Ministry of education and science of ukraine

ESTIMATION CRITERIA OF THE PUPILS’ ACHIEVEMENTS IN THE HISTORY OF EVERYDAY LIFE

Levels of studying achievements	Points	Assessments’ criteria of the pupils’ studying achievements
1. Elementary	1	Name one or two events or historical and geographical objects from the History of everyday life
	2	Name several events, dates, historical and geographical objects from the History of everyday life; choose the right answer from two given to them (on the level “yes-no”); have general imagination about historical time, define events (on the level “earlier – later”) in the History of everyday life
	3	Tell about one historical event or a person using two or three simple sentences; can recognize a certain event by the use of the description; confront year with century, century with millennium (on the level “yes-no”); have general knowledge about historical maps
2. Middle	4	Reproductively demonstrate (four-five simple sentences) a part of the studying material from the History of everyday life; give the definitions of some terms from the textbooks or given by the teacher; name one-two main dates from the History of everyday life; demonstrate historical and geographical objects of the map
	5	Can present the main content of the theme from the History of everyday life; answer the teacher’s questions ; mark some conceptions and name the main dates from the History of everyday life; with the help of the teacher show the main places of the historical events
	6	Independently present the material from the History of everyday life; give a concise characteristic of a person of concrete epoch (using an example), establish the order of the events based on the knowledge of their dates; correctly use historical terms from the History of everyday life; demonstrate the place of the main event on the map; with the of the teacher (examples, instructions) use sources of information from the History of everyday life
3.Sufficient	7	Independently, consistently and logically demonstrate the material from the History of the everyday life; express the understanding of the historical terms; give the general characteristic of the event (reasons, consequence, importance) and mark some occurrences and processes from the History of everyday life; establish the duration of the events; use documents given in the textbooks as the source of knowledge
	8	Be able to use the studying material from the History of the everyday life, give the correct meaning of some conceptions , analyze facts from the History of everyday life based on their description; compare the events and occurrences from the History of the everyday life; describe the connections between occurrences; establish the synchrony of the events; using the map describe the demonstration of the historical objects
	9	Sufficiently operate the studying material, improve some facts and form not complicated conclusions, connect their own conclusions with the concrete historical facts given in the textbooks; give the comparative characteristics of the occurrence; independently establish causative connections; establish the synchrony of the events from the History of the everyday life; analyze the contents of historical maps, improve and use the knowledge of the History of the everyday life while studying it
4. High	10	Be able to use the knowledge of the History of everyday life in discussing studying problems; express the understanding of the historical processes; make argument conclusions; characterize some occurrences and processes, using different sources of informations from the History of everyday life; criticize the answers of the other pupils; confront and systematize the information of the historical maps and use it describing the History of everyday life; establish synchrony of the events from the History of the everyday life in the context with the history of Ukraine and the World history
	11	Have deep and strong knowledge in the History of the everyday life; be able to express freely their own thoughts and prove them; can analyze the information from the History of everyday life, confront it with the historical processes, periods, based on science; have strong skills of working with the historical maps
	12	Assimilate the whole extent of material of the History of everyday life, have deep and strong knowledge, be able to present their own presentations, versions, thoughts, assessments of the occurrences from the History of everyday life

Conclusions. While assess the pupils’ study achievements in the History of the everyday life it is necessary to take the following indices: the levels of forming imaginations (quantative, spatial, temporal, figurative), studying and cognitive skills (chronological, spatial, informational, linguistic, logical), emotional and appraisal judgements of the pupils and their skills to use the historical conceptions.

Perspective for the further searches. This article doesn’t solve the problem of definition of the peculiarities of the pupils’ studying achievements in the History of everyday life. It gives the possibility to line the perspective of the further searches of this theme, and namely, working up the estimation’ criteria of the studying achievements of the pupils of different ages.
LITERATURE

1. Акіншева І. П. Методика викладання соціальної історії в країнах Ради Європи : метод. посіб. для студ. спец. “Історія і правознавство”/ І. П. Акіншева. – Луганськ : Вид-во ДЗ “ЛНУ імені Тараса Шевченка”, 2008. – 153 с.

2. Баханов К. О. Оновлення змісту сучасної шкільної історичної освіти : [монографія] / К. О. Баханов. – Донецьк : ТОВ “Юго-Восток, Лтд”, 2005. – 384 с.

3. Короткова М. В. Повседневность на уроках истории // История и обществознание в школе. – 2004. – № 5. – С.20.

4. Осипенко Н. Н. История повседневности как фактор мотивации обучения истории в 9 классе (на материале истории России XX в.): дис. … канд. пед. наук : 13.00.02. – СПб., 2007. – 176 с.

5. Пушкарева Н. Л. Предмет и методы изучения истории повседневности // Этнографическое обозрение. – 2004. – № 1. – С.14.

6. Пометун О. Методика навчання історії в школі / О. Пометун, Г. Фрейман. – К. : Генеза, 2006. – 328 с.

7. Тихонова С.Антропологический подход к истории через изучение повседневности [Электронный ресурс] // История. – 2001. – № 13. – Режим доступа: http://his.1september.ru/2001/13/14.htm

8. Удод О. А. Історія повсякденності як методологічна проблема. За людинознавчу історію України (про актуальність історії повсякденності) // Доба. – 2002. – № 3. – С.4.
UDК 378

M. Chrolenko,

Candidate of pedagogical science,

associate professor

(Hlukhiv National Pedagogical

University named after O. Dovzhenko)
THE PROBLEM OF FORMATION OF COGNITIVE AND EMOTIONAL COMPONENTS IN THE STRUCTURE OF PUPILS’ ECOLOGICAL CONSCIOUSNESS
The Problem of the article. The formation of the ecological consciousness of the personality in modern terms is an important political and social problem the solution of which is dictated by the urgency of the environmental situation and the necessity of the personality development. The particular attention must be paid to the future teachers environmental training, as they will make the foundation of pupils’ ecological consciousness and the relationship of the younger generation with the environment will depend on their life values. The most important characteristic of ecological personality is his subjective perception of natural objects, which develop in the process of subjective attitude towards nature from the standpoint of ecological psyhopedagogics. Accordingly, the main teaching aim in solving of this problem is to ensure that natural objects would be perceived by pupils as equal to them in selfestimation and interaction with them would be included in the scope of ethical norms and rules; natural objects would be perceived as reference persons who change their views, attitude to themselves, nature objects, other people; nature objects would be perceived by future teachers as equal partners in communication and mutual activities. [2, p. 168].

We can achieve this by purposeful impact on all structural and functional components of ecological consciousness. However, in the process of subjective attitude forming towards nature in higher educational establishments, as evidenced by the results of our study, the main emphasis is on the enhancing of the cognitive and activity components development level. Underestimating of the emotional component of ecological consciousness – is a burning problem because the aesthetic perception of environment is more expressed in adolescence attitude and has more objective character than in teen age. Adolescence helps to find harmony in the world and to realize their own place in it. The forming of a world picture ends mostly at this age. Practical interaction with nature has mostly aesthetic character. That’s why the psychological peculiarities of the process of pupils ecological consciousness formation cause the directing of educational efforts to help youths in mastering aesthetic technology of interaction of the individual with the environment. [5, p.103]

So, the problem of studying of the patterns of occurrence and development of psychological and educational mechanisms of subjective attitude towards nature, including the meaning and development of a reflectance and sensual component of ecological consciousness is still actual now.

Analysis of recent studies and publications on the problem. Science Foundation Analysis on the problem of the formation of the ecological consciousness of the personality allows to point out the leading areas of the research: the study of the ecological consciousness specific, its relative independence among other forms of social consciousness (M. Vasiliev, O. Vasjuta, A. Galeeva, I. Kurok, Y. Markov, A. Saltovskiy etc..); the role of this phenomenon in the optimization of the society and nature relationship definition (G. Bachinsky, H. Platonov etc.); the study of the nature, structure and typological differentiation of the ecological consciousness (A. Aldasheva, S. Deryabo, A. Liovochkina, V. Medvedev, Y. Ozhogov, V. Skrebets, M. Solomkina, S. Shmaleiy, V. Yasvin); the detection of levels of expression of social life by ecological consciousness and the relation of the phenomenon to the environmental activities (E. Barbashyna, E. Girusov , A. Kochergin, F. Palinchak); the features, conditions and ways of formation and development of future teachers ecological consciousness of (V. Glebov, A. Kmets, Y. Sizov, T. Simon, A. Sokolov, A. Fedyuk etc.); the study of subjective attitude towards nature (S. Deryabo, A. Liovochkina, V. Skrebets, C. Schmaley, B. Yasvin etc).

Thus, at the present stage the general trends of pupils ecological consciousness formation is researched. However, a number of aspects on this problem requires deep theoretical studying, finding new productive ways, conditions and means of enhancing of the ecological consciousness formation, which make it more successful, focused and effective. Particularly the poorly studied mechanism of the formation of personality’s attitude towards nature, which is the leading substructure of the ecological consciousness of the individual.

The article aims. The aim of the article is to determine the place and the importance of a reflectance- sensitive component in the structure of ecological consciousness of future teachers, to suggest the ways of forming of this component of ecological consciousness.

The matter of the article. Eco-consciousness we consider as a combination of ecological concepts, knowledge, attitudes, beliefs, theories, emotions that reflect environmental conditions of life, the relationship between people and nature in the process of regulation of "society – nature" system, attitude to nature, as well as the activities aimed to the optimal solution of the problems of nature functioning as an integrated system.

After analyzing the various approaches to the study of the ecological consciousness structure we must note the diversity of opinions on its components. But it can be argued that all approaches include intelligent, sensitive and active components, which, in our opinion, represent the basic of psychological structure of ecological consciousness as a holistic formation. [1, 3]. However, in most modern concepts of the structure of this phenomenon, insufficient attention is paid to its elements such as emotions, feelings, moods, etc., which we combine and determine as cognitive-emotional or reflective-sensitive component of person’s ecological consciousness. This component is important because it promotes the orientation of environmental philosophy and pupils’ activities. That’s why we consider it necessary to include it to the structure of ecological consciousness.

So, from our point of view, the structure of ecological consciousness consists of the following components: cognitive-emotional (reflectance-sensitive), intellectual, orientation component and action-behavioral.

Cognitive-emotional component includes basic cognitive processes (sensation, perception, memory, mentality, imagery) through which students enrich their knowledge, but also emotional and volitional personality area.

Emotional-volitional area has a significant influence on ecological consciousness formation, it includes emotions, feelings and moods that arise in the subject of ecological consciousness in relation to the perception and evaluation of natural, social and spiritual phenomena that have ecological significance. This item includes situational and emotional and sensitive processes and conditions that represent a reaction to the ever-changing life, and also such stable formations, as a sense of environmental responsibility, duty, etc., which are the inner basis of self-regulation of person’s environmental activity. [4, p. 98].

Feeling as a part of this area is a specific form of reality reflection. The purpose of cognitive activity – is an adequate studying of the object, and, reflecting the world in the form of feelings, man values it, discovers personal relationship to the objects and phenomena of the reality. In the process of ecological education and training you need to pay attention to the formation of stable positive environmental feelings because they nourish the reasons, affect the activity success [5, s.347].

Emotions as a form of experiencing feelings are of great importance. Emotional perception of nature is a special feature of consciousness, because the human needs in relations with nature largely satisfied by its emotional side. It is important to pay attention not only to the development of positive emotions, but also to the overcoming of the negative (cruelty, indifference, etc.). The development of emotions, wealth and depth of feelings prevents negative social and psychological phenomena.

Studying the features of expressing of elements of cognitive-emotional component of ecological consciousness (total sample – 107 students of I-II courses of the Faculty of Physics and Mathematics Education HNPU), we found out that the perception of nature in the minds of students has a very wide range: from habitat to a hostile environment in general. And between these two polar viewpoints significant part of future teachers perceive the natural environment in the form of certain components.

Inquiring the peculiarities of future teachers’ knowledge about their environment, we found out that most of students have positive attitude to the world of nature, and therefore the appropriate attitude to it. And only a small part of them has the alienation of nature at the image level in the intellectual and evaluative terms.

Analyzing students answers to questions about their feelings concerning the ecological condition of their native areas, we noted the dominance of negative feelings in the emotional-volitional area of students which demonstrate the deep awareness about the ecological condition of their region. It should be noted also that the existing feelings mostly are not sustainable (respect, love, fear). However, it is the persistent feeling that are expressed in human actions affect the activity success and provocate the motives. Short dominant feelings appear due to the perception and evaluation of natural, social and spiritual phenomena that have environmental significance. To develop the persistent feelings we must primarily get interested students. Simulating ecological and educational situations we should cause necessary adequate feeling, and further realization of their ecological activity. The relationship between feelings and activities creates the necessary conditions for a lasting consolidation of these feelings in the minds of students.

As for the emotional nature perception, it must be noted that emotions as feeling beautiful, beauty, and are, without doubt, the foundation of ecological consciousness, only 58% of Pedagogical University students have them. And at the same time about 38% of them have negative emotions. Certainly, emotion, really appreciating the reality proves its assessment to the body in the language of experiences. In this regard, it affects his behavior. But, as we see, 38% of respondents have no empathy component, hence the emergence of emotions: irritation, sadness, sorrow, etc.

We made the diagnostic of ability of future biology teachers to subjectification of natural objects using a modified method of NOS (natural objects subjectification). [1, s.263] Application of this method allows to determine the level of formation and structure students’ subjectification as well as to characterize the modality of subjective attitude on the axis "object – subjective."

The analysis of the received results using the statistical data showed that in general the low and medium level of natural objects subjectification among the students of pedagogical universities dominates (the average number of points according to the methodic on scale-T is 48.5). This situation, in our opinion, can be explained by the relatively low level of the development of cognitive and emotional components of environmental consciousness. Therefore, for the effective formation of subjective attitude towards nature of future teachers it is needed to influence both the rational and the emotional sphere of the individual, so that the scientific evidence was accepted as their own.

One of the ways to develop cognitive and emotional component future biology teachers’ ecological consciousness, we consider the adoption of participatory methods in the process of environmental education and training. The implementation of participatory methods of students’ ecological education we understand as the way of interaction, which makes the agents of the educational process (teacher and student) to activities directed at the development in the last the ecological consciousness. That is the way that the teacher used to enable learners in cooperation concerning the environmental problems.

The effectiveness of participatory methods in studying and education is due to the principle of unity of mind and activity, which is that the human mind develops and expresses itself in the activity.

Let’s define the basic characteristics of a concept of participatory methods: the realization of common decision making of teaching-environmental problems, enabling each student to be active in all stages of preparation, adoption, implementation, monitoring and evaluation of the environmental problems solution; dialogue between the subjects of the educational process, based on parity endeavors; finding agreement, achieving the consensus, providing the participants of the educational process with the environmental competence; reliance on higher ethical reasons of students; the desire to fellowship, mutual help, self-expression, recognition and so on.

Due to the fact that the participatory methods are essentially methods of interaction between two or more participants of the educational process to achieve the task – students' ecological consciousness formation – they can be classified by the means of the impact of the education subjects on the decisions made in the appropriate field; ways of making of these decisions; purpose of common activity of teacher and student.

Taking the means of students influence on solving problems in the field of differentiation of education as the basis in the classification, we pointed out the following methods: indirect or consequential – those that do not require direct communication between the teacher and student with each other; the impact on making decision is indirect, they do not require direct performing of any action (for example, the expression of future teachers’ opinion in the questionnaires by voting); direct used in the direct communication of teacher and student in different configurations in the course of common activity (consultation, advice, opinion, recommendation, interview and so on.).

By purpose of common activity in the course of solving of environmental problems methods are divided into informational and advisable, acceptance and agreement-making, methods of making decisions, their monitoring and evaluation.

Informational and advisable methods are used mainly for training and solution of educational and environmental problems.

Among the methods of decision making on the basis of the formalization of the used apparatus the following methods are isolated: formal (statistical and economic-mathematical); heuristics (brainstorming, the method of "635", ODI, role-playing, imitation, analogy, etc.); methods of peer reviews; rationally analytical methods (rings, compromise agreement and others).

In particular, to rational and analytical methods, we refer the method of mutual compromise agreement. In form it can be realized in the course of conversation, board, specially organized negotiations; work outlined in writing (on paper, electronic and other media) points of views; organizational activity-and role-playing. The content of this method is the following: two or more members of the educational process in the course of common activity come to a single decision, reach consensus. The main condition in the course of making decision is aimed at the achieving a compromise, solution business problems by both sides.

To realize the collective monitoring and evaluation the methods of creative reports, public events, presentation of the results of the research work are widely used. According to our research results the particular popularity had the method of mutual control and estimation.

Summarizing the above, we note that, using participatory methods of ecological education of students in higher education institutions it is needed to anticipate the possibility of their impact on all stages of the full cycle of the environmental problems solving, and apply them in complex with other methods of improving students' cognitive activity, based both on basic and secondary motives of learning activities.