Master of Arts, teacher Nasharbekova I.S.

Zhetpisbay Zh., Rachmetollina A.

Academician Y.A. Buketov Karaganda State University

The content of environmental education in the sphere of development of the ecological views of personality

The most important characteristic of ecological identity is the psychological involvement to the world of nature, which is most heavily influenced by the existing system of environmental views.

The first task of environmental education is the formation of the system of adequate environmental views. In line with this, the main point of reference in the solution of this task of environmental education is the formation of the self understanding of the unity of man and nature. Nature is not just a combination of various natural objects, but the complex system, each element of which is interconnected with other: any impact on one of the elements of this system inevitably has an impact on many others.

The idea of nature as a whole, with a complex system of inter-relationships (in other words, the idea of ecosystem holism), is a key natural position, understanding of it has the strongest influence on the formation of the psychological involvement of the individual in the natural world [1].

The second task of environmental education is to development of subjective relationship of individual to nature. In line with this, the main pedagogical point in solving this task of environmental education is the need to ensure that:

a) natural objects treated by the person to the sphere of "human", equal to it in their self-worth and, accordingly, the interaction with them was included in the scope of ethical norms, rules, and so on;

b) natural objects could be used in the role of the reference entities, changing personal views, assessment, attitude, things, nature and other people;

c) natural objects could be used by a person as full partners in dialogue and joint activities.

Along with the formation of subjective modality of relations, it is necessary to pay attention to the formation of the quantitative parameters of the relationships. One of such quality parameters are latitude relationship to nature.

The formation of latitude relations necessitates the organization of the teaching process in such a way as to include in the subjective space relationships of the individual and the natural world as much as possible of natural objects. The formation of latitude relations should not be reduced only to increase the environmental knowledge of students. The more personal important facilities included in the subjective space of nature, the higher the index parameter latitude.

High parameter latitude relationship to nature also determines and expansion of individual ecological space of personal space, which is for a person personal important for the order in which he feels personally responsible. The more natural objects make up the relationship breadth of the individual and the natural world, the more territories with which they are directly connected, and these territories, thus, become indifferent to the identity, expanding its individual ecological space.

Therefore, pedagogically expedient to form the breadth of the relationship of children to the natural world as in a "systematic" (different Kingdom, types, classes, etc. and natural objects), and the "geographical" (affection of natural objects to different landscapes, territories, regions).

Another aspect is the intensity of the relationship to nature. The pedagogical process is to direct and empower of the manifestations of his relationship to the world of nature in the realm of senses (perceptual-affective component); in the cognitive sphere (the cognitive component), practical action (practical component) and actions (productive component intensity).

Achieving a high level of development of perceptual-affective component of the intensity of the relationship to nature is provided, if the process of environmental education based on the following guidelines:

1. Identify aesthetic values the diversity of the breadth of the relations of natural objects and phenomena, their aesthetic originality and expressiveness.

2. Actualization of the complex natural (visual, auditory, tactile, olfactory - gustatory behavioral) and social (aesthetic and ethical) in the process of perception of the individual natural objects.

3. The formation of the ability of the person emotionally and activity to respond to a meeting with natural objects: feeling, assessment, Association, creative mapping, transformation of the perceived image in the imagination, the creative action to them or their images (visual, literary, musical, plastic and so on).

Achieving a high level of development of the practical component of the intensity of the relationship to nature is provided, if the process of environmental education based on the following guidelines:

1. Stimulating the desire of children to non-pragmatic interaction with natural beings, communication, i.e., subject interaction with them.

2. The formation of high sensitivity to the effects of natural objects, their "answers" in the process of interaction with them.

It is the high level of development of a practical component, primarily characterizes people with highly developed subjective attitude towards nature.

Achieving a high level of formation productive component intensity relationship to nature is provided, if the process of environmental education based on the following guidelines:

1. The formation of the sensitivity of students to the situations in which natural objects require active support from people.

2. Forming willingness to make some sacrifices, be subjected to greater or lesser risk for natural objects [2].

The productive component relationships more fully formed in the process of environmental protection. It should be noted that the environmental feasibility is ensured by the coordination of the individual relationship to the world of nature and adequate environmental views. Without such coordination of environmental activity students can have a "disservice" attention to natural objects.

Let's focus on the sustainability of the relationship. Environmental education should be focused on the formation of the high stable attitude of schoolchildren to nature. This can be achieved through the continuity of educational process [3].

The level of stability of the relationship of children to the natural world can be monitored by periodic testing of pupils using ecological methods of psycho diagnostics. Such ecological, psychological monitoring also allows you to set individual attitudes of pupils to nature, to monitor the dynamics of the various parameters of this relationship. It is properly to test twice a year - at the beginning and at the end of the school year. The results allow drawing conclusions about the effectiveness of the pedagogical process.

The third task of environmental education is the formation of an adequate strategies and technology-specific interaction with natural objects. Along with this, the main point of reference in the solution for the task of environmental education is the adoption of a person of the strategies and development of technologies non-pragmatic interaction with the natural world. Having choice of the identity of certain strategies of interaction with natural objects exist in environmental views and subjective attitude to these natural objects. But certain strategies can be considered to be formed only in the case when they are provided by the possession of appropriate technologies.

In the process of environmental education it is necessary to pay special attention to the acquisition of individual technologies required for aesthetic exploration of the natural world.

Literature:

1. Becker A. M. "Environmental education", "Chemistry in school", 1990, No. 4.

2. Gvishiani D. M. "The Challenges of education in the field of the environment", Moscow, "Progress", 1983.

3.Yagodin, A., Tretyakov L., "The Problem of environmental education", Journal of the all-Union chemical society. D. I. Mendeleev, 1991, Volume 36, No. 1.