ТЕОРЕТИЧНІ ЗАСАДИ ФОРМУВАННЯ ЕКОЛОГІЧНОЇ ВИХОВАНОСТІ УЧНІВ У НАВЧАЛЬНО-ВИХОВНОМУ ПРОЦЕСІ ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДІВ
Journal Title: World Science - Year 2017, Vol 3, Issue 5
Abstract
The basic psychological and pedagogical mechanisms and theoretical approaches to environmental education system of secondary school pupils are defined and characterized in the article, contents aspects of educational leadership of this process in the educational process of secondary educational establishment are accentuated. It is proved that the final aim of ecological education formation of secondary school students in the process of research work in secondary educational establishment is formation of a scientific world outlook and pupils’ ecological thinking style, ecological culture, ecocentric value categories, ideas and beliefs about the environment around them – social and natural, acquisition of relevant knowledge, development of skills of its study and conservation. The way of acquisition of own experience in interaction with environmental objects by secondary school pupils and forming their ecologically desirable behavior in the environment, which is defined by accordingly formed system of values and position on the environment is analyzed in the article. While the organization and execution of ecology research by secondary school pupils the conditions for effective forming of creative personality scientific outlook and ecological type of thinking, his/ her spiritual development, responsibility for their own actions and behavior of others in relation to the environment are being created. In paper author was found status of the problem in pedagogical theory and upbringing practice areas, characterized theoretical solution to the problem – the formation of ecological upbringing in the research process on ecology in general educational establishments. The result of the implementation of ecology research by secondary school pupils is developing an environmentally educated person. Environmental education of the individual as a pedagogical category consists of three main components which are intellectual, value-emotional and active ones.
Authors and Affiliations
І. М. Трохимчук, Н. Б. Грицай
Keywords
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