生态路径助力学前儿童生态能力与自然能力的形成

L. Volkova
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引用次数: 0

摘要

在儿童生态能力和自然能力的形成方法中,主要方面是形成一种将自然作为一种价值的态度,与自然世界统一的意识,形成生态知识,其中关键是关于自然的联系和依赖的观念。生态能力和自然能力的形成过程影响儿童个性发展的所有领域:智力、动机、情感和意志,为学龄前儿童在与社会和自然和谐相处中充分发展提供帮助。在环境教育的实践中,越来越多地使用直接在自然中进行教学的各种途径和方法,其中之一就是生态路径。它的目的是为学生提供观察自然物体和现象的机会,了解最典型和独特的自然景观,自然古迹,以及人类对自然环境影响的特征表现。教育生态路径必须装备精良,信息丰富。它的每个领域都是一个独特的模型,包含了环境问题的某些方面,自然知识。生态路径是非常通用和非常有效的。这不仅是一种独特的环境活动,也是与之相关的娱乐活动。因此,孩子们愿意走一条准备好的路线——一条生态的休息之路。它们在科学方向上可以非常多样化:动物学的、植物学的、地理学的、地质学的、历史的和复杂的。生态路径是形成生态能力最有效的手段,因为它综合了学龄前儿童认识自然界物体和现象的各种形式和方法,需要教育儿童保护自然,不仅因为它给了我们一些东西,而且因为它是有价值的。在工作过程中,进行了确定和控制实验,结果是提出的系统措施的有效性,形成生态和自然能力在大学龄前儿童进行了介绍和测试。基于生态能力和自然能力形成的特殊性的理论基础,确定了学龄前儿童生态能力和自然能力的三个标准:认知、情感和行为成分的存在。根据这一标准,确定了大龄学龄前儿童生态能力和自然能力形成的三个层次:低、中、高。诊断是在观察儿童在玩耍、工作、上课、实验研究、与儿童就自然和环境问题进行对话的过程中进行的。在研究中,选择了诊断儿童生态能力和自然能力形成的方法。在幼教机构范围内营造生态路径,拓展学前儿童生态能力和自然能力形成工作。研究的控制阶段的结果使我们得出结论,与实验组一起使用沿着生态路径的路线对环境概念的知识和感知水平、照顾儿童以及生态和自然能力的形成有积极的影响
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Formation of ecological and natural competencies of children of preschool age with the help of an ecological path
In the method of formation of ecological and natural competence of a child the main aspect is the formation of an attitude to nature as a value, awareness of unity with the natural world, the formation of ecological knowledge, key among which are ideas about connections and dependencies in nature. The process of formation of ecological and natural competence affects all areas of development of the child's personality: intellectual, motivational, emotional and volitional, providing assistance to the full development of a preschooler in harmony with society and nature. In the practice of environmental education, various approaches and methods of teaching directly in nature are increasingly used, one of which is an ecological path. Its purpose is to provide students with the opportunity to observe natural objects and phenomena, get acquainted with the most typical and unique natural landscapes, natural monuments, as well as characteristic manifestations of anthropogenic impact on the natural environment. An educational ecological path must be well equipped and informative. Each of its areas is a unique model that contains certain aspects of the environmental problem, natural knowledge. Ecological paths are quite versatile and extremely effective. This is a unique form of not only environmental activities, but also recreation, associated with it. Therefore, children are willing to go on a prepared route - an ecological path to rest. They can be very diverse in scientific direction: zoological, botanical, geographical, geological, historical, and complex. Ecological path is the most effective means of forming ecological competence, due to the fact that it synthesizes various forms and methods of acquainting preschool children with objects and phenomena of nature, children need to be taught to protect nature not only because it gives us something, but and because it is valuable. In the course of the work an ascertaining and control experiment was carried out, as a result of which the effectiveness of the proposed system of measures for the formation of ecological and natural competence in older preschool children was introduced and tested. Based on the theoretical basis of the peculiarities of the formation of ecological and natural competence, three criteria of ecological and natural competence of older preschoolers are identified: cognition, emotionality, the presence of a behavioral component. According to the criteria, three levels of formation of ecological and natural competence of older preschool children are determined: low, medium and high. Diagnosis was carried out in the process of observing the behavior of children on walks during play, work, in the process of classes, experimental research, conversations with children on natural and environmental issues. During the study, methods were selected to diagnose the formation of ecological and natural competence of children. An ecological path was created on the territory of the preschool institution to expand the work on the formation of ecological and natural competence of preschool children. The results of the control phase of the study allow us to conclude that the work with the experimental group using routes along ecological paths has a positive impact on the level of knowledge and perception of environmental concepts, caring for children and the formation of ecological and natural competence
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