FORMATION OF EMOTIONAL-VALUE RELATIONS IN THE LESSONS OF BOTANY
Emotional-value relations are a system of values, emotions, ideals, and relationships that ensuring the formation of humanistic value of orientations of students and active efforts on preservation of the environment.
The problem of the relationship between human and nature is not new; in the second half of the 20th century, the “anthropogenic pressure” to the environment was a great threat to the productivity of the biosphere and the quality of the human condition. At present, the society realizes that the main factors of sustainable development are the guarantees of ecological safety, accepted by the world community. Therefore, it is quite natural that at present scientists have no doubt that it is necessary to develop continuous ecological education, which is becoming a system-forming factor for the education of all segments of the population [2, 3].
Ecological education is a multidimensional process of training, education and personal development, which includes the formation of a scientific system of knowledge in the field of interaction between society and nature; upbringing the emotional and sensual attitude of the world of the individual; the formation of a volitional factor, without which is impossible, that realization of the human ecological culture.
Formation of value-based attitudes towards nature in schoolchildren’s botany lessons, it takes place in the process of environmental education, the main role in which belongs to educational organizations and presupposes the creation of an integrated system of ecological ideas with the development of aesthetic feelings and students’ participation in practical environmental activities.
To the reasons of low efficiency of formation in schoolchildren, emotional-value attitudes of students in botany lessons to nature we can describe the followings: insufficient teaching and methodological support, the impact of a weak level of development of the ecological culture of society, low financial support for the environmental education of schoolchildren, and the lack of participation of parents in children’s environmental education. Besides, teachers do not often attract the students to environmental activities. There are cases when the desire to participate in environmental events is not supported, often teachers overly control, impose their opinions and requirements.
The effectiveness of environmental education of schoolchildren is largely determined by the external conditions in which the student is located.
According to many researchers, these conditions of the educational environment can be described as a “cultural landscape” that contributes to the formation in the younger generation of a constructive; value attitude to what surrounds them. K.D. Ushinsky noted that “... a beautiful landscape has such a tremendous influence on the development of a young soul, with which it is difficult to compete with the influence of a teacher”. And it is hard not to agree with that.
The use of positive emotions plays an important role in creating motivation for learning, and in relieving psychological stress, and in developing interest in the subject of botany. Scientists, studying the problems of learning have identified three stages in the development of students’ emotions:
• Level of interest: students are interested in spectacular external events, distracting, due to a lack of interest, from its essence;
• Level of curiosity: an interest is revealed in the accumulation of information, the comprehension of the essence of phenomena;
• Steady emotional-cognitive level: there is a constant interest in the essence of phenomena, to essential connections and patterns, the desire to understand them .
In the basis of the development of the emotional-value attitude of schoolchildren to nature there are following principles:
- the formation of ecological competent environmental management; the development of students’ skills in environmental management, ecological literate behavior in nature;
- account of biological characteristics of living organisms during its placement and further maintenance and care of it;
- emotional-cognitive development of students in biology lessons by means of nature through the development of motivation for the systematic direct communication and interaction of children with nature;
- emotional and aesthetic development of schoolchildren, the ability to see, feel the beauty of the surrounding world of nature, a variety of colors, forms of its objects;
- formation of spiritual and moral feelings of students through the creation of conditions for the development of the needs of schoolchildren for systematic care of living objects and communication with them, the formation of each child’s sustainable need to feel responsible for the state of the environment;
- socio-emotional development of students in biology lessons by means of nature, aimed at developing students’ skills of positive-oriented communication, interaction with the natural environment .
Correct organization of the educational environment of ecological content will ensure that every student in biology class has interaction needs, interact with objects of nature; it helps to form a stable cognitive attitude to nature and ensure the formation of a value attitude to all living things.
The development of biological science, the use of emotional-value relations of students in the process of teaching botany allowed us to identify an important generalizing idea - the idea of the multi-level organization of living nature. With the account of this idea, living nature should be considered and studied at different levels of its organization - from the cell until biosphere, and the study of each subsequent level relies on the knowledge of the previous one.
In conclusion, we would like to note, that emotion, experienced by a person have a direct impact to the quality of performed by their activity - his work, study, game. Thus, it can be said that the cognitive process, using in educational activities should be closely related to the emotional perception of information by the student.
The application of this knowledge can be useful for optimizing the educational process and the transition from traditional forms of education to alternative ones.
References in English / Список литературы на английском языке
1. Azizova I.Yu. Technological receptions of TSIP (the theory of solving inventive problems) in the development of the concept on ecological system. // Actual problems of teaching methods of biology and ecology in schools and universities. Collection of materials of the International Scientific and Practical Conference on November 8 - 10, 2007 - M., 2007, - P. 157-162. [in Russian].
4. Emotional situations in the educational process - [Electronic resource] - Access Mode. —URL: http: //knowledge.allbest.ru (Address: 03/03/2016).
References / Список литературы
1.Азизова И.Ю. Технологические приемы ТРИЗ (теории решения изобретательных задач) в развитии понятия об экологической системе. // Актуальные проблемы методики преподавания биологии и экологии в школе и ВУЗе. Сборник материалов Международной научно-практической конференции 8 - 10 ноября 2007 г. -М., 2007, - С.157-162.
2.Баранова Г. А. Формирование эмоционально-ценностного отношения учащихся начальных классов к миру средствами предметного содержания // Известия ТулГУ. Гуманитарные науки. 2012 год, №3 Стр. 317 — 328.
4.Эмоциональные ситуации в учебном процессе — [Электронный ресурс] — Режим доступа. —URL:http://knowledge.allbest.ru(Дата обращения: 03.03.2016).
published year: 2019 ,
post date: 2019 yil 31 mart