Course paper

III. METHODS OF EDUCATION OF ECOLOGICAL CULTURE IN STUDENTS IN THE PROCESS OF EXTRACURRICULAR EDUCATION.

§2.1. Methods of cultivating ecological culture in students in science clubs.
Group work. One of the most common forms of extracurricular science activities is group work. It covers a wide range of participants and provides an opportunity to learn more about respect for nature. Membership in the club is voluntary, but the member undertakes to work according to a clear plan and complete the work he has started. The plan should include activities that students can do. The main task of the teacher is to provide active work that gives practical results. The work is diverse: the oral presentation of teachers and students with the demonstration of natural or visual visual aids, the socially useful work of students aimed at the formation of practical learning and skills, and other methods. should be harmonized.

Preparing for the training is very important for the success of the club. Before the first lesson, students should be reminded of the time of the session, and the content of the introductory interview should be considered in detail, introducing students to the tasks of the circle. When developing a circle work plan, discuss the topic with the students and consider their suggestions and forms. In the first session of the circle, its board of activists (leader, deputy chairman, members of the editorial board) is elected and its name ("I respect nature", "We and nature", "Young naturalist", "Nature lovers") is approved. A competition for the best title should be announced. It is also necessary to develop and approve the principles of behavior of the participants in the circle.

Rules: active participation in work; complete all assignments on time; completion of each case; keeping a diary of observations and work done; help your friends; attend classes regularly.
The circle is led by a teacher. Attendance is recorded by the captain or his deputy in a special journal. Classes are held every two weeks on a specific day and time.
The first session should not be limited to organizational issues. Students should be given small but fun introductory sessions to get them interested in the circle and get an idea of ​​what they are doing. It starts with a slide show, slide show, and reading popular science literature.
Each young naturalist or a small group of 3-4 teachers chooses a topic for themselves. The role of the club leader is to introduce each participant to an interesting and useful topic that he or she can accomplish. The activities of the club should be varied, but should be united for a common goal - to respect and study nature.

Classes include: teacher and student storytelling, conversation, practical work, collecting and creating herbariums, preparing and conducting experiments, and discussing observations in nature.

Teaching aids and interesting materials are a mandatory element of the club.
Circle work. In extracurricular activities in science, primary school teachers make extensive use of circle work, which differs from other forms of work in that students in the circle should be able to choose activities more freely, create a free environment for interaction, o ' the need and interest in yins is satisfied.
At the club meetings, students wondered: What is this? Why does this happen? Where to see, know, read it? learn to answer questions independently. The essential elements of each circle meeting are the questions and answers of the students, and the sources of the answers must be indicated. To get all the students interested in this activity, a “ask and we will answer” box will be placed in the classroom, filled with questionnaires.
One week before the next meeting of the circle, the teacher groups the questions according to their content, distributes them among the members of the circle and suggests finding answers. To prepare the answers, the teacher encourages the members of the circle to refer to the reference book and popular science literature, if necessary, to make observations in nature or in a corner of wildlife, to conduct simple experiments. It is best to answer the questions by showing objects and events in a plant herbarium, or by showing pictures of them on a slide film.

One week before the next meeting of the circle, the teacher groups the questions according to their content, distributes them among the members of the circle and suggests finding answers. To prepare the answers, the teacher encourages the members of the circle to refer to the reference book and popular science literature, if necessary, to make observations in nature or in a corner of wildlife, to conduct simple experiments. It is best to answer the questions by showing objects and events in a plant herbarium, or by showing pictures of them on a slide film.

Such preparation for the circle develops not only observation, the ability to work with additional literature and answer questions correctly, but also the ability to choose the material to demonstrate, the answers are more convincing and ensures that it is memorable, and creates a desire for other members of the circle to shed light on the questions in a deep and interesting way.
Extracurricular activities in science include trips, competitions, slides and film screenings, as well as thematic evenings, various events (Bird Day, Flower and Tree Planting, Harvest Holidays, Respect for Mother Nature). includes z. Their goal is to engage as many students as possible in extracurricular activities, to motivate them to participate in socially useful activities, and to identify and develop students' organizational skills.

Preparation for the event should be related to the need to supplement their knowledge of nature through observation or reading books. For example, the preparation of a report on spring (open days, the awakening of plants and animals, the flight of birds) is associated with observations and reading the literature on spring changes in nature. The event should be held at the scheduled time with the active participation of all students (parents should also be invited). Cohesiveness, beautiful decoration, bright performances are integral parts of such events. They create an emotional uplift in the memory of the participants and nurture them in the spirit of learning and respecting nature.

Experience has shown that it is advisable to use the following methods to educate students about ecological culture in the process of extracurricular education: museums, brainstorming, role-playing, magic tree, who can find quickly, who is an ecologist, chain.
Course Outline: Brainstorming is used to teach students to respect nature.

The following questions are used to determine students' knowledge of nature.

Q: What is nature?
Answer: Nature is all that exists around us.
Q: What do you mean by respecting nature?
A: It means being able to preserve, preserve, and appreciate the creatures around us, the mountains, the water, the trees, the birds, and the wildlife.
Q: Why do we respect nature and call it “Mother Nature”?
Answer: Man's first breadwinner is nature. That is why we respect nature and call it “Mother Nature”.
Q: How do you feel about the beauty of nature?
A: I enjoy seeing the environment, the beauty of nature.
Q: How do you behave in order not to destroy plants and flowers in nature?
A: I take care of the plants and walk in special aisles to avoid damaging the flowers.
Q: What is the importance of birds in nature?
Answer: Insects without birds cause great damage to plants grown in fields and gardens.
After such questions and answers, students' knowledge is summarized and they are given tasks for phenological observation.
The research also used the debate method: According to the "debate" method, the class is divided into two groups.

On a topic related to respect for nature, the two groups work in the form of a discussion, i.e. the members of the first group ask a question to the members of the second group and the members of the second group answer. This process is debated by members of both groups.

The beginning of the discussion:
group: What environmental problems do you think exist in your area?
group: The problem of water scarcity, air pollution by toxic fumes from factories and plants in our area.
group: What plants and animals are included in the "Red Book" of the Republic of Uzbekistan?
group: The Red Book includes the following plants: tulips, lilies, spruce, wild pomegranate, nor kovrak, white parpi, brown grapes; Among the animals: tiger, Turkestan silos, cheetahs, brown bears, Central Asian beavers, Ustyurt sheep, Bukhara deer and Turan hyenas.
Teacher: Draw students' attention to complete and reinforce the answers:
The Red Book of the Republic of Uzbekistan contains information about the number of endangered and declining plants and animals in the country.
The Red Book consists of two volumes, Volume I lists 301 endangered plant species and Volume II lists 184 species of animals.
Students should be aware that it is your and our responsibility to preserve the rare plants and endangered species listed in the Red Book.
The Debate method encourages students to take a positive view of environmental issues by developing their independent thinking skills. The Debate method takes 8-10 minutes to discuss.
stage: To two group members
group members are asked to work on the topic of “Water Conservation” to find solutions to the problem.

The teacher agrees with the members of the first group and acknowledges that water is indeed a source of life and that it is respected.

group members will be given the theme “Plant and Animal Protection”. The members of the group say that it is everyone's duty to take care of plants and animals.
Teacher: The flora and fauna are part of nature. They should not be harmed. He warns not to break the branches of the trees and not to harm the animals.
As a result, students become more interested in respecting plants and animals in nature, creating a living corner in school and classrooms.
From this perspective, elementary school students gain knowledge about respect for Mother Nature and its components, and feel the beauty of the world around us.
The use of interactive methods in the formation of knowledge, skills and competencies in nature in primary school students encourages students to think more about it, to debate, to express their independent opinions. Which, of course, made the video an overnight sensation.

Teaching students to love nature is the most important pedagogical challenge. Our research with 1st graders has shown that 1st graders are almost illiterate yet, so we need to shape their perceptions of nature through visual aids, travel. To inform 1st graders about the role of the world around us in students' lives, the negative impact of environmental pollution on human health, measures to prevent this situation, and to teach them about environmental issues. building environmental cleanliness and health skills is the most important pedagogical challenge.

In the course of the research, we identified and systematized the environmental concepts that 1st graders need to know:
The environment; colorful world.
Trees, shrubs, grasses. Some protected plants and animals in the area.
Insects, fish, birds, wild and domestic animals.
The main signs of the seasons.
Principles of behavior in nature, basic information about your city (village), address, mode of transport, principles of personal hygiene, principles of traffic, how to behave in public places.

§2.2. Powerful, Purposeful Pedagogy in Elementary School Social Studies