Теоретичні засади проблеми формування екологічно доцільної поведінки учнів початкових класів
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Дата
2014
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Анотація
У статті узагальнено спроби різних науковців визначити особливості та типологію поведінки. Здійснено аналіз сутності та структури поняття „екологічно доцільна поведінка”, у ході якого важливо звернутися до розгляду категорій „поведінка” та „доцільність”. З’ясовано, що поведінка особистості зумовлена ланцюгом складних психологічних утворень: цінностями, потребами, інтересами та мотивами. Обґрунтовано структурні компоненти екологічно доцільної поведінки (знання про об’єкти природи та норми і правила поведінки в природі; інтерес до об’єктів природи, ставлення до об’єктів природи як до суб’єктів взаємодії, переживання стосовно об’єктів природи, свідомі дії та вчинки, зумовлені ціллю збереження природи), а також сформульовано її визначення щодо учнів початкових класів.
This article summarizes the various attempts of scientists to determine the characteristics and behavior typology. The analysis of the nature and structure of the term „environmentally appropriate behavior” during which it is important to turn to the consideration of categories „behavior” and „feasibility”. It was found that individual behavior is caused by a chain complex psychological entities: values, needs, interests and motives. Behavior – a system action or behavior personality caused personal values, aims to transform and change the world, to some extent, concerns and interests of object interaction. Under environmental behavior consider such a system action or behavior of the individual, directly or indirectly focused on conservation and restoration of nature. The feasibility of the child's behavior is caused by sending adults process of goal-setting, which consists of defining and implementing goals. Formation of environmentally sound behavior of primary school pupils treatment involves not only intellectual, but primarily to the emotional and volitional personality. Natural background forming environmentally sound behavior is age periods during which consist of various child's relationship with the natural and social environment. Psycho-pedagogical bases forming environmentally sound behavior of primary school pupils are following age characteristics: high activity; striving for development; emotion; formation of the child as a stakeholder; formation of moral feelings under the influence of specific actions; dominance of a particular directly senses the medium. Grounded structural components of environmentally sound behavior in relation to primary school pupils (knowledge of the nature and objects of the norms and rules of behavior in nature, interest in natural objects, attitudes towards natural objects as subjects of interaction, experiences regarding objects nature, deliberate actions and actions arising purpose of nature conservation) and formulated its determination on primary school pupils.
This article summarizes the various attempts of scientists to determine the characteristics and behavior typology. The analysis of the nature and structure of the term „environmentally appropriate behavior” during which it is important to turn to the consideration of categories „behavior” and „feasibility”. It was found that individual behavior is caused by a chain complex psychological entities: values, needs, interests and motives. Behavior – a system action or behavior personality caused personal values, aims to transform and change the world, to some extent, concerns and interests of object interaction. Under environmental behavior consider such a system action or behavior of the individual, directly or indirectly focused on conservation and restoration of nature. The feasibility of the child's behavior is caused by sending adults process of goal-setting, which consists of defining and implementing goals. Formation of environmentally sound behavior of primary school pupils treatment involves not only intellectual, but primarily to the emotional and volitional personality. Natural background forming environmentally sound behavior is age periods during which consist of various child's relationship with the natural and social environment. Psycho-pedagogical bases forming environmentally sound behavior of primary school pupils are following age characteristics: high activity; striving for development; emotion; formation of the child as a stakeholder; formation of moral feelings under the influence of specific actions; dominance of a particular directly senses the medium. Grounded structural components of environmentally sound behavior in relation to primary school pupils (knowledge of the nature and objects of the norms and rules of behavior in nature, interest in natural objects, attitudes towards natural objects as subjects of interaction, experiences regarding objects nature, deliberate actions and actions arising purpose of nature conservation) and formulated its determination on primary school pupils.
Опис
Ключові слова
поведінка, behavior, доцільність, feasibility, екологічна поведінка, environmental behavior, екологічно доцільна поведінка, environmentally appropriate behavior, цілепокладання, goal-setting, учні початкових класів, primary school students
Бібліографічний опис
Колишкіна, А. Теоретичні засади проблеми формування екологічно доцільної поведінки учнів початкових класів [Текст] / А. Колишкіна // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 9 (43). – С. 93–101.