Suffice it to say that the network of biological stations at US universities exceeds 400 territories. There are about 400 botanical gardens in Europe. And this is not counting national parks and other similar, strictly protected areas. Similar examples can also be found in Russia. Some of the currently recognized universities, Moscow State University and Kazan State University, have a similar, once powerful, infrastructure. Doesn't this explain, among other things, the recognized level of training of graduates of these universities?

Based on the above, it no longer becomes so “innocent” to justify the theoretical prerequisites for the formation of the “pedagogical vertical of the NEE in the form: preschool institutions - school - college (technical school) - university - postgraduate education. It seems that the central link in this chain is the university, especially the classical university." At the same time, the main resources that supposedly should ensure the effective implementation of NEO are identified exclusively as “educational and scientific laboratories, museums, and university computer classes.” But where is the place for field practice for schoolchildren and students? Where in this “vertical” is there a place for preschoolers or the older generation to get acquainted with natural phenomena and objects, right up to pensioners and people with physical health problems? Where is the educational work with large masses of the population? In museums, with stuffed animals and exhibits locked in a limited space under glass? Or maybe we are talking about the recently increasing “virtualization of natural science education”, replacing a trip to a botanical garden or zoological park, to a specially protected area of ​​regional significance, meeting with real biologists working in the real sphere of preserving the biodiversity of this particular region virtual tour behind a monitor screen in a stuffy classroom/auditorium? So a slightly modified classic phrase emerges: “How can you hate your students, so that, while teaching and instilling the basics of environmental knowledge, you deprive them of direct acquaintance with nature?”

Another important aspect of this problem seems to be that in recent years Many amateurs rushed into solving environmental issues (G.L. Rytov, 2007), who even proclaimed the slogan of “debiologization” of ecology! This is completely unacceptable, because it is impossible to equate only one ecological science (“social ecology”) with more general concept"ecology", which, unfortunately, many are trying to do, including within one region public organizations environmental orientation due to either financial, or political, or ambitious, or other reasons. What most directly affected the leveling of the role and functions and the population’s perception of botanical gardens and zoological parks solely as places for picnics? Moreover, the issues of “effective use” of these territories began to be widely discussed. It seems that in relation to environmental and educational institutions, the same technocratic principle has begun to be applied, which currently prevails in the country's industrial enterprises, in which the requirements of environmental protection conflict with the need to save money.

Much of the blame for this lies with the regional media, where issues of the ecological state of the environment receive very specific coverage, but it should be noted that they are often characterized by a low professional level of coverage of environmental and environmental problems. Due to the small involvement of environmental specialists, publications in newspapers and television reports become more sensational and momentary in nature than scientifically based. This often creates an unhealthy stir among the local population, who are traditionally accustomed to “believing” journalists. This is actually what is observed in the attitude of the media to the problems of the same botanical gardens. Even in cases where the situation with a particular botanical garden or dendrological park already goes beyond the legal framework, when the question of the existence of the most unique territory arises, the media are in no hurry to analyze the situation and convey true, truthful information to the population . Often they perform informing functions from the perspective of those “interested persons or groups” that created the initial acute problem, based on their completely utilitarian motives. As an example, we can cite the latest events around the Utrish Dolphinarium or the Botanical Garden of the Southern Federal University.

Surely the reader will have the eternal Russian question “What to do?” Do what our neighbors do. Again, with a caveat regarding adaptation to local conditions. How to combine the pious impulses of different ministries: education and science, natural resources, social development etc.? It is possible to implement it in the form that is accepted and works, for example, in Kyrgyzstan, where the Department of Information and Analytical Support and Environmental Education operates under the Ministry of Ecology and Emergency Situations, in the Department of Ecology and Environmental Monitoring. One of the functions of which is participation in the organization of the environmental education system. Considering the importance of environmental education for the population as a whole, the Department coordinates the work and maintains close communication with public and scientific organizations, educational institutions, in the implementation, in terms of environmental education, of a number of state and government programs, such as Comprehensive Fundamentals of Development, Development of Eco-Tourism in Kyrgyzstan dedicated to the Year of Tourism and the International Year of Mountains, etc. One of the important components of the Department’s environmental policy is the training of specialists capable of solving environmental problems of various scales.

The word “ecology” has now become the most common not only among specialists in various fields, but mainly among teachers of schools and higher educational institutions and extensive colloquial speech. Environmental education forms personal socio-psychological attitudes towards active citizenship in relation to the environment and to the whole society. And as a result, environmental education in various forms is an important condition for the democratic development of our state. Botanical gardens, biological stations, zoological parks in the structure of environmental education, environmental education, and the formation of environmental consciousness are nothing more than the main, basic, defining components of the entire process, ultimately determining its effectiveness. And, consequently, the effectiveness of the development of society as a whole.

3.1. Continuous environmental education

The essence of the concept of “ecological education”. In recent years, in Russia and throughout the world, education has been viewed as a fundamental category that performs the function of reproducing social intelligence - science and culture in general.

Education can be considered both as a process, and as a result, and as a system. It reflects the process of a person’s mastering a system of knowledge, abilities, skills, experience of practical, cognitive and creative activities, as well as the process of forming value attitudes, views and beliefs.

The concept of modernization of Russian education and the National Doctrine of Education in the Russian Federation determine the focus of education on the preservation, dissemination and development of national culture, on fostering a careful attitude towards the historical and cultural heritage of the peoples of Russia. In addition, these documents clearly indicate the orientation of education towards raising Russian patriots, citizens of a legal, democratic state, respecting individual rights and freedoms, possessing high morality and showing national and religious tolerance.

In Russia, as in other countries, in accordance with the decision of the UN Conference on Sustainable Development (1992), the development of a strategy for the country's sustainable development began. Among the main directions of Russia's transition to sustainable development, along with the creation of its legal basis, the development of a system for stimulating economic activity and establishing the limits of responsibility for its environmental results, the formation of an effective system for promoting the ideas of sustainable development and the creation of an appropriate system of education and training are indicated.

The Law of the Russian Federation “On the Protection of the Natural Environment” (Article 73) states: “In order to improve the environmental culture of society and vocational training specialists, a system of universal, comprehensive and continuous environmental education and training is established, covering the entire process of preschool, school education and training, professional training of specialists in secondary and higher educational institutions, and advanced training using the media.”

The Decree of the Ministry of Education of the Russian Federation and the Ministry of Environmental Protection and Natural Resources of the Russian Federation “On environmental education of students in educational institutions of the Russian Federation” (1994) clearly outlines its priorities:

Creation of infrastructure to provide a system of continuous environmental education;

Convert all training courses in terms of environmentally friendly sustainable development;

Filling the concept of “citizen of the planet” with real content;

Addressing environmental issues of global significance;

Creation of a system of practical activities for students to improve the environment;

Coordination of school and out-of-school education systems; primary, secondary and higher professional education, environmental and educational activities of non-governmental organizations;

Training and advanced training of teaching staff on environmental education issues.

The uniqueness of environmental education is that it sets educational goals in a new way. The most important goal of environmental education is the formation of an ecological culture of the individual and society.

Currently, environmental culture is becoming not something desirable, but a strictly mandatory requirement of life in the global community. Involvement in environmental culture is strictly necessary not only for citizens of each country, but also for humanity as a whole. Ecological culture is a part of culture that determines the compliance of social activities with the requirements of the vital suitability of the natural environment.

A developed ecological culture presupposes the ability to appreciate each component of nature and becomes a necessary condition preservation and development of modern civilization. It manifests itself as a set of ideological, moral and political attitudes, social and moral values, norms and rules that ensure sustainable environmental quality, environmental safety and rational use of natural resources.

In environmental education, educational content is selected in a new way, since it is characterized by the principle of “new synthesis”, which has a special methodological significance (i.e. the synthesis of all human knowledge about nature, knowledge on the conservation and optimization of the environment).

Environmental education should be prognostically oriented, related to caring for nature and preserving living conditions for future generations of people; it re-evaluates the effectiveness of educational systems. In addition to knowledge, abilities, and skills, the assessment of the results of environmental education must include actions to preserve and improve the quality of the environment, as well as students’ value attitude towards nature.

Environmental education as a system is a set of educational programs, state educational standards and educational institutions implementing them.

The structure of the environmental education process. Currently, the structure of the environmental education process is conventionally divided into:

Environmental education is a purposeful process that includes the formation of a system of general environmental, socio-ecological and applied knowledge, as well as the development of methods and types of environmental activities and the ability to apply this knowledge in practice;

Environmental education is the formation in students of attitudes, views, beliefs and norms of behavior, characterized by an emotional, moral, careful and responsible attitude towards nature;

Environmental education is a continuous process of forming public consciousness ecological type based on the activation, expansion and maintenance of interest in environmental problems in society. This is the process of disseminating environmental knowledge and environmental information, increasing the environmental literacy of the population in matters of environmental safety and environmental protection.

Continuous environmental education. It should be noted that in the modern understanding, education should accompany the existence of every person throughout his entire life. Therefore, the concept of “continuing education” has come into scientific use, including “continuing environmental education”, aimed at mastering systemic environmental knowledge, skills and abilities in environmental activities and the formation of an environmental culture.

Currently, environmental education is carried out in many educational institutions through the introduction of various forms and types of training. All higher value acquires the activities of environmental clubs, training centers and circles in the system of additional education for schoolchildren.

Continuous environmental education involves not only training and education of the individual in educational institutions in the system of preschool, general, secondary and higher professional education, but also advanced training of specialists.

Irina Kovalenko
Environmental education is a continuous process of training, education and development of a child

Consultation.

Subject: « Environmental education is a continuous learning process, child upbringing and development».

Take care of these waters, these lands.

Loving even a small blade of grass,

Take care of all animals within nature,

Kill only the beasts within yourself...

Human interaction with nature is an extremely pressing problem of our time. Every year its sound becomes stronger; too much damage has been done to living nature. We are clearly starting realize: use spontaneously and uncontrollably natural resources it is forbidden. It is also obvious that from the nursery ecological permissiveness(pick a flower, destroy a butterfly) to adult (cut down the forest, dry up the lake) the road is very short.

The most important aspect in solving the issue of land conservation is education people in the field of environment, environmental education of the entire population, including the younger generation.

The beginning of the formation environmental The orientation of the individual can rightfully be considered preschool childhood, since during this period the foundation is laid for a conscious attitude towards the surrounding reality, the foundation for a conscious attitude towards the surrounding reality accumulates, and vivid emotional impressions accumulate that remain in a person’s memory for a long time, and sometimes for a lifetime.

Kindergarten is the first link of the system continuous environmental education Therefore, it is no coincidence that teachers are faced with the task of forming the foundations of a culture of rational environmental management among preschoolers.

Children themselves need kindness and affection. And at the same time, they are able to disinterestedly and immeasurably give their kindness to all living things, as long as they are not disturbed or turned away from this, but, on the contrary, help to preserve their kindness for the rest of their lives. While children are small, all flowers and herbs, bugs - spiders, birds, cats, dogs - all this is close to them. Therefore the topic environmental education in children's preschool age so relevant.

Main goal: upbringing from the first years of life, a humane, socially active, creative personality, capable of understanding and loving the world around us, nature and treating them with care.

The tasks of teachers come down to next:

1. Upbringing children love native nature, capabilities perceive and deeply feel its beauty, the ability to take care of plants and animals.

2. Communicating to preschoolers basic knowledge about nature and the formation on this basis of a number of specific and generalized ideas about the phenomena of living and non-living nature.

3. Inform the preschooler about ecological situation in the city, region, world and its impact on people’s health.

Environmental education carried out through the entire pedagogical process- V everyday life and in the classroom, not in isolation, but in connection with moral, aesthetic, labor education. The study of the material is compiled taking into account age characteristics children. According to the principle "from simple to complex"; WITH development component; is based on the principle of repeatability.

The classes are simple and comprehensive. Concept, preschool education, aims to use non-traditional forms of activities with children ( "KVN", "What? Where, When", "Field of Miracles", "Secrets of the Forester", "Aibolit"). Interesting combined activities in which knowledge of nature is combined with artistic activity (speech, music, fine art) .

The forms and methods of work used are the most various. These are excursions; observations; looking at paintings; classes-conversations, cognitive - heuristic in nature. Various plot and role-playing; didactic and educational games; game exercises; experiments and experiences; environmental tests and tasks; videos, audio recordings, etc. Children younger and middle group needs to be introduced (using specific examples). For example, the connection between a living organism and its environment (houseplants, animals need food, water, light, warmth).

Observation is the most important source of knowledge about nature. They develop Children have an important ability to see, draw conclusions and generalizations. Repeated observations of the same place at different times of the year and under different lighting are of great value. (sunny day, cloudy, fog, twilight). Observations provide enriched ground for thought and encourage inquisitiveness and curiosity in children. They have countless "Why" and why."

Children really like folk signs. We need to explain to them, people have long noticed that animals and plants have certain way behave before a change in weather. And how much joy there will be when these signs are confirmed by your own observations.

In every natural phenomenon, in every autumn leaf, we must teach children to see beauty, show how the color of the sky changes in different weather, how varied according to the shape of the clouds., observe animals, birds, insects in natural conditions. Children convey their impressions in drawings, games, applications; they themselves compose stories and invent fairy tales.

The book plays an important role in the aesthetic raising children, makes it possible to develop a love for nature. The works of such writers as V. Bianki, M. Prishvin, K. Chukovsky, S. Marshak, L. Barto, S. Mikhalkov and others are suitable for children. Children love fairy tales about animals; they are attracted to light comic poems and nursery rhyme poems.

In the system various knowledge about the environment, knowledge about phenomena occupy a special place inanimate nature. Familiarization should be based on the keen interest of the children and conducted in a fun way. Classes with children on experimental activities are very interesting, in a playful way, in "laboratories of nature". In such classes, children find out: “Which sand - dry or wet”, “what sinks in water - stone, sand or wood” “what happens to a lit candle if you cover it with a jar”, “how can you detect air” and so on.

To activate and consolidate what was learned in the classroom environmental knowledge, together with the music director, conduct musical ecological entertainment and holidays, evenings of leisure ( “I love Russian birch”, “We were born in Kuban”, puppet theaters, on environmental themes , preschoolers really like them.

One of important conditions implementation of the system environmental education in a preschool institution is the correct organization and greening of the developing natural environment: 1. Cognitive child development. 2. Ecological and aesthetic development. 3. Health improvement baby. 4. Formation of moral qualities baby. 5. Formation ecologically competent behavior. 6. Development of sensory, creative, mental abilities. 7. Greening various activities baby.

Each group should be: * Experimental corner. In this corner there is material with which child can study independently (play, experiment)* Corner of nature. This corner contains natural objects for caring for and observing them. (for example, onions are planted). There are also books and illustrations containing information about plants, animals, and natural phenomena. Nature calendars and so on. *Exhibition corner. During classes according to the program, preschoolers draw, make crafts, and their works are displayed in a corner. Here you can also hold exhibitions and hang photographs of children and parents interacting with nature.

Unconventional element developing subject environment - Alpine slide. This is a composition from many various plants and other natural materials. It can be done on site kindergarten or in a group "Mini rock garden", for example in an aquarium.

Of great importance is a properly designed and cultivated plot, which provides the opportunity for constant direct communication with nature and the introduction of children to regular work. Growing flowers is the most accessible practical activity for children. Even more valuable is the presence of a vegetable garden on the territory of the kindergarten, where children can grow their own vegetables. Children who planted them, as a rule, do not break them or tear them later. Caring for flowers and vegetables consists of fertilizing, loosening the soil, removing weeds, teaching kids, the simplest methods of labor need to explain the need and the feasibility of this work. Learn to feel the joy of a job well done.

The child’s sense of homeland is associated with the place where he was born and lives. Our task is to deepen this feeling, to help a growing person discover his homeland in what is near and dear to him - in his immediate environment. It is necessary to introduce children to the nature of our region. Corner "I was born in Kuban" will help children learn more about the nature of their native land. Here you can place illustrations, photographs from depicting the nature of Kuban, sights of the resort city of Anapa. Create separate folders "Anapa in autumn", "Spring in Anapa".

To expand children’s ideas and enhance their impressions, it is necessary to conduct targeted walks and excursions. You can organize, on a weekend, an excursion with your parents to a dolphinarium or a meeting on the embankment, by the sea. To ensure that the acquired knowledge and conclusions do not leave memory, they are entered into the observation calendar. As a result, children's knowledge is systematized. In parallel, you can work with the folk calendar.

An effective means of working with parents - environmental stand. Here are the words famous people; articles, nurturing good feelings, mercy, respect for nature, giving specific environmental knowledge.

On a special parental meeting"Nature - love - beauty": parents are introduced to the subject ecology, discuss principles environmental education of a child in the family.

Throughout the school year, recommendations and consultations are provided in the corner for parents or in special folders, and parents are introduced to the results teaching children.

Educator, conducts individual conversations with parents, offers to take the children to look at certain objects (for example "Flower Clock", "Fountains" etc., advises which books to read, which poems to learn.

Organizes various events with the participation of parents. in autumn "Harvest Festival". "The birds have flown away". Early April "Bird Day". Poems, competitions, songs, and games are being prepared. Homemade is given exercise: make a craft at home from natural materials, make a birdhouse or make bird feeders in the fall. Carry out competitions: “Dad, mom and I are a healthy family”.

So way, upbringing children have a love for nature, the ability perceive its beauty is one of the most important tasks, in solving which it is necessary to use different forms and methods in a complex, correctly combining them with each other.

And most importantly in environmental education– the personal conviction of the teacher, his ability to interest all children, awaken in them the desire to love, cherish and protect nature and thereby be a role model.