基于价值论的教育接受者环境能力培养的内容、形式和方法

S. Tolochko, Nataliia Bordіug, T. Les
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引用次数: 2

摘要

本文以价值论为基础,对小学生生态能力建设过程进行了科学研究。通过横向生态化对普通中等教育机构和校外教育机构的一体化教育过程进行了分析。一些社会原因决定了这些问题的紧迫性。“学生的环境能力”一词的定义被定义为对自然管理的生态基础、保护自然的需要、遵守自然行为规则、节约利用自然资源、理解经济活动的背景和关系以及保护自然对确保社会可持续发展的重要性的认识。对立法领域进行了分析,以确定建立学童环境能力的价值基础,特别是通过乌克兰“教育法”和国家基础中等教育标准的规定进行了分析。研究了教育过程主体在特定发展时期“价值”概念的形成。确定了构建学童生态能力的价值论原则,揭示了教养作为教育过程中不可或缺的一部分的重要性。创造了确定内容(环境知识、技能、个人意志力)、确立形式(普通中等教育形式、课外教育形式)和方法(教育与认知活动的组织与实施、主动学习、控制与自我控制、激励学习活动)、构建小学生生态能力的方法论。实践证明,小学生环境能力素质建设的社会效应主要表现在就近环境的改善;培养有意识的、有生态能力的公民,能够批判性地思考,并对环境做出明智的决定;实现教育的社会重要功能;加强围绕环境问题的社会凝聚力;促进学童的社会形成
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Content, forms and methods of building the environmental competence of education recipients on the basis of axiology
The article contains the results of scientific research on the process of building ecological competence of schoolchildren on the basis of axiology. The analysis of the integrated educational process in general secondary and out-of-school education institutions through their transversal ecologization has been carried out. A number of social reasons that determine the urgency of these issues has been characterized. The definition of the term "environmental competence of students" has been defined as awareness of the ecological foundations of nature management, the need to protect nature, compliance with the rules of behavior in nature, economical use of natural resources, understanding of the context and relationship of economic activity and the importance of nature conservation to ensure the sustainable development of the society. The analysis of the legislative field on determining the axiological basis for building environmental competence of schoolchildren, particularly through the provisions of the Law of Ukraine "On Education" and the State Standard of Basic Secondary Education has been carried out. The formation of the concept of "value" in certain periods of development of educational process subjects has been studied. The axiological principles of building ecological competence of schoolchildren have been determined, the significance of upbringing as an integral part of the educational process has been revealed. The methodology of determining the content (environmental knowledge, skills, personal willpower), establishing forms (forms of general secondary education, forms of extracurricular education) and methods (organization and implementation of educational and cognitive activities, active learning, control and self-control, stimulating learning activities), building ecological competence of schoolchildren has been created. It has been proved, that the social effect of qualitative building of environmental competence of schoolchildren will be manifested in improving their nearest environment; upbringing conscious, ecologically competent citizens able to think critically and make competent decisions about the environment; actualizing socially significant functions of education; increasing social cohesion around environmental issues; promoting social formation of schoolchildren
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