Thanks to well-organized excursions, a child with disabilities health (HHI) perceives reality through the functions of analyzers. The main advantage of excursions is visibility, which actively attracts the attention of children, developing mental processes and enriching speech.

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State budgetary special (correctional) educational institution for students and pupils with disabilities - special (correctional) general education boarding school No. 115

g.o. Samara

The report was prepared and heard

at the regional scientific-practical

Conferences December 13, 2013

Buyankina Valentina Yurievna

Samara, 2013

Excursion as a means of developing basic life competencies junior schoolchildren with disabilities

Thanks to well-organized excursions, a child with disabilities learns reality through the functions of analyzers. The main advantage of excursions is visibility, which actively attracts the attention of children, developing mental processes and enriching speech.

An excursion is one of the types of activities to familiarize students with the world around them. During an excursion, a child with an intellectual disability can observe and understand natural phenomena, seasonal changes in a natural setting, see and analyze how people transform nature in accordance with the requirements of life and how nature serves them, as well as people’s work.

What is the advantage of excursions over other types of activities to familiarize children with the world around them? According to I.P. Pavlov, the more analyzers are involved in perception, the more accurate, richer, brighter and more meaningful the representation is.

It is important for students to have the opportunity to look at objects, touch, feel, smell, feel their heaviness, and so on. On excursions, children develop their powers of observation. They learn to peer into an object and notice characteristic features. This causes deep experiences and indelible impressions in students, and contributes to the development of aesthetic feelings. On this basis, a materialistic understanding of the world is formed.

Features of excursions with children

In order for natural history excursions to have a corrective focus and be effective, it is important to conduct them according to a certain system. I organize for the same objects in different times year, in order to show children the seasonal changes that occur in nature.

For example, in the spring season I conduct three excursions to the park with gradually increasing complexity of tasks. The purpose of these excursions is to acquaint children with spring changes (buds swell, burst, green sticky leaves appear, smell delicious, etc.) and understand the reason for what is happening in nature, and also enrich their vocabulary. I conduct agricultural excursions to get acquainted with certain types of labor, professions (landscaper, florist), and tools (tools). I conduct excursions to the museum and around the city in order to get acquainted with the sights of the city and get acquainted with its history.

Distinctive features

Organizing an excursion is much more difficult than organizing a group lesson. It will be successful only with careful preparation. In my case, this is done together with primary school teachers.

When planning an excursion, we accurately determine the topic and purpose of the excursion, specify the objectives, and outline the objects of the excursion. It is important to choose a road to a place that would not be tiring and would not distract children with intellectual disabilities from their intended goal. When determining the location of the excursion, we take into account the physical capabilities of the children, as well as the season, road features, and weather conditions. Having visited the route site in advance, we agreed with people who would talk for 3-5 minutes about their work and the products of their labor. After this, the sequence of observations, the content and volume of the knowledge that children should receive about this range of phenomena were outlined; established where they could independently conduct observations and relax.

Preliminary acquaintance with the place of the future excursion makes it possible not only to clarify and specify the plan, but also to come up with methods for carrying it out. To make the excursion interesting, poems, riddles, and proverbs were selected in advance. A few days before the excursion, a short conversation was held with the students in order to arouse their interest in the upcoming lesson, revive ideas and impressions that could be useful during the excursion, and communicate its purpose. It is important for children to know where they are going, why, and what needs to be collected. For example, the excursion “Autumn - Live nature" To gain knowledge, she conducted excursions to our park, Botanical Garden, and Strukovsky Garden. Having brought the children to the excursion site, she clarified the purpose of the lesson and tasks in a short conversation. Then she gave them the opportunity to look around. After which they began to observe the intended objects and natural phenomena. For example, I asked questions:

1. What trees grow in the park?
2. How can you recognize birch, poplar, apple, and lilac trees in the fall? Etc.

Gave the children tasks:

1. Raise the branch named by the teacher and explain how they recognized it. Confirm correct answers.
2. Place two branches side by side (birch and poplar) and answer the questions: how did you know that these were birch and poplar branches? What does the surface of the bark feel like?
3. Suggest carefully bending the branches to find out whether they are flexible or fragile. And so on.

During the observation process, I used works of children's fiction, poems, and riddles. With the help of didactic games (“Recognize by the smell”, “Guess by the description”, “Branch, branch, where is your branch?”, “One, two, three - run to the ash (linden) tree!”) consolidated knowledge about characteristic features items.

Conducted a number of agricultural excursions to the youth station: to the garden, vegetable garden, greenhouses, poultry house and others. These excursions clearly showed and made it clear to children with intellectual disabilities how humans influence nature, how they grow plants and animals. Here the children got acquainted with basic labor operations, some of which they performed themselves.

Pedagogical work after excursions

The knowledge gained on excursions was expanded and consolidated in classes and games. 1-2 days after the excursion I conducted classes. Here the children and I made crafts from natural material, read fiction, listened to children's stories about where they were and what they saw, and drew their impressions. In conclusion, I conducted a generalizing conversation. When planning the conversation, I formulated questions in such a way as to restore and activate the knowledge gained during the excursion in the children’s memory, to emphasize the most important educational points, and to help them independently establish cause-and-effect relationships between phenomena. For example:

1. Why are there no buds on the trees in the summer, but there are buds in the fall?
2. What colors does autumn use?
3. What would happen to the trees in winter if they didn’t shed their leaves in the fall?

She also conducted excursions on the “Professionalization” project. We went with the children to the fire station. Here we got acquainted with the tools of the fireman's profession. They told us very interestingly about the work of firefighters. The excursion made a great impression on the guys. They happily shared their impressions of their journey and named what tools they used to put out fires and provide assistance. And they firmly remembered 01. The special significance of this work is that it provides the opportunity for extensive practice of free speech communication for children and consolidation of speech skills in Everyday life and activities of students, forms communicative and information competencies students with disabilities.

The result of monitoring educational work showed that students’ horizons, vocabulary and ability to establish cause-and-effect relationships increased. 8 students out of 12 showed positive dynamics, i.e. 66.4% of the group's pupils. The duration of classes has increased, the children have become less exhausted, the attention of all students has become more stable, and their memory has improved. The difficult children Dima S. and Namik F. showed positive dynamics. If Dima previously did not understand the instructions for the lesson, now he studies for 35-40 minutes. Namik had a pronounced attempt at speech activity. He can independently form phrases and conduct a dialogue. He has developed a need for verbal communication.

As a result, children develop mental processes: the ability to observe, generalize, and compare.

Ministry of Sports of the Republic of Khakassia

State budgetary professional educational institution

Republic of Khakassia

"School (technical school) of the Olympic reserve"

D O C L A D

Subject Excursion as a means of professional
becoming a specialist
Professional cycle teacher	Feshchuk L.G.
		FULL NAME.

Abakan, 2016

The report discusses issues of professional development of a specialist through educational excursions to production organizations. The effectiveness of excursions for educational process, their role in shaping the motivation of future specialists.

Theme of self-improvement -“Extracurricular work on the module as a means of developing the student’s professional skills.”

The professional development of a student is a holistic process that dynamically unfolds over time from the formation of professional intentions to the full realization of oneself in professional activity. Studying at a technical school is associated with the period when a person embarked on the path of commitment to a profession, and masters it in the process of professional and cognitive activity.
In order to combine the educational process at the technical school with real professional life, I actively use thematic excursions in the learning process. This form of training allows you to develop students’ cognitive abilities (attention, perception, observation, thinking, imagination), and show the characteristics of the acquired profession. Excursions have a strong impact on the emotional sphere of the future specialist.

During an excursion to production, students get acquainted with enterprises, which forms vivid images and contributes to a more lasting assimilation scientific foundations productions that students did not have the opportunity to observe directly. Therefore, the relevance of excursions as a means of shaping future specialists is beyond doubt.
The teacher independently decides which objects to visit, which educational topics consider how often to conduct excursions.

Professional competencies will be successfully developed if the excursion as a type educational activities will be carried out purposefully and systematically, and if representatives of production, characterizing production processes, focus on the prospects professional growth, the importance of the profession, will additionally ensure increased student motivation.
The word "excursion" comes from the Latin "excursio". This word entered the Russian language in the 19th century. and originally meant “running out, military raid”, then - “sally, trip”. Later, this word was modified according to the type of names to “iya” (excursion). An excursion is a specific educational activity, transferred in accordance with a specific educational or educational purpose to an enterprise, to exhibitions, etc. Like a lesson, it involves a special organization of interaction between the teacher and students.

When considering the concept of “the essence of an excursion,” it is necessary to keep in mind that the excursion process is conditioned by objective requirements. Each excursion represents a special process of activity, the essence of which is determined by specific patterns (thematic, purposeful, visual, emotional, active, etc.). The excursion is a purposeful, visual process of learning.

The method of conducting excursions is aimed at helping students learn more easily theoretical material. This is done using methodological techniques, which are divided into two groups - showing techniques and telling techniques. Demonstration on excursions is a multifaceted process of extracting visual information from objects, processes, during which students’ actions are carried out in a certain sequence, with a specific purpose. The effectiveness of visualization depends on the organization of the display of objects and their correct observation by students. A person on an excursion learns to look and see correctly, observe and study. This is the purpose of the show.

In the process of professional training of students in the specialty “Technology of public catering products”, excursions are conducted to public catering enterprises in Abakan (trade house “Sladkarnitsa”, pub “Limerick", "Peppers", "Raspberries".Extracurricular work on the module as a means of developing the student’s professional skills

The goals of such events are:

developing a sustainable interest in your future profession;

formation of professional and personal qualities, positive motives for self-realization and self-improvement with a focus on future professional activities;

training a qualified specialist of the appropriate level, competitive in the labor market, competent, responsible, capable of effective work in his specialty at the level of state standards.

After the completion of the educational excursion, the results are summed up and reflection is organized using various methods: self-assessment, INSERT, questionnaires. Students highly appreciate the educational excursions, they themselves propose topics for the next events, choosing objects of study. They show interest in continuing to get acquainted with real production, and are also ready to participate in the development of topics for future excursions, which indicates the successful professional development of future specialists.

Analysis of work experience showed that the use in educational process active forms of conducting classes (excursions) contributes to the development of the educational component of the educational process, the formation and development of general and professional competencies students. Alternating extracurricular work with theoretical knowledge allows you to achieve high results when mastering the basic professional educational program in accordance with the Federal State Educational Standard, it ensures more effective independent work of students.

List of sources used

Semushina L.G., Yaroshenko N.G. Contents and technologies of training in secondary specialized educational institutions: Textbook. manual for teachers institutions prof. education. - M.: Masterstvo, 2001.-272 p.

Methodology for preparing an excursion [Electronic resource]/Access mode: l.

Bukatov, V. M. How to prepare for an excursion: three completely unexpected tips / Vyacheslav Mikhailovich Bukatov // Public education, 2010. - N 3. - P. 184, 216, 230.

Methodology for organizing and conducting field trips for students of educational institutions [Electronic resource]/ Access mode:http://tourlib.net/statti_tourism/ekskurs-p.htm

Sample questions for the exam in the discipline "Excursion Guide"

for 3rd year students of the specialty “Organization Management”.

The essence of the excursion.

Excursion as a type of activity and form of communication.

Signs of an excursion.

Excursion functions.

Classification of excursions.

Subject and content of excursions.

Demonstration on excursion.

Story on the excursion.

Technology for preparing a new excursion.

Methodology for conducting an excursion. Classification of methodological techniques.

Methodological methods of display.

Methodological techniques of the story.

Special methodological techniques. Reception of demonstration of visual aids. Mastering methodological techniques as a guide.

Excursion technique.

Mandatory documentation on the topic.

The skill of the guide. Ways to improve tour guide skills.

The guide's speech. Non-verbal means of communication .

Question 1. The essence of the excursion.

ESSENCE OF THE EXCURSION

The word "excursion" comes from the Latin "excursio". This word entered the Russian language in the 19th century. and originally meant “running out, military raid”, then - “sally, trip”. Later, this word was modified according to the type of names to “iya” (excursion + iya).

The very concept of “essence” is a set of parties and connections that have inherent properties, taken and considered in their natural interdependence. Essence- this is the internal content of an object, expressed in the unity of all the diverse and contradictory forms of its existence.

When considering the concept of “the essence of an excursion,” it is necessary to keep in mind that the excursion process is conditioned by objective requirements. Each excursion represents a special process of activity, the essence of which is determined by specific patterns (thematic, purposeful, visual, emotional, active, etc.). The pattern of excursions was first discussed at a scientific conference held in 1978.

The Main Excursion Directorate of the Central Council for Tourism and Excursions of the All-Russian Central Council of Trade Unions and the Central Research Laboratory for Tourism and Excursions (TsNILTE). The excursion process and the tasks facing the excursion can be expressed in the following form:

During the excursion process, the guide helps tourists see the objects on the basis of which the topic is revealed (first task), hear the necessary information about these objects (second task), to feel the greatness of the feat, the significance of the historical event (third task), master practical skills of independent observation and analysis of excursion objects (fourth task). In solving the last problem, an important place is occupied by the formation ability to see.

Ability to see as an aesthetic perception comes down to the ability to perceive architectural masses, colors, lines of all kinds, groupings of masses, colors, lines and their complexes in conditions of perspective, light, air, and angle of view.

Ability to see as historical perception is as follows: Firstly, you must be able to find typical features and features of a historical and cultural nature in an excursion object; Secondly, one must be able to determine the layers in the excursion object made by time and its evolution; Thirdly, you need to be able to find historical facts in monumental and museum-historical monuments - a task that always requires great knowledge and skills.

The excursion material and the professional skill of the guide in its presentation enable excursionists to analyze and draw the necessary conclusions. These skills are instilled in the excursionists by the guide during the show and tell. At the same time, the authors of the excursion act as active assistants to the guide. The famous theorist, critic and teacher A.V. Bakushinsky spoke about this: “The methodological development of the material, determined by the goal, all the tasks and the plan of the excursion, should be aimed at awakening independence of perception and assessment.”

One of the objectives of the excursion- to develop among excursionists an attitude towards the topic of the excursion, the activities of historical figures, events, facts, and in general to the material of the excursion and give it your assessment.

To give an assessment means to form an idea about someone or something, to determine the meaning, character, role of someone or something, to recognize someone’s merits and positive qualities.

The evaluation of the excursion is the conclusions of the excursionist, to which the guide leads him.

The attitude towards the excursion must be understood as: a certain view of the tourist on the historical period to which the excursion is dedicated; perception of any actions; understanding the specific situation in which the writer, sculptor (artist) found himself when creating his work.

In this process, an important role is played by the excursion material, its presentation by the guide, the “angle of view” of the event and the guide’s assessment of it, as well as the guide’s conviction that he is right. The main thing in this process is the problem of understanding. Most tourists perceive the point of view of the guide, which becomes the basis for understanding the material and developing an attitude towards the subject of the show and story.

Excursion- a methodically thought-out display of places of interest, historical and cultural monuments, which is based on an analysis of the objects in front of the sightseers, as well as a skillful story about the events associated with them. However, it would be wrong to reduce the essence of the concept of “excursion” to this alone.

Let's consider several formulations of the term “excursion” that have been published in various publications over the past 70 years. The first one looks like this: “ Excursion- is a walk that aims to study a specific topic using specific material accessible to contemplation” (M. P. Antsiferov, 1923)

Describing the place of excursion activities in extracurricular work with children, excursionist L. Barkhash believed that excursion- this is a visual method of obtaining certain knowledge, education through visits to certain objects (museum, factory, collective farm, etc.) on a pre-developed topic with a special leader (tour guide).

We also present one of the most recently published definitions: “ Excursion- a special form of educational and extracurricular work in which the joint activity of the teacher-tour guide and the school excursion students led by him is carried out in the process of studying the phenomena of reality observed in natural conditions (factory, collective farm, historical and cultural monuments, memorable places, nature, etc.) or in specially created collection repositories (museum, exhibition).” These are the opinions of excursion scientists.

Let us consider the interpretations of the term “excursion” given in various dictionaries and encyclopedias. The earliest (1882) interpretation of this term is given by

V. Dahl: “ Excursion- walking, walking, going out to look for something, to collect herbs, etc.” In the Small Soviet Encyclopedia (1931, vol. 10, p. 195) the term is explained as follows: “ Excursion- a collective visit to a locality, industrial enterprises, state farms, museums, etc., mainly for scientific or educational purposes.”

A detailed explanation of the term “excursion” is given by the Bolshaya Soviet encyclopedia(1933, vol. 63, p. 316): “one of the types of mass cultural, educational, propaganda and educational work aimed at expanding and deepening the knowledge of the younger generation...”.

In the Explanatory Dictionary of the Russian Language (under the leadership of L.N. Ushakov, 1940) the word “ excursion” is explained as “a collective trip or outing for scientific, educational or pleasure purposes.”

The Small Soviet Encyclopedia (1960, vol. 10, p. 770) says that “an excursion is a collective trip or trip to places of interest for scientific, general educational or cultural and educational purposes.”

The Great Soviet Encyclopedia (1978, vol. 29, p. 63) gives the following definition: “ Excursion- visiting objects of interest (cultural monuments, museums, enterprises, localities, etc.), the form and method of acquiring knowledge. As a rule, it is carried out collectively under the guidance of a specialist guide.” Other interpretations of a later time are not original and do not add anything to the previously made characteristics.

Some discrepancies can be found in the given definitions of excursions. They are not accidental and do not provide grounds for conclusions about the existence of opposing points of view on the excursion. Each formulation relates to the functioning of the excursion in a certain period of time. Hence the differences in the formulation of goals, objectives and forms of excursions characteristic of a particular time. Over the years, problems become more complex. New goals are set for excursions, and the forms of their implementation change. At the same time, the features of the excursion and its differences from other forms of cultural and educational work become more clearly evident. And at the same time, one cannot ignore the attempts of individual scientists to limit the excursion to a narrower framework.

In some dictionaries, for example in the Brief Pedagogical Dictionary (1989, pp. 300-310) and methodological manuals, the excursion is considered as one of the forms of visual learning, educational work. At the same time, the importance of only one of the sides is emphasized, namely, that excursions transfer the learning process to an environment of observing objects (objects) located in the environment or exhibited in a museum.

Some excursionists, considering the essence of an excursion, include such concepts as composition, plot and plot.

Composition - construction, connection, composing individual parts into a whole. This term is associated with the concepts of “structure” and “construction”.

Plot- an event or several events related to each other.

Fable- the chain of events that the work narrates. In the presentation of the plot, a distinction is made between composition, plot, development of action, climax, and denouement.

Climax- the point, the moment of highest tension in the development of the plot action.

The excursion, being the work of specific authors, is built taking into account the requirements for literary work and has its own plot, to which all excursion material is subordinated. A sightseeing tour is more complex in its objectives and form than travel excursion information or an instructor’s conversation on a hiking trip. A thematic tour, compared to a city sightseeing tour, is more complex in its structure, content, and methodology.

The path of development of the excursion follows the line of changing its essence. Initially, the excursion was a walk with practical objectives, such as searching for medicinal herbs. Then she was faced with scientific tasks, such as identifying exhibits for the local history museum. The search for new forms of self-education has put forward a general educational goal for the excursions. The desire to improve educational work and make it more effective turned the excursion into one of the types of cultural and educational work.

Currently, the excursion acts as something complete, holistic, having its own specific functions and characteristics, a unique individual methodology. It has been significantly enriched in content, forms of conduct and methods of presenting material and is characterized as an integral part of ideological, educational and cultural work. The goals, objectives and forms of excursions are shown in the table.

№ p/p	Goals	Tasks	Forms of conducting
		Search for medicinal herbs, berries, mushrooms, fruits	Walk
		Children’s acquisition of knowledge in an academic subject (botany, geography, history)	Lesson outside the classroom
		Identification of exhibits for the local history museum	Expedition
	General education	Expanding the general cultural horizons	Conversation on a tourist trip, travel excursion information on a transport trip
	Cultural and educational	Increasing the level of knowledge in history, architecture, literature and other fields	Multi-faceted sightseeing tour
	Cultural and educational	Assimilation of knowledge in combination with education	Thematic excursion

So, the excursion is a visual process of human cognition of the surrounding world, built on pre-selected objects located in natural conditions or located on the premises of enterprises, laboratories, research institutes, etc.

The demonstration of objects takes place under the guidance of a qualified specialist - a guide. The process of perception of objects by excursionists is subordinated to the task of revealing a specific topic. The guide conveys to the audience a vision of the object, an assessment of the memorable place, and an understanding of the historical event associated with this object. He is not indifferent to what the tourist sees, how he will understand and perceive what he saw and heard. With his explanations, he leads tourists to the necessary conclusions and assessments, thereby achieving the desired effectiveness of the event.

In brief, the essence of an excursion can be defined as follows: an excursion is a sum of knowledge communicated in a specific form to a group of people, and a certain system of actions for its transfer.

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Natural history excursions as a means of developing environmental knowledge among junior schoolchildren

Introduction

environmental schoolchild education excursion

The relevance of research. Currently, in accordance with the Federal State Educational Standards of NEO, much attention is paid to the teaching of junior schoolchildren as modern pedagogical technologies, as well as traditional forms and methods of education, which should contribute to the formation of independence, creative potential, ability to perform universal learning activities in students.

An important part of the modern general primary education primary schoolchildren is environmental education, which will be more effective if various combinations of forms and teaching methods are used in practice, such as lessons, practical work, project activities, role-playing games and natural history excursions.

The entire history of mankind is inextricably linked with nature. On modern stage issues of its traditional interaction with humans have grown into a global environmental problem. If people do not learn to take care of nature in the near future, they will destroy themselves and the world around them.

In order to preserve nature, it is necessary to cultivate environmental culture and responsibility, starting from primary school age, since at this time acquired knowledge can later be transformed into strong beliefs.

Environmental education is one of the most important areas in the modern educational process. Forming a responsible attitude towards nature in children is a complex and lengthy process. Its result should be not only the mastery of certain knowledge and skills, but also the development of emotional responsiveness, the ability and desire to actively protect, improve, ennoble natural environment.

Pupils who have received certain ecological ideas will be more careful about nature and its riches. In the future, this may affect the improvement of the environmental situation in our region and in the country.

Primary school is one of the first links where the foundations of environmental culture are laid. The outstanding teacher V.A. left us a great legacy in the field of educating children in the environment. Sukhomlinsky. In his opinion, nature lies at the core children's thinking, feelings and creativity.

The teacher closely connected the attitude of children and adolescents to objects of nature with the fact that nature is our land, the land that raised and feeds us, the land transformed by our labor. Nature itself does not educate, only active interaction with it educates. In order for a child to learn to understand nature, feel its beauty, and take care of its wealth, this must be instilled in him from early childhood.

To cultivate all these feelings in children, it is necessary to use various methods and forms of work in this direction. One of the leading forms environmental education children - natural history excursions.

Natural history excursions are necessary in all cases where an object or phenomenon must be examined in its own setting. This includes, for example, the study of trees, shrubs, forest grasses, wintering birds, early spring flowering plants, etc.

Nature excursions are also necessary in order to trace seasonal changes in nature.

An analysis of the experience of teachers showed that conducting natural history excursions with an environmental focus gives positive results in terms of the moral education of children, the formation of aesthetic views, and a careful attitude towards the surrounding nature. So, an excursion as a form of education solves a whole range of educational and educational problems in elementary school.

The great pedagogical possibilities of natural history excursions, which play an important role in the formation of ecological knowledge about nature, are the rationale research topics of this final qualifying work: “Nature excursions as a means of developing environmental knowledge of junior schoolchildren.”

Research problem: what are the ways to form ecological knowledge of primary schoolchildren when studying the subject “The World around us”.

This problem defines the purpose of our research: identifying the importance of natural history excursions and determining the conditions for their successful implementation for the formation of environmental knowledge of primary schoolchildren.

To achieve this goal, the following had to be solved:

Research objectives:

1. To study the state of the theory on the problem of researching natural history excursions and their significance for the formation of environmental knowledge of primary schoolchildren.

2. To form in younger schoolchildren a positive attitude towards nature and instill correct behavior in it.

3. Characterize the role and place of natural history excursions in the educational process and determine the pedagogical requirements for conducting them.

4. Outline ways and techniques of working with students during nature excursions.

5. Develop notes and conduct a series of natural history excursions to develop environmental knowledge of primary schoolchildren.

Object of study educational educational process in lessons about the surrounding world.

Subject of research content and methodology for conducting natural history excursions with the aim of developing environmental knowledge among primary schoolchildren.

Research hypothesis: If during the educational process excursions into nature are systematically conducted with primary school students, this will deepen the system of environmental knowledge and instill interest and respect for the surrounding world.

Solution methods assigned tasks:

Analysis of psychological, pedagogical and methodological literature;

Conversation with teachers and students;

Observing students in lessons and during natural history excursions;

Pedagogical experiment.

Graduation qualifying work consists of an introduction, two chapters, a conclusion, and a list of references.

In the theoretical part, we analyzed the psychological and pedagogical literature, revealed the concept of excursion from different authors (N.K. Krupskaya,

B. A. Sukhomlinsky, K.P. Yagodovsky, P.A. Zavitaev), reviewed the organization and methodology of excursions in elementary schools, gave an analysis modern programs in the subject “The World Around You”.

The practical part consisted of three stages: ascertaining, formative, and control. A survey and testing of students was conducted. A statistical analysis of the obtained data was carried out. An analysis of the excursions conducted is given.

Approbation of the experimental work was carried out on the basis of the State Budgetary Educational Institution School No. 1173 of the Southern Administrative District of Moscow in the 3rd “E” grade.

1. Excursion as a means of developing environmental knowledge of junior schoolchildren

1.1 Russian teachers about the role of excursions in studying primarynatural sciences

In the Explanatory Dictionary of the Russian Language, the word “excursion” is understood as a collective trip or walk somewhere for scientific, educational or entertainment purposes.

Excursions are extremely important in teaching science. Without them, the study of this subject cannot be carried out effectively. Excursions promote communication school course natural sciences with life, with the surrounding nature.

The specificity of excursions in comparison with other forms of educational work is that on them students have the opportunity to visually understand the relationships that exist in nature.

The educational value of excursions is great; they help children “...to expand their horizons by observing living nature, living people, their work, their relationships.”

E.I. highly appreciated excursions into nature. Tikheyeva, who made a serious contribution to the development of the methodology for their implementation. Its main requirement is to make the content of the excursion interesting for every child, because “the accuracy of observation and the depth of perception are proportional to interest.” The more successful the excursion was, the more it interested and captivated the children, the more varied they will react to it in the future: remember, question, reflect on what they saw and experienced in play, in visual activities.

Research carried out by scientists in last years, convincingly show that excursions create favorable conditions for the comprehensive development of children. Familiarizing schoolchildren with their surroundings is the first steps in understanding their native land, native nature, in nurturing love for the Motherland.

The multifaceted world of nature arouses curiosity and surprise among schoolchildren. “Sincere amazement at the revealed secret of nature,” notes V. A. Sukhomlinsky, “is a powerful impetus for the rapid flow of thought.” A child’s inquisitiveness and curiosity are manifested in cognitive questions that help him navigate the world around him and discover existing connections and dependencies.

Therefore, teachers, directing the activities of children, must stimulate their cognitive activity, the emergence of questions, the desire to find answers to them, and try to strengthen and deepen their interest in nature and its knowledge.

At the same time, they teach children to correctly name objects, natural phenomena, their properties, qualities, and develop the ability to express their thoughts and impressions. And as a result, the child’s speech becomes richer, more meaningful, more coherent; children learn to describe what they observed and reason.

Let us reveal the main provisions of the research of methodologists in natural history and natural history in primary school.

K.P. Yagodovsky (1877-1943) - author of a large number of works on methods of teaching natural science in elementary schools: “Natural science lessons in elementary school”, “ Practical lessons on natural science in elementary school”, “How to teach natural science in elementary school”, “Living corner at school and at home”, “Nature corners in elementary school”, “Practice of teaching natural science”, etc.

In the works of K.P. Yagodovsky was the first to clearly and convincingly reveal the psychological need of primary school children to study nature. He believed that the decisive factor in building a system for obtaining knowledge about nature in primary school should be a methodically appropriate selection of material for study, as well as developing students’ skills in handling specific facts.

The result of all of it scientific activity is the book “Questions of General Methodology of Natural Sciences”. In an effort to substantiate the methodology of natural science, the author demands, first of all, to connect it with pedagogy and psychology, rightly believing that without general theories education and training, without taking into account the psychological and physiological characteristics of children, it is impossible to scientifically construct a methodology.

Considering the issue of concept formation, the author pays special attention to the guidance of the teacher’s cognitive process in teaching and educational work, believing that “the methodology begins from the moment when the teacher becomes the leader of the cognitive process occurring in the mind of the student.”

K.P. Yagodovsky shows the goals and requirements that apply to the content of natural science material in programs. Interesting are his arguments that natural science should be studied as early as possible, because this is a necessary basis for the study of future systematic courses.

For the purpose of the general development of students, he considered it necessary to create in children the skills of simple generalizations as early as possible, filling words about nature with the correct content through excursions.

K.P. Yagodovsky on specific examples showed a methodology for teaching primary generalizations to primary schoolchildren based on a small number of vivid and figurative ideas. He paid special attention to the teacher’s work on general development students, their conscious assimilation of the material being studied.

P.A. Zavitaev (1890-1970) made a significant contribution to the methods of teaching natural history in primary school. In his works, he sought to show how to form natural history ideas and concepts using methods that are characteristic of the natural sciences. The methodology he developed for conducting observations, experiments and excursions helped create a concrete, sensory basis for the formation of natural history concepts. P.A. Zavitaev outlined a system of subject lessons, determined their content and methodology (“Excursions and subject lessons in grades I-IV”). He paid a lot of attention to classes at the school site (“Training and experimental site of grades I-IV”, “Work of students of grades I-IV in training and experimental site"), where students acquire skills in growing plants. He believed that natural science constituted the initial stage of polytechnic education for students.

The success of conducting observations and experiments, excursions and object lessons is determined by the wide use of a variety of visual aids.

K.D. Ushinsky (1824-1870) - the largest methodologist and teacher in the field of primary education - believed that children's education should be built not on a verbal basis, but on the basis of impressions they received directly from the world around them.

K.D. Ushinsky emphasized that observation of natural phenomena and their generalization should be the main sources of knowledge. He said that nature is the natural environment in which man develops his activities, using it for his own purposes.

E.A. Valeryanova (1885-1970) - natural science methodologist in primary school. She devoted a lot of effort and time to working with teachers, emphasizing the great role and importance of the principle of visualization in teaching natural science. She created “Diaries of observations of nature and labor activity person" for students of grades I, II, III, IV, which have not lost their meaning to this day.

M.N. Skatkin (1900) - methodologist for teaching natural science in primary grades and polytechnic education for schoolchildren; author

elementary school science programs; author of textbooks on natural history for grades III and IV. He pays great attention to the issues of methods of teaching natural history, especially the methods of conducting excursions, maintaining calendars, observations in nature, enhancing the cognitive activity of students, extracurricular work on natural history in primary classes, and ways to increase the effectiveness of teaching. He created a series of visual aids, tables, paintings, collections, films, as well as guidelines for their use in the classroom.

Speaking about the founders of natural science as a science, about methodologists and natural scientists, one cannot help but recall the words of the great Russian teacher V.A. Sukhomlinsky. He wrote: “It is very important that the amazing world of nature, beauty, music, fantasy, creativity that surrounded children before school does not close the classroom door in front of the student…. The first lessons in thinking should not be in the classroom, not in front of the blackboard, but among nature...”

The main principle of V.A. Sukhomlinsky - education through nature, constant communication with nature. “Go to a field, to a park, drink from the source of thought, and this living water will make your pets wise researchers, inquisitive, inquisitive people and poets. What is lost in childhood can never be made up in youth and especially in adulthood. This rule applies to all areas of a child’s spiritual life and especially aesthetic education. Sensitivity and receptivity to beauty in childhood are incomparably deeper than in later years of personality development.

One of the main tasks of a primary school teacher is to cultivate the need for beauty, which largely determines the entire structure of a child’s spiritual life and his relationships in the team. The need for beauty affirms moral beauty, giving rise to intolerance and intolerance towards everything vulgar and ugly.”

During the excursion, we strive to show them the world in a way that will make them think about the truth that nature is our home, and if we are wasteful and carefree, we will destroy it.

Thus, an analysis of various works of outstanding teachers allows us to note the great role of excursions in the development and upbringing of children.

1.2 Forms and methods of environmental education for junior schoolchildren

The main forms and methods of environmental education for junior schoolchildren include:

1. Lesson-a form of training organization in which training sessions are carried out by a teacher with a group of students of a constant composition, of the same age and level of training for a certain time according to an established schedule to achieve educational goals. Each lesson is devoted to the study of a specific issue of the program and therefore is complete and at the same time is a continuation of previous lessons and support for subsequent ones.

Deepening cognitive interest and nurturing a love for nature is facilitated by the introduction of games into the educational process. They help children to assimilate the qualities and properties of objects, reinforce the norms and rules of behavior in nature.

2. Didactic game- This is a collective, purposeful educational activity when each participant and the team as a whole are united in solving the main problem and focus their behavior on winning.

In a didactic game, the main type of activity is educational activity, which is intertwined with gaming and acquires the features of joint gaming educational activity. The rules of the didactic game are carefully thought out and communicated to the children before it starts.

Functions of educational games:

v activate cognitive processes;

v cultivate children's interest and attentiveness;

v develop abilities;

v introduce children to life situations;

v teach them to act according to the rules;

v develop curiosity;

v consolidate knowledge and skills.

TO didactic games environmental content includes games with cards like lotto, games - quizzes like “Who lives where”, games - riddles, for example, using the “portrait” on a card to find a plant in a herbarium

A. Role-playing games environmental content are based on modeling the social content of activity. Unlike a regular lesson in teaching, in a game situation there is an active restructuring and regrouping of concepts, ideas, facts that are associated with the construction of a responsible speech on behalf of the public or politician, scientist, administrator or technician. For example, the game “Environmental Expertise”: they decided to build a gas station with a car wash between the highway and the river. A discussion is unfolding between groups of “ecologists”, “engineers”,

"motorists". Role-playing behavior gives the younger student the opportunity to demonstrate independent judgment. Develops their ability to conduct a discussion.

b. Simulation environmental games based on modeling of environmental activities. For example, the game “Who lives where?” reveals the dependence of the distribution of animals on environmental conditions.

4. Ecological tales- these are fairy tales that carry “ecological information”, i.e. They provide knowledge about nature and the habits of animals, help expand ecological horizons, comprehend the world around us and changes in the relationship between people and their environment, and form basic ecological concepts.

They teach us to understand the world around us, cultivate a sense of involvement in the well-being of nature, and think about the consequences of our actions in relation to the world around us.

5. Environmental challenges activate cognitive activity, expand the scope of natural history concepts, educate a cultural personality capable of loving nature, protecting and preserving it. They not only stimulate children's curiosity, but also promote the expression of care and concern for the state of nature. These include riddles about plants, animals, natural phenomena, crosswords, puzzles and the tasks themselves.

6. Ecological Modeling- this is the construction by children, with the help of a teacher, of graphic and dynamic diagrams (models) reflecting certain relationships in nature. Models make it easier for students to understand connections and serve as a support for memorizing and reproducing knowledge about them.

7. Excursion into nature- is a form of organizing the educational process aimed at mastering educational material, but carried out outside of school, which allows for observations, as well as direct study of various objects, phenomena and processes, in natural or artificially created conditions. We consider this form in more detail in paragraph 1.3.

1.3 Organization and methodology of conducting natural history excursions with primary schoolchildren

An excursion is a form of organizing the educational process, aimed at mastering educational material, but carried out outside of school. When the whole class takes part in an excursion and the excursion material is closely related to the science curriculum, it becomes a form social work. In this case, it is included in the lesson system and is an important part of the educational process. In addition, the excursion can be a form extracurricular activities when it is carried out with a group of individual, most interested students.

In the text of the Federal State educational standard primary general education of the second generation, approved by order of the Ministry of Education and Science of Russia dated December 29, 2014 No. 1643 “On the approval and implementation of the federal state educational standard of primary general education”, the features of the modern organization of extracurricular activities in educational institution.

The standard defines the areas of personal development along which extracurricular activities are carried out in elementary school, namely:

· sporty - health direction;

· spiritual and moral;

· social;

· general intellectual;

· general cultural.

The forms of organization of extracurricular activities are indicated: excursions, clubs, sections, round tables, conferences, debates, school scientific societies, Olympiads, competitions, search and Scientific research, socially beneficial practices, etc.

The excursion allows you to combine the educational process at school with real life. On an excursion, the teacher has the opportunity to connect the events of the past directly with specific historical monuments - silent witnesses of those events, which helps students create more accurate ideas about the distant past; the excursion helps schoolchildren become contemporaries historical events of the past.

The topics of the excursions are varied. It can be represented by the following groups:

Ш Excursions into nature (to a park, forest, pond, field) to study seasonal changes, the life of plants and animals; communities;

Ш Excursions introducing people to seasonal work (harvesting, plowing, gardening and garden work, removing leaves and snow, etc.);

Ш Excursions covering issues of protection and conservation of nature in natural and artificially created conditions (zoo, greenhouse, reserve, biological laboratory, winter garden);

Ш Excursions introducing various professions and work of people (factory, factory, library, theater, etc.

Ш Excursions dedicated to exploring the sights of your native land (architectural monuments, museums, monuments to great people, memorials);

Ш Excursions to historical places of the native land (historical and artistic monuments, battle sites, memorials).

Natural history tours are available introductory(by course or topic),

current(as you study the topic material), and generalizing(after studying the topic material).

On introductory During excursions, students receive a general idea of ​​the material being studied, observation tasks on the entire topic, and conduct short-term observations. An example of an introductory excursion could be a third-grade excursion on the topic “Spring changes in nature.”

Current excursions involve getting to know specific objects or phenomena in nature itself. An example of a current excursion could be an excursion on the topic “Acquaintance with the features of a local reservoir, its use and protection.”

Generalizing excursions are held at the end of studying a topic or part of it and involve concretization, systematization and generalization of the studied material. They are built in such a way that schoolchildren find in the nature around them what they studied in class and in the textbook at home, and answer the questions posed by the teacher.

Systematic excursions develop students’ skills in exploring their region.

Let us highlight several fundamentally important aspects that a teacher should keep in mind when organizing and conducting an excursion.

1. Emotional side. The teacher must try to maintain in children the emotional state caused by the excursion. This is achieved by excluding authoritarian leadership: (“Stand here”, “Don’t look there”, “Don’t run”, etc.) During the excursion, the teacher should, figuratively speaking, “let go of the reins” - give schoolchildren the opportunity to move independently, feel some freedom; provide a short time to communicate with the observed object. Harsh disciplinary remarks, punishments and direct instructions should be avoided. The communication style must be confidential, soft, and sincere. Otherwise, the excursion will leave an emotionally negative impression on the children.

3. Organizational side. The teacher prepares each excursion carefully and in advance; it determines the theme of the excursion, presentations and basic concepts that will be practiced during the excursion; selects the excursion location; develops an excursion route; certainly visits the excursion site to get acquainted with it, select the most interesting and typical objects for demonstration and independent observation of students; determines where to stop for rest. This teacher’s work ends with drawing up a plan for the excursion. When planning the course of the excursion, the teacher must provide for the following structural elements:

Ш Brief introduction teachers or an introductory conversation with students, in which it is necessary to reflect the time of year, the state of the surrounding inanimate and living nature;

Ш Independent work of students;

Ш Schoolchildren's reporting form;

Ш Checking progress independent work;

Ш General conversation.

Students should also be prepared for the field trip. The teacher introduces them in advance to the topic of the excursion and its objectives, with questions to which students must find answers; distributes students into units - groups for better management them during the excursion, appoints a leader among the group, issues excursion equipment: folders for the herbarium, jars, nets, magnifying glass, etc. Depending on the content and objectives of the excursion, distributes tasks between groups for independent work and collection of natural material.

Before the start of the excursion, the teacher informs students in the classroom about the purpose, plan and route of the excursion, and distributes tasks for independent work. In addition, it is necessary to provide instructions on the rules of behavior in nature and movement on the route. It’s best to start any excursion into nature with a description natural landscape. The teacher draws children's attention to the time of year, to the state of inanimate and living nature in a given season, gives a description of the area or conducts a conversation with students based on their direct observation. It is also necessary to divide students into groups to do independent work and dictate to them lists of aids needed for the excursion. It is better to communicate general assignments individually to each student. It is necessary to explain what and how tourists need to prepare, what lists should be made, and how to document the results of observations.

So, for example, before conducting an excursion on the topic “Signs of autumn.

Leaf Fall" students are offered the following questions and tasks:

1. Do you like autumn?

2. What poets wrote poems about autumn?

3. How has the weather changed by October?

4. Select leaves from one tree so that all the transitions from green to yellow and red are represented.

5. Determine which tree the leaves belong to.

6. Which leaves did you like best? Why?

7. What colors should be mixed to get shades of autumn leaves?

8. What names could you come up with for these leaves?

9. At home, children make panels from collected leaves - participation in the exhibition.

The more a child learns about the life of nature, the more opportunities he will have to form the right attitude towards it, to cultivate a love for the beauty of his native places.

To successfully conduct excursions, in order to avoid mistakes and shortcomings, which can significantly devalue the excursion, a novice teacher should remember some rules.

The main requirement is to organize active work excursionists, do not leave them only as spectators and listeners. For this purpose they should be given individual independent tasks, such as searching, collecting and distributing material, observing certain natural phenomena, taking specific measurements, and others.

Next, it is necessary to organize a review of the collected material, a conversation to explain the reasons for certain observed phenomena. This work is finally completed and generalized at school. Sometimes a preliminary summary is made immediately after the excursion, and a final summary is carried out after the results are compiled.

Typically, students are most active when the research method is used on excursions. It requires more initiative from excursionists in doing work, making observations of objects and phenomena, and drawing more independent conclusions based on what they saw and learned on the excursion. ,

But due to the need to cover a larger amount of material in a short time, the illustrative method usually prevails on excursions. However, where possible, research methods should be introduced. The teacher should strive for this, improving the methodology for organizing excursions as the children gain experience and knowledge.

The second rule, which follows from the first, is the specificity of the material, objects and tasks being studied. Long verbal explanations and any deviations from the main topic and objects are best avoided during the excursion. If longer verbal explanations are needed, then it is better to do them not during the excursion itself, but before or after it while processing the results.

You should also not overload tourists with many special terms for the names of certain objects. It should be borne in mind that children tend to want to know the name of this or that object - this is a completely natural desire to correlate the objective and verbal ideas about a specific object. But, as a rule, on excursions with younger schoolchildren it is advisable to consider no more than 8-10 objects. The purpose of the excursion is to reveal those connections and relationships that are observed in nature. This goal is by no means achieved by loading the memory with terminology. It is necessary to give names, but in small quantities, so that they do not “clutter” the memory and tire the students. If desired and necessary, you can offer to read something from popular science and fiction literature.

The next requirement is the ability to correctly show various objects on an excursion, not excluding the smallest ones. When giving any explanation, the teacher must first make sure that the excursionists have gathered around him. Therefore, students become familiar with the rules of behavior on excursions.

Examination of large, clearly visible objects during an excursion does not require special equipment. It is difficult to study small objects, sometimes very small in size (small insects, some details in the structure of plants, etc.) The most important thing here is to teach children to stand around the leader in a wide ring, the radius of which is determined by the outstretched hand of the teacher, who is in the center of such a living rings.

A study tour should not turn into a walk, so it is necessary to teach students to write down all their observations and work in notebooks, without relying on their memory; otherwise they will forget a lot.

Finally, you need to teach the children to collect only the necessary materials and, when bringing them to school, process them and put them in order; place living objects in conditions convenient for them. Without this, much will perish - it will deteriorate and cannot be used by the time it is studied in class. The teacher needs to clearly define which objects must be collected and which cannot be collected under any circumstances. This applies to rare and protected plants such as primroses, lily of the valley, representatives of the Lamiaceae family and others. Of the insects, butterflies are not subject to capture, with the exception of the white butterfly and bumblebee, and mollusks and some other animals cannot be collected. The collection of any living objects should be expedient, and the objects themselves should be used subsequently for supplementing school supplies or detailed study in the classroom. Otherwise, it is enough to conduct observation during the excursion. This helps schoolchildren develop environmental skills and environmental education not in words, but in deeds.

1.4 Analysis of modern general education programs in the subject “The World Around us”

Primary school lays the foundation of knowledge about the child’s surrounding world. Elements of knowledge about living and inanimate nature, natural phenomena, rules of behavior in society are included in the integrated course “The World Around us,” which consists of three blocks:

1. “Man and Nature”

2. “Man and Society”

3. “Life safety rules.”

Yes, for implementation educational component“The world around us” in a four-year primary school as a basic curriculum educational institutions Russia is provided with the following number of hours per week:

1st grade - 66 hours (2 hours per week, 33 school weeks)

YY, YYY and YV classes - 68 hours each (2 hours per week, 34 school weeks)

Currently, the primary school is taught in three educational systems: traditional, developmental system D.B.

Elkonina - V.V. Davydov, developmental system L.V. Zankova. All these systems comply with the requirements of the Federal State Educational Standard of the Russian Federation.

Let us consider and analyze modern traditional general education programs on the subject “The World Around us”

1 . Etcprogram “The World Around You” (UMK “School of Russia”) for four-year primary school A.A. Pleshakova, has a pronounced environmental orientation. It is built taking into account the emotional responsiveness, curiosity and, at the same time, the ability to master theoretical knowledge inherent in younger schoolchildren. Its ecological orientation is determined by the idea of ​​diversity and ecological integrity of nature, the unity of nature and man.

The priority objective of the course is:

*formation in students of a single, holistic, colored image of the world, their own and common to all people, to all living things;

*systematization and expansion of children's ideas about objects and phenomena of nature and social life is carried out;

*developing interest in their knowledge, enriching the moral experience of students, instilling in them a love for their city (village), for their homeland.

The listed aspects of the content are highlighted in the program as separate topics.

Also in program "Environmental world" A.A. Pleshakova, UMK "School of Russia" Students observe natural phenomena and social life with the help of a teacher. To successfully solve the course problems, the author suggests conducting excursions and study walks throughout the year.

The purpose of this course is to educate a humane, creative, socially active personality who carefully and responsibly treats the riches of nature and society.

The forms of organizing work when studying the course “The World around us” are varied: lessons in the classroom and in nature, excursions, field workshops, homework. Methods, techniques and teaching aids are also varied. Thus, a significant role is given to observations in nature, practical work, demonstration of experiments, visual aids, etc.

2 . Etc“The world around us” programA.A. Pleshakova, M.Yu. Novitskaya, UMK "Perspective" created based on cultural principles, concepts, categories that harmoniously unite naturally - scientific knowledge and experience humanities. The leading idea, from the point of view of organizing content, is the idea of ​​the unity of the natural world and the cultural world. From this fundamental position, the surrounding world is considered as a natural-cultural whole, and man is considered as a part of nature, as the creator of culture and as its product, i.e. also a natural-cultural whole.

The program defines the concepts necessary for primary schoolchildren to perceive and study the world around them:

· nature and culture, whole and part, common and different, external and internal, living and inanimate, space and time as the most important parameters of existence;

natural rhythm human life as the basis of a person’s physical and mental health;

· the world as a hierarchy, order, harmony, as the relationship of everything with everything.

Thanks to the cultural orientation, the program plays an integrating role in the system of training and education of junior schoolchildren. Almost all topics of the program can receive a special interpretation in the lessons of fine arts and music, literary reading and Russian language, as well as in lessons physical culture. In accordance with program material According to “The World Around us,” extracurricular and extracurricular work, work with families, in extended-day groups, and a full-day school system for younger schoolchildren can be built. Therefore, at the end of each section in the content of each class, a “Block of extracurricular, extracurricular work” is proposed with approximate topics; any teacher can transform it according to the regional, local conditions in which a particular school is located.

The approach to structuring educational material used in the program allows us to identify individual aspects (aspects) in those general formulations from year to year. Thus, gradually, step by step, from the perspective of a cultural approach and taking into account the increasing age capabilities of students, the consideration of the value and semantic potential inherent in the content of the course “The World Around us” is deepened. The spheres of natural and social life appear in their unity and close mutual connection.

3 . Etc“The world around us” programN.F. Vinogradova, G.S. Kalinova, educational complex "Elementary school"XXIcentury" offers the study of natural science and social science issues in a single course throughout all four years of study. This integrated course is of particular importance in developing in students a holistic view of the social and natural environment around us, man’s place in it, his biological and social essence.

The main goal of the subject is the formation of the student’s social experience, awareness of elementary interaction in the “man - nature - society” system, education of the correct attitude towards the environment and rules of behavior in it.

Studying the subject allows you to:

Establish closer connections between knowledge of nature and social life;

To ensure real continuity and prospects for studying the surrounding world;

Create conditions for a smoother and more expedient formation of moral and ethical attitudes;

The course structure is based on the linear-concentric principle of studying educational material.

Taking into account the importance of expanding the sensory experience of younger schoolchildren and the need to connect learning with life, the program includes excursions and practical work available to children at this age. It is advisable to conduct generalization lessons. Their goal is to revive the student’s knowledge, systematize and generalize the ideas received. Studying this course requires the use of non-traditional forms conducting lessons, organizing activities outside the classroom (in a corner of nature, in a park, museum, gym, etc.).

4. The main feature of the course content programs

"The world"FROM. Poglazovoy, UMK "Harmony" is its integrative nature. A single course combines knowledge about nature, man, society, major events in the history of the Russian state.

In accordance with the general didactic principles of consistency, accessibility, clarity, continuity , taking into account the local history, ecological, seasonal principles of education, a picture of the living and inanimate nature in its versatility and diversity. They will learn about the diversity of plants, fungi, animals, land forms, types of water bodies, and about the Earth as a planet solar system, about natural communities and natural areas, about seasonal changes in nature and in human life. They study the properties of air, water, soil, substances necessary for all life on Earth, discuss problems associated with their pollution and realize the need to take care of the environment. They gain initial understanding of the development of a plant organism, the stages of development of certain groups of animals, how the human body functions and develops, and what its health depends on.

Much attention is paid to identifying changes in the surrounding world associated with human life in the process of direct observations of objects and natural phenomena by students during excursions and walks to architectural monuments and modern architecture, to parks, to museums. Short-term walks (grades 1 and 2) and subject or complex excursions(grades 3 and 4) to study natural objects or human creations in their natural conditions.

5. Course content "The World around us" programI.V. Potapova, G.G. Ivchenkova, E.V. Saplina, A.I. Saplina, educational complex "Planet of Knowledge" allows you to organize purposeful work on the development of aesthetic perception of the surrounding world. The program consistently reveals not only scientific and practical significance objects being studied, but also their aesthetic value for humans and society as a whole.

The development of thinking is ensured by the inclusion in textbooks of various tasks for comparing objects, identifying their essential features, classification, and establishing cause-and-effect relationships and dependencies.

6 Significant feature "The World around us" programHE. Fedotova, G.V. Trafimova, S.A. Trafimova, educational complex "Prospective Primary School" is that it provides a meaningful basis for the widespread implementation of interdisciplinary connections of all primary school disciplines, which gives the student the key (method) to understanding personal experience, allowing you to make the phenomena of the surrounding world understandable, familiar and predictable, to find your place in your immediate environment, to predict the direction of your personal interests in harmony with the interests of nature and society, thereby ensuring in the future both your personal and social well-being.

The subject “The World around us” uses and thereby reinforces the skills acquired in the lessons of reading, Russian language and mathematics, music and fine arts, technology and physical education, together with them accustoming children to a rational-scientific and emotionally valuable comprehension of the world around them.

Thus, the course creates a solid foundation for studying a significant part of the subjects of the basic school and for further development personality.

7 A different situation will arise when using the course "The World around us" programA.A. Vakhrusheva, D.D. Danilova, A.S. Rautiana, S.V. Tyrina, which includes the integrated course within UMK "School 2100". Schoolchildren are introduced to broad ideas about the world, which form a system that covers the entire world around them. At the same time, the most important concepts studied in detail (“islands of knowledge”) explain only a small part of the world around them, but the zones of proximal development formed around them make it possible to answer most of the questions that children have. The presentation is comparative full picture world will give a creative, exploratory character to the process of studying the subject, forcing students to ask more and more new questions that clarify and help to comprehend their experience.

In this case, the traditional one for textbooks is used “Schools 2100” minimax principle. According to this principle, textbooks contain redundant knowledge that children can learn and redundant tasks that students can complete. At the same time, the most important concepts and connections that are included in the minimum content (standard) and make up a relatively small part of the course must be mastered by all students. Thus, textbooks vary significantly in the amount of material that students can and should learn.

Analyzing the programs, we compiled a summary table No. 1 nature excursions, which are offered by the authors of the above programs.

Natural history excursions in the course “The world around us”

program			Excursions
1.MK "School of Russia". Etc. “The world around us”, author. A.A. Pleshakov		"What's happened zoo?"	Excursion to the zoo.
		"Nature" "Trips"	Visiting autumn. On a visit to winter. On a visit to spring.
		"Nature and us"	Diversity of nature Excursion to the State Darwin Museum. Excursion to the Agricultural Plant "Moscow". Excursion to "Ethnographic Museum on dolls"
		"We and our	What grows near the school.
"Perspective".
Etc. "Environmental		"Our class"
peace", author. A.A. Pleshakov,		"Spring and Summer"	Excursion to the forest. Autumn excursion to the park.
M.Yu. Novitskaya.			Winter walk.
			Spring walk.
			Excursion to the forest.
		“What does it teach us economy"	Excursion to the studio, shoe workshop.
"Harmony".		"Environmental	Walk to school
			yard (square) for
Etc. "Environmental		studying"	object observation
peace", author. FROM.			the surrounding world and
Poglazova.			collection of natural
			material.
		"Beauty		Excursion to the winter forest.
		diversity		Reservoirs of the native land.
		nature"
		"Beauty		Excursions to
		symmetry		attractions
		surrounding		m city, historical
				or local history
4. Teaching and learning center “Elementary”			Natural phenomena:
school of the 21st century."		nature"	September - first month
Etc. "Environmental			autumn; October already
			came;
peace", author. N.F. Vinogradova, G.S. Kalinova.			In December, in December all the trees are silver; January is the beginning of the year, the middle of winter; March - drip; April - Aquarius;
		"Natural community"	Forest and its inhabitants; Meadow and its inhabitants;
		"Human nature"		Nature excursions in different seasons
5.MK "School 2100". Etc. “The world around us”, author. A.A. Vakhrushev, D.D. Danilov, A.S. Rautian, S.V. Tyrin.		"Seasons"	Excursion to the park: Autumn nature. Winter nature. Spring nature.
		"Ecological system"	Excursion to the inhabitants of the lake, forest, meadow.
		Live participants gyre	Excursion of plants and their role on Earth.
"Promising Primary School". Etc. “The world around us”, author. HE. Fedotova, G.V. Trafimova, S.A. Trafimov.		"Nature and its seasonal changes"	Lesson-excursion to a local reservoir. Lesson - excursion: Observation for bud break.
		“Sources of information about the environment	The world of living and inanimate nature of the native land (for school area).
		"The planet that		Excursion acquaintance with the main forms
			native surface
7. Teaching and learning complex “Planet of Knowledge”. Etc. “The world around us”, author. I.V. Potapov, G.G. Ivchenkova, E.V. Saplina, A.I. Saplin.		"The Nature of Life person"		Excursion Botanical Garden
		"How people discover the world"	Excursion to the forest. Excursion to the reservoir.
		"Animal Diversity"	Excursion to the zoo.

Analysis of Table No. 1 allowed us to conclude that each of the programs is based on different principles in accordance with which their material is structured. And you scientific material covers all the main topics studied in primary school.

Knowledge of the natural environment begins through the senses, through vision, hearing, touch, and smell. Nature, with its wealth of colors, sounds, smells, forms in development and change, provides enormous opportunities for this. All types of perception can be activated to the maximum extent. Thus, the richness of the colors of nature activates the child’s visual perception. The sound richness of natural space stimulates auditory perception.

2. Pedagogical experiment on environmental education of junior schoolchildren through nature excursions

2.1 Identifying the level of environmental knowledge among students 3« E"class

A pedagogical experiment was carried out at school No. 1173 of the Southern Administrative District in grade 3 “E” to confirm the hypothesis stated above: if during the educational process excursions into nature are systematically conducted with primary school students, this will deepen the system of environmental knowledge, instill interest and caring attitude to the surrounding world.

The experiment involved 26 students aged 9 - 10 years, 16 boys and 10 girls. The class is very friendly and developed. All students have well-developed speech and easily make contact with new people. This composition of students made it possible to trace both the general dynamics age development children of primary school age, and see more clearly the formation of new natural history concepts.

The pedagogical experiment consisted of three stages: ascertaining, formative and control.

The pedagogical research methodology provided specifically

A thoughtful series of lessons on the world around us and nature excursions.

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Ministry of Education and Science of the Russian Federation

FSBEI HPE "Orenburg State

Pedagogical University"

Faculty of Preschool and Primary Education

Department of Pedagogy of Preschool and Primary Education

Course work

Excursion as a means of forming younger schoolchildren’s ideas about aesthetic values ​​and ideals

Direction of training - 050100 PEDAGOGICAL EDUCATION

3rd year students

correspondence department

Surkova Galina Nikolaevna

Scientific director

Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogical Education and Science

Muss Galina Nikolaevna

Orenburg

Introduction

The future of humanity is now sitting at its desk, it is still very naive, trusting, sincere. It is entirely in our adult hands. The way we shape them, our children, is how they will be. And not only them. This is how society will be in 30-40 years, a society built by them according to the ideas that we will create among them.

These words by B.M. Nemensky say that the school decides what people will love and hate, what they will admire and be proud of, what they will rejoice at and what they will despise in 30 - 40 years. This is closely connected with the worldview of the future society. The formation of any worldview cannot be considered complete if aesthetic views are not formed. Without an aesthetic attitude, a worldview cannot be truly integral, capable of objectively and completely embracing reality. "How impossible it is to imagine human society without the history of its cultural and artistic development, in the same way it is impossible to imagine a cultured person without developed aesthetic views."

In recent years, attention has increased to the problems of the theory and practice of aesthetic education as the most important means of developing an attitude towards reality, a means of moral and mental education, i.e. as a means of forming a comprehensively developed, spiritually rich personality.

And to form a personality and aesthetic culture, many writers, teachers, and cultural figures note, is especially important at the most favorable age for this, primary school. The feeling of the beauty of nature, surrounding people, things creates special emotional and mental states in a child, arouses direct interest in life, sharpens curiosity, develops thinking, memory, will and other mental processes.

The system of aesthetic education is designed to teach you to see the beauty around you, in the surrounding reality. In order for this system to influence the child most effectively and achieve its goal, B.M. Nemensky highlighted the following feature: “The system of aesthetic education must, first of all, be unified, uniting all subjects, all extracurricular activities, the entire social life of a schoolchild, where each subject, each type of activity has its own clear task in the formation of the aesthetic culture and personality of the student.”

Thus, the research problem is to study the formation of aesthetic values ​​and ideals among primary schoolchildren.

Taking into account the relevance of the research problem, its topic is formulated as follows: “Excursion as a means of forming junior schoolchildren’s ideas about aesthetic values ​​and ideals.”

Object of study: aesthetic education of junior schoolchildren.

Subject of research: excursion as a means of forming aesthetic values ​​and ideals.

Purpose of the study: to study the features of the formation of aesthetic values ​​and ideals in younger schoolchildren through excursions.

Research objectives:

Conduct an analysis of scientific pedagogical literature.

To study the conditions for using excursions in order to form aesthetic values ​​and ideals of younger schoolchildren.

To substantiate the pedagogical possibilities of aesthetic education of junior schoolchildren during excursions.

Research methods: analysis of psychological and pedagogical literature, questionnaire, observation, questioning, conversation.

Chapter 1. Theoretical foundations for the formation of junior schoolchildren’s ideas about aesthetic values ​​and ideals

1 The essence of aesthetic values ​​and human ideals

Aesthetics as a philosophical science of beauty emerged as an independent discipline only in the 18th century. German philosopher Alexander Baumgarten in 1735 in his dissertation “Philosophical Reflections on Certain Questions Concerning poetic work” uses the term “aesthetics” for the first time, forming it from the Greek “sensory perception”. According to the thinker, aesthetics is the science of sensory knowledge

, which makes it possible “to penetrate also into those arts by which the lower cognitive faculties can be improved, sharpened and applied in a more favorable manner for the good of the world.”

Baumgarten's merit was that he found the key to the unity of the aesthetic sphere by introducing not only the term “aesthetics”, but also its derivative “aesthetic”. From that moment on, philosophical knowledge no longer parted with the “aesthetic” as an independent category, covering the entire subject of aesthetics - the aesthetic attitude of man to the world. And although Baumgarten does not have the concept of “aesthetic value,” the terms “aesthetic significance,” “aesthetic richness,” and “aesthetic dignity” are close to it.

The connection of the “aesthetic” with the concept of “value” occurs in the work of Johann Sulzer “The General Theory of the Fine Arts”: “An artist who claims true fame must direct his attention to the value of aesthetic material.”

It should be noted that before this “value” was used only in the moral sense. Aesthetic values ​​(like any other) are a synthesis of three basic meanings: material-objective, psychological, social. Material-objective meaning includes the characteristics of the external properties of things and objects that act as an object of a value relationship.

The second value characterizes

Elevating the concept of value to the rank of a philosophical category, Herman Lotze showed that the highest degree of aesthetic value is inseparable from moral and ethical value. The aesthetic value of unity and diversity, consistency and contrast, tension and relaxation, expectation and surprise, identity and opposition does not lie in itself. And if complexity, tension and relaxation, if surprise and contrast have aesthetic value, then this value is based on the fact that all these forms of relationships and phenomena are necessary elements in the order of the world, which in their interconnection must create inevitable formal conditions for the full realization of good .

All objects and phenomena of real and conceivable reality can have aesthetic values, although the values ​​themselves have neither a physical nor a mental nature.

Their essence lies in significance, not in factuality. Since aesthetic values ​​are subjective-objective in nature, that is, they indicate their correlation with a person, the presence of aesthetic value in these objects depends on what specific system of socio-historical relations they are included in. Therefore, aesthetic values ​​have fluid boundaries and their content is always socio-historical.

Based on the classification of aesthetic values ​​developed by aesthetic science, its main type is beauty, which in turn appears in many specific variations (as graceful, graceful, pretty, splendid, etc.); another type of aesthetic value - the sublime - also has a number of variations (majestic, majestic, grandiose, etc.). Like all other positive values, the beautiful and the sublime are dialectically correlated with the corresponding negative values, “anti-values” - with the ugly (ugly) and base.

A special group of aesthetic values ​​consists of the tragic and the comic, which characterize the value properties of various dramatic situations in human life and society and are figuratively modeled in art.

Attention should be paid to the contradictory nature of aesthetic values. Even the ancients noticed the discrepancy between internal and external. For the first time in philosophy, Plato poses the problem of distinguishing the essence of beauty from its manifestations. “What is beautiful?” and “What’s beautiful?” - he asks.

The distinction between the essence of aesthetic value and its manifestation, between the objective and subjective side of value can also be found in the thoughts of Richard Avenarius. This representative of empirio-criticism introduced the concept of “E-value” to explain his thoughts, also calling it “character”. According to his definition, “E-value” is a value that can be described “once it is considered to be the content of another person’s statement.” The thinker refers to “beautiful” and “ugly” as “character”, or “E-values”, with all the subjectivist consequences arising from his interpretation. Avenarius sees the value nature of “ethical and aesthetic apperception”: “Each of them aims to determine the value of an object, and the result of this assessment in the form of a predicate is attached to the object, calling it good or bad, beautiful or ugly.” However, value itself, according to Avenarius, comes down to a positivistly understood expediency - “the principle of least waste of effort.” “We will not seem too bold,” he writes in “Philosophy as thinking about the world according to the principle of the least measure of force,” “if we try to reduce the aesthetic value of certain forms to the same principle of expedient expenditure of force.”

The original value system was proposed by psychologist and philosopher Hugo Munsterberg.

Aesthetic values ​​express the self-consistency of the world. They exist at two levels: at the level of life values ​​and at the level of cultural values.

At the first level, it is an object of joy: harmony of the external world, love between people, a feeling of happiness in the human soul.

At the level of cultural value, these are the values ​​of beauty, embodied in art that reproduces the external world (fine art), reveals connections between people (poetry), and expresses the inner world of a person (music).

Beauty as a value embodies the aesthetic unity of man and the world. It is super-individual, but presupposes an individual attitude - spontaneous on the first level and conscious on the second.

The problem of aesthetic value is studied in detail by such a neo-Kantian of the Baden school as Jonas Kohn. He sets the task of determining the place of the aesthetic sphere of values ​​among other types of values ​​- “the value of the pleasant,” logical, moral spheres of value, and religious. The thinker divides values ​​into two classes:

) consequential value is what we value as a means to an end;

Aesthetic value is an intensive value, and this distinguishes it from the useful. But intensive value in this understanding is also truth as a logical value and goodness as a moral value. To determine subsequent differences in the world of values ​​and identify the specifics of aesthetic value, Kohn divides the “intensive values” themselves into:

) immanent value, that is, a value that is closed on its internal meaning;

) transgredient value - a value that points in its meaning beyond its own area. The last is the value of truth and morality. Aesthetic value is immanent, it is an immanent-intensive value, or a purely intensive value, since immanence is, to a certain extent, the addition and replenishment of intensity.

Spiritual values ​​are a kind of spiritual capital of humanity, accumulated over millennia, which not only does not depreciate, but, as a rule, increases. The nature of spiritual values ​​is studied in the theory of values, which establishes the relationship between values ​​and the world of realities of human life. It's about, first of all, about moral and aesthetic values. They are rightfully considered the highest, because they largely determine human behavior in other value systems.

As for moral values, the main question here is the relationship between good and evil, the nature of happiness and justice, love and hate, the meaning of life.

In the history of mankind there have been several successive attitudes, reflecting different systems values. One of the most ancient is hedonism.

Hedonism affirms pleasure as the highest good of life and the criterion of human behavior.

Asceticism, as the ideal of life, proclaims voluntary renunciation of pleasures and desires, the cult of suffering and deprivation, renunciation of the blessings of life and privileges. This concept manifested itself in Christianity, especially in monasticism, and in the philosophical schools of the Cynics. Utilitarianism considers benefit to be the greatest value and the basis of morality. According to I. Bentham, the meaning of ethical norms and principles is to promote the greatest happiness for the largest number of people.

Thus, the essence of aesthetic values ​​and human ideals is that aesthetic values ​​are a synthesis of three basic meanings: material-objective, psychological, social. Their essence lies in significance, not in factuality. Because aesthetic values ​​are subjective-objective in nature. Aesthetic value is an intensive value. Aesthetic values ​​express the very coherence of the world.

2 Features of the formation of junior schoolchildren’s ideas about aesthetic values ​​and ideals

Researchers consider aesthetic education as a holistic pedagogical process, the formation of younger schoolchildren's ideas about aesthetic values ​​and ideals.

In a child’s life, literally everything has educational significance: decoration, premises, neatness of costume, the form of personal relationships and communication, working conditions and entertainment - all this either attracts children or repels them.

Aesthetic development of personality begins in early childhood. In order for an adult to become spiritually rich, it is necessary to pay special attention to the aesthetic education of children of preschool and primary school age. B.T. Likhachev writes: “The period of preschool and primary school childhood is perhaps the most decisive from the point of view of aesthetic education and the formation of a moral and aesthetic attitude to life.” The author emphasizes that it is at this age that the most intensive formation of attitudes towards the world takes place, which gradually turn into personality traits. The essential moral and aesthetic qualities of a person are laid down in early childhood and remain more or less unchanged throughout life.

It is impossible, or at least extremely difficult, to teach a young man or an adult to trust people if he was often deceived in childhood. It's hard to be good luck, who in childhood did not become familiar with sympathy, did not experience the child’s direct and therefore indelibly strong joy from kindness to another person. You cannot suddenly become courageous in adult life if you did not learn to decisively express your opinion and act boldly in preschool and primary school age.

Of course, the course of life changes something and makes its own adjustments. But it is precisely in preschool and primary school age that aesthetic education is the basis for all further educational work.

The next feature of aesthetic education in primary school age is associated with changes occurring in the field cognitive processes schoolboy.

For example, the formation of aesthetic ideals in children, as part of their worldview, is a complex and lengthy process. This is noted by all the teachers and psychologists mentioned above. During education life relationships, ideals undergo changes. In certain conditions, under the influence of comrades, adults, works of art, life shocks, ideals can undergo radical changes. “The pedagogical essence of the process of forming aesthetic ideals in children, taking into account their age characteristics, is to form stable, meaningful ideal ideas about society, about man, about relationships between people from the very beginning, from early childhood, doing this in a diverse, changing way. every stage in a new and exciting form,” notes B.T. in his work. Likhachev.

For preschool and primary school age, the leading form of acquaintance with the aesthetic ideal is children's literature, animated films and cinema.

Book, cartoon or movie heroes, be they people, animals, or fantastic fictional creatures endowed with human qualities, are bearers of good and evil, mercy and cruelty, justice and deceit. To the best of my understanding Small child becomes a supporter of good, sympathizes with heroes fighting for justice against evil. “This is, of course, the formation of an ideal as part of a worldview in that unique form that allows children to easily and freely enter the world of social ideals. It is only important that the child’s first ideal ideas do not remain at the level of just verbal-figurative expression. It is necessary constantly, by all means to encourage children to learn to follow their favorite heroes in their behavior and activities, to actually show kindness, justice, and the ability to portray and express the ideal in their creativity: poetry, singing and drawings.”

From primary school age, changes occur in the motivational sphere. The motives for children’s attitude towards art and the beauty of reality are recognized and differentiated. B.T. Likhachev notes in his work that a new, conscious motive is added to the cognitive stimulus at this age. This is manifested in the fact that “... some guys relate to art and reality precisely aesthetically. They enjoy reading books, listening to music, drawing, watching films. They do not yet know that this is an aesthetic attitude. But an aesthetic attitude has formed in them to art and life. The craving for spiritual communication with art gradually turns into a need for them.”

Other children communicate with art outside of the strictly aesthetic relationship. They approach a work rationalistically: having received a recommendation to read a book or watch a film, they read and watch them without deep comprehension of the essence, only in order to have a general idea about it." And it happens that they read, watch or listen for prestigious reasons. Knowledge The teacher of the true motives of children’s attitude towards art helps to focus on the formation of a truly aesthetic attitude.

The feeling of the beauty of nature, the surrounding people, and things creates special emotional and mental states in the child, arouses direct interest in life, sharpens curiosity, thinking, and memory. In early childhood, children live a direct, deeply emotional life. Strong emotional experiences remain in memory for a long time, often turn into motives and incentives for behavior, and facilitate the process of developing beliefs, skills and habits of behavior. In the work of N.I. Kiyashchenko quite clearly emphasizes that “the pedagogical use of the child’s emotional attitude to the world is one of the most important ways penetration into the child's consciousness, its expansion, deepening, strengthening, design." He also notes that the child's emotional reactions and states are a criterion for the effectiveness of aesthetic education. "A person's emotional attitude to a particular phenomenon expresses the degree and nature of the development of his feelings and tastes , views, beliefs and will."

In a child’s life, literally everything has educational significance: the decoration of the room, the neatness of the suit, the form of personal relationships and communication, the conditions of work and entertainment - all this either attracts children or repels them. The task is not for adults to organize beauty for children environment, in which they live, study, work, relax, but to involve all children in active activities to create and preserve beauty. “Only then is the beauty, in the creation of which the child takes part, truly visible to him, becomes sensually tangible, and makes him a zealous defender and promoter of it.”

Advanced teachers understand how important it is to combine in the process of aesthetic education the whole range of various means and forms that awaken and develop in the student an aesthetic attitude to life, literature and art. The school should pay attention not only to the content school subjects, but also on the means of reality, on the factors that influence the aesthetic development of the individual.

One of these factors is the aestheticization of the environment, noted in the work of G.S. Labkovskaya. The main task of aestheticizing the living environment, in her opinion, comes down to “achieving harmony between created by man"second nature" and natural nature. The problem of aestheticization of the living environment is organically connected with the solution of one of the complex and pressing problems of perfect humanity - the problem of rational use natural resources and environmental protection. When a person is left alone with nature, the true face of his aesthetic culture is revealed. Children’s study of the laws of development of nature, the ability to see the diversity of its forms, comprehension of its beauty - this is the main thing that school should teach.”

The next factor in the aesthetic development of personality - the aestheticization of everyday life - is highlighted in the works of A.S. Makarenko, G.S. Labkovskaya, K.V. Gavrilovets and others.

A.S. Makarenko paid great attention to this factor in his pedagogical work: “The team must be decorated and externally. Therefore, even when our team was very poor, the first thing I did was always build a greenhouse. And definitely roses, not some cheesy flowers, but chrysanthemums, roses." "From an aesthetic point of view, everyday life, one might say, is a litmus test for the level of development of the aesthetic development of an individual, group or collective. The material environment of everyday life, its spirituality or lack of spirituality, is an indicator of the corresponding qualities of the people who created it,” notes G.S. Labkovskaya.

If a carelessly designed newspaper hangs in the office for months, if the cool corner does not bring new, interesting necessary information If due attention is not paid to the cleanliness of the office, schoolchildren gradually develop an attitude towards a tolerant attitude towards excesses and negligence.

Aesthetics of behavior and appearance is an equally significant factor in aesthetic education. Here, the personality of the teacher has a significant influence on children. As noted by K.V. Gavrilovets: “In his work, the teacher influences the pupils with his entire appearance. His suit and hairstyle reveal his aesthetic taste, his attitude to fashion, which cannot but influence the tastes of the young. Fashionable and at the same time business style in clothing, feeling measures in cosmetics and the choice of jewelry help to form in adolescents a correct view of the relationship between the external and internal in a person’s appearance, and to develop in them a “moral and aesthetic criterion of human dignity.”

A.S. Makarenko also paid great attention to appearance and argued that students’ “shoes must always be cleaned, without this, what kind of education can there be? Not only teeth, but also shoes. There should be no dust on the suit. And the requirement of a hairstyle... serious requirements are necessary present it to every trifle, at every step - to a textbook, to a pen, to a pencil."

Prosperous emotional well-being, a state of security, as A.S. called it. Makarenko stimulates the fullest self-expression of the individual in the team, creates a favorable atmosphere for the development of creative inclinations of schoolchildren, and reveals the beauty of sensitive relationships with each other.

As an example of beautiful aesthetic relationships, we can consider such relationships as friendship, mutual assistance, decency, fidelity, kindness, sensitivity, attention. The participation of children together with adults in relationships of the most varied merits leaves a deep imprint on the child's personality, making their behavior beautiful or ugly. Through the entire set of relationships, the formation of the moral and aesthetic image of the child is carried out. The most important source of emotional experience for schoolchildren is family relationships. The formative and developmental importance of the family is obvious. However, not all modern families pay attention to the aesthetic development of their child. In such families, conversations about the beauty of the objects around us, nature, are quite rare, and going to the theater or museum is out of the question. The class teacher should help such children, try to make up for the lack of emotional experience, with special care in the class team. The task class teacher

In addition to the influence of the environment on a child, an important way of aesthetic education is the educational process of school. According to D.K. Ushinsky, every subject at school can educate aesthetically: “every subject has a more or less aesthetic element.”

Any subject, be it mathematics, physical education, or natural history, evokes certain emotions in a student through its material. To become a means of aesthetic education, a teacher only needs to approach the subject of his science creatively and awaken the creative interest of schoolchildren in it. One of the important sources of aesthetic experience for schoolchildren is a variety of extracurricular and extracurricular activities. It satisfies urgent needs for communication, and creative personal development occurs. At extracurricular activities, children have great opportunities to express themselves. The domestic school has accumulated extensive experience in the aesthetic education of schoolchildren in the process of extracurricular and extracurricular activities. Big practical experience in this case belongs to A.S. Makarenko and S.T. Shatsky. In the educational institutions they organized, the children took a wide part in the preparation of amateur performances and creative dramatic improvisations. Pupils often listened to works of art and music, visited and discussed theatrical performances and films, worked in art circles and studios, and showed themselves in various types literary creativity. All this served as an effective stimulus for development best features

and personality traits.

Thus,

3 Excursion as a means of forming younger schoolchildren’s ideas about aesthetic values ​​and ideals

The means and forms of aesthetic education are very diverse - from science and mathematics subjects at school to “shoe laces.” Literally everything, the entire reality around us, educates aesthetically. Excursions are also important sources of children’s aesthetic experience. Excursions, when properly prepared and conducted, broaden the horizons of younger schoolchildren, teach them to see, compare, generalize, which forms the basis for development creative imagination

An excursion is a methodically thought-out display of places of interest, historical and cultural monuments, which is based on an analysis of the objects in front of the sightseers, as well as a skillful story about the events associated with them. However, it would be wrong to reduce the essence of the concept of “excursion” to this alone.

Let's consider several formulations of the term "excursion" that have been published in various publications over the past 70 years. The first of them looks like this: “An excursion is a walk whose task is to study a specific topic using specific material accessible to contemplation” (M. P. Antsiferov, 1923). Describing the place of excursion activities in extracurricular work with children, excursionist L. Barkhash believed that an excursion is a visual method of obtaining certain knowledge and education through visits to certain objects (museum, factory, collective farm, etc.) on a pre-developed topic with a special leader (tour guide).

Let us also cite one of the most recently published definitions: “An excursion is a special form of educational and extracurricular work in which the joint activities of the teacher-tour guide and the school excursion students led by him are carried out in the process of studying the phenomena of reality observed in natural conditions (factory, collective farm, historical and cultural monuments, memorable places, nature, etc.) or in specially created collection repositories (museum, exhibition)."

These are the opinions of excursion scientists.

Let us consider the interpretations of the term “excursion” given in various dictionaries and encyclopedias. The earliest (1882) interpretation of this term is given by V. Dahl: “An excursion is a passage, a walk, going out to look for something, to collect herbs, etc.”3.

In the Small Soviet Encyclopedia, the term is defined as follows: “An excursion is a collective visit to a locality, industrial enterprises, state farms, museums, etc., mainly for scientific or educational purposes.”

The Small Soviet Encyclopedia says that “an excursion is a collective trip or trip to places of interest for scientific, general educational or cultural and educational purposes.”

The Great Soviet Encyclopedia gives the following definition: “An excursion is a visit to objects of interest (cultural monuments, museums, enterprises, localities, etc.), a form and method of acquiring knowledge. As a rule, it is carried out collectively under the guidance of a specialist guide ". Other interpretations of a later time are not original and do not add anything to the previously made characteristics.

Some discrepancies can be found in the given definitions of excursions. They are not accidental and do not provide grounds for conclusions about the existence of opposing points of view on the excursion. Each formulation relates to the functioning of the excursion in a certain period of time. Hence the differences in the formulation of goals, objectives and forms of excursions characteristic of a particular time. Over the years, problems become more complex. New goals are set for excursions, and the forms of their implementation change. At the same time, the features of the excursion and its differences from other forms of cultural and educational work become more clearly evident. And at the same time, one cannot ignore the attempts of individual scientists to limit the excursion to a narrower framework.

In some dictionaries, for example in the Brief Pedagogical Dictionary and teaching aids, an excursion is considered as one of the forms of visual learning and educational work. At the same time, the importance of only one of the sides is emphasized, namely, that excursions transfer the learning process to an environment of observing objects (objects) located in the environment or exhibited in a museum.

The excursion, being the work of specific authors, is built taking into account the requirements for a literary work and has its own plot, to which all excursion material is subordinated.

An excursion as a form of direct communication involves the interrelation and interaction of subjects (tour guide and tourists) based on their joint activities. Being a specific form of communication, an excursion gives children the opportunity to receive a significant amount of information, forms ways mental activity. Communicating with other participants in the event, the child, through imitation and borrowing, empathy and identification, learns human emotions, feelings, and forms of behavior. In the process of communication, the necessary organization and unity of actions of individuals included in the group are achieved, their emotional mutual understanding is achieved, and a community of feelings, moods, thoughts, and views is formed.

Communication between people on excursions should be classified as a spiritual-informational type of communication, a combination of two forms of relationships between subjects and objects, as well as personal and group relationships. Knowledge of the basics of psychology and pedagogy helps the teacher to properly organize the excursion process. In practice, communication is the communicative phase in the activity of a teacher. Properly organized communication between the guide and tourists is the basis of such pedagogical process like an excursion. The communicative component is an important part of a teacher’s professional skills. The effectiveness of an excursion is determined not only by the teacher’s extensive knowledge on the topic, the ability to use the methodology of presenting this knowledge to the audience, but also by the ability to communicate with children of primary school age, methodologists and other employees of the excursion institution or museum. An important role in communicating with children is played by such qualities as courtesy and the ability to conduct a normal dialogue.

The path of development of the excursion follows the line of changing its essence. Initially, the excursion was a walk with practical objectives, such as searching for medicinal herbs. Then she was faced with scientific tasks, such as identifying exhibits for the local history museum. The search for new forms of self-education has put forward a general educational goal for the excursions. The desire to improve educational work and make it more effective turned the excursion into one of the types of cultural and educational work.

Currently, the excursion acts as something complete, holistic, having its own specific functions and characteristics, a unique individual methodology. It has been significantly enriched in content, forms of conduct and methods of presenting material and is characterized as an integral part of ideological, educational and cultural work.

Conclusions on the first chapter

In the last decade, aesthetic education has been viewed as a process aimed at developing children’s abilities for active creative activity. An entity is defined as goal-oriented process interaction between the teacher and students to form an emotionally responsive and creatively active personality, capable of perceiving and appreciating the beauty in art, nature, the surrounding life, people’s behavior and striving for feasible aesthetic and substantive activity.

The essence of aesthetic education of students is to improve the aesthetic culture of the individual. "Task modern education and education, according to E.V. Petushkova, - to form genuine subjects of the culture of the world with high creative potential in whatever field of activity the students realize themselves.”

Primary school age is a special age for aesthetic education, where main role The teacher plays a role in the student's life. Taking advantage of this, skillful teachers are able not only to lay a solid foundation for an aesthetically developed personality, but also, through aesthetic education, to lay down a person’s true worldview, because it is at this age that the child’s attitude to the world is formed and the essential aesthetic qualities of the future personality are developed.

Aesthetic education of primary schoolchildren involves the formation of initial aesthetic ideas and concepts on the basis of sensory acquisition of images, as well as as a result of repeated experiences in the process of aesthetic perception of objects and phenomena of reality and works of art. On this basis, children develop elementary aesthetic knowledge, emotions and feelings; needs, interests and inclinations; aesthetic taste and ability for creative activity, aesthetic behavior.

Chapter 2. Experience of forming the ideas of a primary school student about aesthetic values ​​and ideals

1 Diagnostics of junior schoolchildren’s ideas about aesthetic values ​​and ideals

When studying the ideas of a primary school student about aesthetic values ​​and ideals, it is necessary to use not one method, but a system of them, a complex in which the methods would complement each other. Currently, a large number of diagnostic methods have been developed, but not all of them are applicable to children younger age. Experts consider the most acceptable: observation, conversation, experiment, survey.

Observation.

Simple and at the same time complex, easy but not reliable diagnostics. It is carried out by the teacher in the process of naturally occurring real life children. Being close to the children, the teacher sees and hears a wide variety of manifestations of the pupils’ personality, and from these observations he draws a conclusion. Observation also presupposes the artificial creation of natural situations. It is professionally interesting to make observations in such situations, because children at this moment are free to choose their behavior.

Everyday observations of children always take precedence over special techniques, no matter how cunning the latter may be.

The goal is to establish, in the course of direct communication, the mental characteristics of the pupil, allowing one to obtain information of interest using pre-prepared questions.

A conversation can also be conducted with a group, when the teacher asks questions to the whole group and makes sure that the answers include the opinions of all group members, and not just the most active ones.

When preparing for a conversation, preliminary work is very important.

The person leading the conversation must carefully think through all aspects of the problem he is going to talk about and select the facts that he may need. A clear statement of the purpose of the conversation helps to formulate clear questions and avoid random ones.

It is important to choose the right place and time for conversation. It is necessary that there are no people nearby whose presence could confuse, or, even worse, affect the sincerity of the interlocutor.

From the point of view of the effectiveness of the conversation, it is better to ask several small questions than one large one.

In conversations with students, indirect questions should be widely used. It is with their help that the teacher can obtain the information he is interested in about the hidden aspects of a child’s life, about unconscious motives of behavior, and ideals.

In no case should you express yourself in a drab, banal or incorrect manner, thus trying to get closer to the level of your interlocutor - this is shocking.

For greater reliability of the results of the conversation, the most important questions must in various forms repeat and thereby control previous answers, supplement, remove uncertainty.

You should not abuse the patience and time of your interlocutor. The conversation should not last more than 30-40 minutes.

Questionnaire

The questionnaire belongs to the most proven, practiced and mastered methods. But this diagnosis has one common negative trait. It is exploited when the teacher does not take the trouble to creatively select methods for a specific pedagogical purpose, and with the help of a questionnaire they try to find out from the children themselves what the measure of their upbringing is. Therefore, teachers often resort to simultaneous surveys of parents and children, and also take into account their own assessment.

Questionnaire

Questioning is a questionnaire compiled as a system of questions that allows you to detect a wide range of attitudes towards any life value. Very often, each question requires a clear answer “yes” or “no”. It is easy to summarize the questionnaire and derive general quantitative results precisely because the answers are concise and uniform in form. Questioning is most often carried out at the end of some joint period of active activity, taking results, although obvious, but in need of confirmation.

Carrying out a questionnaire reveals many details of the overall picture, it is easier for the teacher to understand the situation of education, but it is also easier to trace meaningful changes in the child’s personality, thereby opening the way for professional freedom and professional understanding of everything that the teacher produces, what he plans in his work, what he expects to receive in as a professional product of their teaching work.

Diagnostics is of great importance for the targeted and effective implementation of the educational process. It allows, through control (monitoring) and correction of the entire system of education and training and its components, to improve the process of education, training and development of children.

IN pedagogical practice there is a need for diagnosis, i.e. diagnosis procedure. “Diagnosis” (Greek) means “determination”, “recognition”. Diagnostics - (Greek - “ability to recognize”) is an assessment procedure aimed at “clarifying” the situation, conditions and circumstances in which the process takes place.

Pedagogical diagnostics is the process of making a diagnosis, i.e. establishing the level of development, education and upbringing of schoolchildren. Its main goal is to gain a clear understanding of the reasons that will help or hinder the achievement of the intended results.

The concept of “diagnosis” means the process of research in order to identify, recognize, determine characteristics of a person that cannot be detected in direct and immediate communication with a person.

Pedagogical monitoring permeates all the activities of the teacher in the educational process. When planning his work, the teacher creates a plan, a project, a prototype of the pedagogical process, which he organizes, makes adjustments, and monitors its results in practice. At a certain point, it becomes necessary to take stock, check the results, and compare the “plan” with the results. Having analyzed the results, the teacher makes new plans, attracts new funds, and thinks through new options for interacting with students.

Studying the results and effectiveness of the process of aesthetic education is one of the most difficult issues in pedagogical theory and practice. The complexity is due, first of all, to the fact that the state, results and effectiveness of this process are influenced not only by the conditions of the school itself, but also by the environment external to it.

Studying and analyzing the aesthetic education of schoolchildren allows:

specify the goals of aesthetic education;

take a differentiated approach to students with different levels of educational development;

provide an individual approach to the personality of each student;

justify the choice of content and methods of education;

correlate the intermediate result with the initially recorded result;

see the immediate and more distant results of the educational system.

Diagnosis of aesthetic education occupies a significant place in pedagogical work. In order to professionally judge the aesthetic education of younger schoolchildren, it is necessary to highlight evaluation criteria and their indicators, i.e. the degree of development of a particular criterion (Greek - “distinctive feature”).

Based on pedagogical research, criteria and indicators of the formation of aesthetic education have been determined.

Criteria and indicators of the formation of aesthetic education

Criteria for aesthetic educationIndicators of the formation of aesthetic educationPresence of aesthetic knowledgeVolume of aesthetic knowledge; the ability to judge the beautiful and the ugly in life and art, to understand the figurative language of art; development of value judgments; the ability to defend one’s views, beliefs, aesthetic ideals (in accordance with age capabilities) Ability for aesthetic perception Adequacy of perception to the perceived object; integrity; depth of perception; harmony of the intellectual and emotional Ability to emotional responsiveness (aesthetic experiences and feelings) Manifestation of involuntary emotional reaction when perceiving the aesthetic in life, art (joy, delight, tenderness, indignation, feeling of shock); the nature of the emotional reaction (duration, stability, intensity, depth, sincerity, restraint, expressiveness); adequacy of emotional reactions to content work of art, the nature of occurring phenomena in nature and social life; the ability to feel people’s moods and empathize; the ability to assess one’s emotional state, correlate one’s experiences with the environment, norms of behavior, manage one’s emotional state; external culture of manifestation of aesthetic emotions and feelings (facial expressions, pantomime, verbal reaction) Manifestation of aesthetic taste Ability to evaluate aesthetic phenomena of reality and works of art; the ability to justify your assessment; manifestation of aesthetic taste in behavior, appearance, aesthetic-object activity Value-artistic orientations Degree of stability of hobbies and aesthetic interests; the formation of a system of aesthetic preferences, characteristic of a given age. The presence of aesthetic interests and needs. Cognitive focus on aesthetic objects and phenomena of reality; breadth of interests in the field of art; manifestation of a positive attitude towards mastering aesthetic-objective activities; the connection between aesthetic experience and the need for action (the desire to participate in artistic and creative activities, to expand aesthetic horizons); social and aesthetic activity Ability for aesthetic and objective creative activity Manifestations of artistic and creative abilities in aesthetic activity (speed of orientation, resourcefulness, quick wits, independence, originality, initiative, ability to plan work)

Aesthetic education of a person is based on the organic unity of natural forces, abilities of perception, emotional experience, imagination, thinking, artistic and aesthetic education. On this foundation, creative individuality arises and is formed, its aesthetic attitude to art, to itself, its behavior, to people and social relations, to nature and to work. The aesthetic education of a schoolchild presupposes that he has aesthetic ideals, a clear idea of ​​perfect beauty in art and in reality. The aesthetic ideal is conditioned by society and expresses ideas about the moral and aesthetic perfection of man and human relations, labor.

Today it is impossible to imagine educational activities without targeted analysis and specific assessment of its results, expressed in the development of the child.

Diagnostics is of great importance for the targeted and effective implementation of the educational process. It allows, through control (monitoring) and correction of the entire system of education and training and its components, to improve the process of education, training and development of children.

2 Practice of working on the formation of junior schoolchildren’s ideas about aesthetic values ​​and ideals through excursions

aesthetic education value excursion

The aesthetic education of a schoolchild is unthinkable without developed artistic taste, the ability to feel and appreciate perfection or imperfection, unity or opposition of content and form in art and life. An important sign of aesthetic education is the developed ability to admire beauty and perfect phenomena in art and life. Often, children in art galleries and at exhibitions quickly look through paintings, write down the names of artists, brief contents, works in notebooks, quickly moving from one canvas to another. Nothing causes them amazement, nothing makes them stop, admire and enjoy the aesthetic feeling. A cursory acquaintance with the masterpieces of painting, music, literature, and cinema excludes you from communication with art. main element aesthetic attitude - admiration. Aesthetic education is characterized by the ability to deeply experience aesthetic feelings.

Excursions occupy a special place in the formation of younger schoolchildren’s ideas about aesthetic values ​​and ideals.

During excursions to museums, galleries, theaters, children get acquainted with the life and work of outstanding writers, composers, artists, become familiar with their work, broaden their horizons, and develop an aesthetic attitude. This contributes to their fastest and most diversified development. The main social meaning of aesthetic education and development of children is to adapt and adapt children to the spiritual values ​​of public consciousness.

We have developed an experimental study on the formation of junior schoolchildren’s ideas about aesthetic values ​​and ideals through excursions.

In accordance with the curriculum and thematic planning lessons in 3rd grade, we have drawn up a plan for excursions to academic year, which will help the formation of aesthetic values ​​and ideals in children of primary school age.

Work week Theme of the excursion Venue Purpose of the excursion “Why are butterflies needed” All-Russian Exhibition Center exhibition of living butterflies development of aesthetic interest; love for nature “Inhabitants of Africa” Moscow Zoo teach how to manage your emotional state; external culture of manifestation of aesthetic emotions and feelings (facial expressions, pantomime, verbal reaction) “Vehicles” Museum of Retro Cars aesthetic education, as well as broadening one’s horizons, gaining additional knowledge in various areas science and culture “The doll of my dreams” Obraztsov Theater education of the aesthetic qualities of the individual; culture of communication between children and adults and peers; rules of cultural activity. “What is decoration?” Museum of Decorative, Applied and Folk Art to expand the stock of sensory aesthetic impressions and ideas about the beautiful and the ugly; develop the ability for reasoned aesthetic judgment, evaluation of works of art and phenomena of reality (manifestation of aesthetic taste) "Railroad" Museum of the History of Railway Technology development of a person's ability to aesthetically perceive and experience aesthetic objects that carry aesthetic values ​​"Universe" Planetarium study of rules and norms of behavior , managing your emotional state; external culture of manifestation of aesthetic emotions and feelings (facial expressions, pantomime, verbal reaction) “Ancient animals” Paleontological Museum aesthetic education, as well as broadening one’s horizons, gaining additional knowledge in various fields of science and culture “Favorite heroes” Museum “Doll’s House” development of interest in fairy tales different peoples; development of imagination; belief in miracles and magic; aesthetic education of creative activity “My own cartoon” Multimedia art museum manifestations of artistic and creative abilities in aesthetic activities (speed of orientation, resourcefulness, quick wits, independence, originality, initiative, ability to plan work) “Feathered inventors” Bird Park “Sparrows” develop norms behavior, culture of emotions; caring attitude towards animals “Aquarium is a small artificial ecosystem” Moscow Oceanarium to show the rich diversity of the underwater world; instill care for pets; caring for the environment “My Fatherland. Memory of the past"Historical Museum, education of patriotism, love and respect for the Motherland, socially useful work, and other peoples; aesthetic education, as well as broadening one’s horizons, gaining additional knowledge in various fields of science and culture “Why do we need weapons?” Central Museum of the Armed Forces Explain to children the importance of weapons; education of patriotism, moral human qualities “Our Defenders” Museum of the Russian Submarine Fleet nurturing a sense of patriotism and love for the Motherland “Famous Cosmonaut” Museum of Cosmonautics development of imagination; interest in history and new technologies “Ice Age” Ice Museum aesthetic perception of art; manifestation of aesthetic value-artistic orientations in creative activity and behavior; “Great Artists” Tretyakov Gallery to expand the stock of sensory aesthetic impressions and ideas about the beautiful and the ugly; develop the ability for reasoned aesthetic judgment, evaluation of works of art and phenomena of reality (manifestation of aesthetic taste) “Once upon a time...” Museum House of Fairy Tales “Once Upon a Time” love and interest in art, the desire to gain knowledge about art, to aesthetic perception of works; Interest in world art and the culture of other peoples “Favorite fairy tales of A.S. Pushkin” Museum of Fine Arts. A.S. Pushkin to develop the ability to express one’s attitude to a work of art with the feasible use of artistic terms; aesthetic views, ideal (in the formative stage); “Favorite cartoon” Children's Museum about the creation of cartoons at the Gorky Film Studio Development of abilities, skills and abilities to bring beauty into life and everyday life, into nature, work, to create and increase beauty in the environment around us, desire transform it in the interests of man. “What can different people do?” Museum of Folk Art named after. Morozova formation of skills and abilities of aesthetic-subject creative activity and development of creative activity; “Without labor you can’t pull a fish out of the pond” Museum and Exhibition Center “Worker and Collective Farm Woman” manifestations of artistic and creative abilities in aesthetic activity (speed of orientation, resourcefulness, quick wit, independence , originality, initiative, ability to plan work) “Nomads, who are they?” Museum of nomadic culture aesthetic education, as well as broadening one’s horizons, gaining additional knowledge in various fields of science and culture “Inhabitants of the Earth” Zoological Museum study of the diversity of flora and fauna; nature conservation; animal protection; respect for living organisms “Ecological system of the lake” Sokolniki Park, Losinoye Lake nurturing aesthetic qualities of the individual and culture of behavior in nature and in public places “Golden-domed Moscow” Red Square to promote a sense of pride and respect for the history of the native city, as well as its uniqueness; promote a positive perception of his identity. “Peoples of Russia” Museum of Local Lore, education of patriotism, love and respect for other peoples; aesthetic education, obtaining additional knowledge about the life and culture of different peoples; Respect and interest in the culture of the people, folk art, traditions, customs, folklore, the desire for their creative development and preservation; “Flowers for Mommy!” Botanical Garden development of creative potential through the joy and pleasure a child receives from the perception of beauty that “pouring out” into your own creative activity. “You are allowed to laugh!” Going to the circus, learning the rules and norms of behavior; the ability to manage your emotional state; external culture of manifestation of aesthetic emotions and feelings (facial expressions, pantomime, verbal reaction) “Spring has come!” Tsaritsyno Park to develop the need for aesthetic transformation of the environment; love of nature; labor culture “Happy Victory Day!” Along the parade route, the development of a person’s ability to aesthetically perceive and experience aesthetic objects that carry aesthetic values ​​“Souvenirs of Russia” Museum of nesting dolls, identification and development of artistic and creative abilities; Moscow State United Museum-Reserve “Izmailovo” education aesthetic qualities of a person; culture of communication between children and adults and peers; rules of activity culture.

Thus, conducting excursions develops children's powers of observation, the ability to see phenomena and objects that children passed by before without noticing them. Many mental processes and phenomena undergo significant changes. Children develop the ability to aesthetically perceive objects and phenomena of nature, the surrounding reality, people’s lives, and their native country; a stock of aesthetic impressions and ideas is created in visually-sensually perceived and figuratively-conceptual forms. The accumulation and aesthetic generalization of facts, the cognition in figurative form of the laws of the surrounding world contribute to the formation of aesthetic sensitivity and the education of aesthetic taste on its basis. The experience of accumulated impressions and aesthetic experiences contributes to the development of creative potential.

Conclusions on the second chapter

Summarizing the studied material, we can draw the following conclusions. Diagnosis of the level of aesthetic education of children is very relevant in our time. When diagnosing students, the teacher should rely on the following indicators of aesthetic education:

 an indicator of aesthetic education is the focus of the child’s attention “on the object”, “on other people”, “on himself”; as well as emphasizing a positive focus - on the beautiful;

 an indicator of aesthetic education is the presence of socially significant personality qualities. The set of these qualities may vary depending on the model of a particular graduate educational institution. The leading guidelines include the attitude to the highest values: to man, work, school, beauty, nature, and oneself.

 indicators are the pupil’s attitude to beauty; knowledge by pupils of aesthetic categories in accordance with their age; the formation of skills and abilities to perceive the phenomena of reality, as well as the manifestation of independence in creativity and in the field of arts in general.

Thus, to determine the level of aesthetic education of schoolchildren, it is advisable to use such diagnostic methods as observation, conversation, experiment, and filling out diagnostic tables together with parents.

Diagnostics record the presence of certain personality characteristics, helping the teacher expand their understanding of the process of formation and development of the child’s personality.

Diagnosis allows the teacher to adjust the educational process, improve ways of working with children and enrich the content of the educational process.

Pedagogical diagnostics are embedded in the context of children’s life activities. Carrying out diagnostics in itself is an educational act. In addition to their main function, they also serve as a means of forming value orientations and self-esteem.

Conclusion

Based on the work we have carried out on the formation of junior schoolchildren’s ideas about aesthetic values ​​and ideals, we can draw the following conclusion.

The essence of aesthetic values ​​and human ideals is that aesthetic values ​​are a synthesis of three basic meanings: material-objective, psychological, social. Their essence lies in significance, not in factuality. Because aesthetic values ​​are subjective-objective in nature. Aesthetic value is an intensive value. Aesthetic values ​​express the very coherence of the world.

Primary school age is a special age for aesthetic education, where the teacher plays the main role in the life of the student. Taking advantage of this, skillful teachers are able not only to lay a solid foundation for an aesthetically developed personality, but also, through aesthetic education, to lay down a person’s true worldview, because it is at this age that the child’s attitude to the world is formed and the essential aesthetic qualities of the future personality are developed.

Excursions are also important sources of children’s aesthetic experience. An excursion, when properly prepared and conducted, broadens the horizons of younger schoolchildren, teaches them to see, compare, generalize, which forms the basis for the development of creative imagination and abilities. In the process of targeted observations and excursions, the teacher draws children’s attention not only to the essential features of a particular phenomenon, but also to the beauty of coordinated work that transforms nature, to the nobility of relationships between people, built on mutual assistance, camaraderie and care for each other.

Conducting excursions develops children's powers of observation, the ability to see phenomena and objects that children passed by before without noticing them. Many mental processes and phenomena undergo significant changes. Children develop the ability to aesthetically perceive objects and phenomena of nature, the surrounding reality, people’s lives, and their native country; a stock of aesthetic impressions and ideas is created in visually-sensually perceived and figuratively-conceptual forms. The accumulation and aesthetic generalization of facts, the cognition in figurative form of the laws of the surrounding world contribute to the formation of aesthetic sensitivity and the education of aesthetic taste on its basis. The experience of accumulated impressions and aesthetic experiences contributes to the development of creative potential.

Aesthetic education of a person is based on the organic unity of natural forces, abilities of perception, emotional experience, imagination, thinking, artistic and aesthetic education. On this foundation, creative individuality arises and is formed, its aesthetic attitude to art, to itself, its behavior, to people and social relations, to nature and to work. The aesthetic education of a schoolchild presupposes that he has aesthetic ideals, a clear idea of ​​perfect beauty in art and in reality. The aesthetic ideal is conditioned by society and expresses ideas about the moral and aesthetic perfection of man, human relations and work.

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