Екологічна освіта учнів загальноосвітніх закладів у Німеччині

Abstract

У дисертаційній роботі досліджено генезу становлення екологічної освіти, концепції відомих педагогів минулого щодо екологічного виховання учнів. Охарактеризовано сутність екологічної освіти як складової соціально- екологічної проблеми, визначено етапи та основні тенденції становлення екологічної освіти учнів загальноосвітніх закладів Німеччини. У процесі наукового пошуку з’ясовано, що реформування системи екологічної освіти Німеччини у 1960-90-х рр. ХХ ст. обумовило зміну її цілей, задач, концептуальних засад і, як наслідок, - появу нових концепцій екологічного навчання і виховання та стимулювало подальший пошук шляхів екологізації змісту шкільної освіти. Визначено провідні принципи модернізації змісту екологічної освіти, проаналізовано екологічну складову змісту освіти у нормативних освітніх 19 документах федеральних земель Німеччини. З’ясовано специфіку впровадження проектної форми організації екологічної освіти та визначено особливості взаємодії державних, громадських та освітніх установ у реалізації завдань екологічної освіти в роботі позашкільних навчальних закладів Німеччини. Виокреслено ідеї позитивного досвіду екологічної освіти школярів Німеччини та виявлено можливості їх впровадження в освітньо-виховний простір України. The history of development of ecological education and the conceptions of ecological upbringing of famous pedagogics is examined in the research. It is also analyzed the theoretical and methodological ambushes of the rise and development of ecological education of schoolchildren of secondary educational establishments in Germany. The author also characterizes the content and forms of German ecological education and gives propositions how to implement the results of investigation in ecological upbringing of schoolchildren in Ukraine, taking into account specifics of national pedagogy and ways of reforming of its school system. The introduction proves the actuality and expediency of the investigation, defines its aim, tasks, object and subject, formulates the methodical and theoretical bases, discloses the scientific novelty, theoretical and practical significance of the obtained results, provides the ways of approbation. In the process of scientific inquiry it is found that the reform of environmental education in Germany in the 1960s and 90s of the twentieth century resulted in a change of its objectives, tasks, conceptual framework and, as a consequence, - the emergence of new concepts of environmental education and stimulate further search for ways of ecologization of school education. It is shown that the leading concept of environmental education in Germany (ecopedagogic, naturpedagogic, the concept of problem-activity studies, etc.) formed during the transition to a sustainable development policy and oriented at enhancing the awareness of the society depends on maintaining a certain level of environmental protection, the environmental awareness of students, which is the deep understanding of necessaty of careful attitude to nature, to the realization of the priority values as clean air, water, food, landscapes, etc. It is also defined the leading principles of modernization of the content of environmental education, environmental analysis component of curriculum in legal educational documents of federal lands in Germany, found the specific implementation of the project forms of organization of environmental education and peculiarities of interaction between government, civil society and educational institutions in the realization of environmental education in the school educational institutions in Germany. It was found that environmental education is seen as a general and didactic principle education and schooling, which necessitates the inclusion of environmental issues in the content of natural, religious, and civic education. The guiding principle of ecological modernization component of curriculum in secondary schools in Germany in the second half of the twentieth century were the principle of spiral and exemplar method of constructing the content of school education and the principles of continuity, integrity that contributed to the principle 21 of multifunctionality of knowledge. The focus of schooling to prepare students for solving specific environmental future significant problems led to the rejection of traditional forms and methods of teaching. However, a sizeable distribution gets project-based learning that allows the system to build a relationship between a man and nature as a system of "nature-society-economy" and consider the school as a kind of "ekohospodarstvo" platform for the implementation of environmental knowledge. This education received less reproductive but more creative character. A characteristic feature of the educational projects is their relation to the economic life of society. This economization of ecology accompanies the principle of pragmatism, traditional Western culture in general. It is also proved that environmental education can be a highly effective combination of time limit provided lessons outside school forms environmental education. Recent activities of various associations represented children and youth to protect ecological, social and spiritual interests by forming individual and public awareness through the organization of ecological enlightening, natureprotecting, propagandistic and other forms of work. In solving the problem of the environmental education of secondary school pupils at present well established cooperation with government and community organizations, organizing extracurricular activities designed to meet the needs of individuals in creative themselves, deepening and expanding school baseline the environmental education and training for professional and social activities occupies an important place. As a result of comparative analysis of pedagogical features improves the content of environmental education in Ukraine and Germany in the early twenty- first century identified common trends for the countries, namely the introduction of humanistic paradigm with a focus on human values, personality oriented and competence-based approach to improve the content of school environmental education focus on the formation of a new generation of environmental philosophy based on the principles of ecological thinking, interdisciplinary integration, historical and systematic to preserve and restore nature and its biodiversity and more. The perspective possibility of using the positive experiences of environmental education of Germany in Ukrainian schools is also identified in the research. The main role in the research is placed on the national peculiarities of the environmental education system: the structure of the secondary school curriculum, extracurricular and outdoor activities.