МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РЕСПУБЛИКИ КАЗАХСТАН ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ имени ШАКАРИМА города СЕМЕЙ

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042-18-25.1.55/03-2016Учебно –методические материалы "Modern

environmental problems"

Редакция №1от 8 сентября 2016 г.

УЧЕБНО-МЕТОДИЧЕСКИЙ КОМПЛЕКСДИСЦИПЛИНЫ

"Modern environmental problems"Для специальности 5В060800 - Экология

УЧЕБНО-МЕТОДИЧЕСКИЕ МАТЕРИАЛЫ

Семей2016

СОДЕРЖАНИЕ

1 Глоссарий 32 Лекции 53 Практические и лабораторные задания 1544 Самостоятельная работа студента 1945 Лист регистрации 218

1. The conceptual apparatus"Rule of 10%" (rule of the pyramid energy R. Lindemann): from one

trophic level ecological pyramid moves to another higher its level (the "ladder" producer - consumer), on average, about 10% received the previous uro¬ven energy .

Abiotic factors - factors of inanimate nature (cosmic, geophysical, climatic, spatial, temporal, etc.) that have a direct or indirect impact on living organisms.

Act of tolerance (V.Shelford): environmental factors, with specific conditions pessimal (unfavorable as a minimum, and excess) value that limits the ability of the species in these conditions, in spite of and in spite of the optimal combination of certain other conditions.

Agrocenoses - community of organisms cultured and accompanying them in agriculture.

Amensalizm - type of interspecies relationships, in which in a joint environment, one kind of organism suppresses susche¬stvovanie another species without experiencing resistance.

Anthropogenic factors - factors that have arisen as a result of human activity.

Autotrophs - organisms can synthesize or¬ganicheskoe agent of carbon dioxide, water and salts mine¬ralnyh. energy sources are used for the biosynthesis of light (in photoautotrophs) or oxidation of a number of inorganic substances (in chemoautotrophs).

Bio-accumulation - the accumulation of substances (man-made pollutants) in the body increasing trophic levels.

Biogen - a nutrient; nutrients, nutrients essential chemical elements that make up the substance of living organisms, carbon, hydrogen, oxygen, nitrogen, sulfur, phosphorus.

Boreal zone - the zone of temperate forests.Chemosynthesis - synthesis of organic substances in chemoautotrophic

bacteria using as power sources of certain inorganic oxidizing substances.Co-evolution - in parallel, the joint conjugate evolution of mankind and

nature.Consuments - heterotrophic organisms (mostly animals) who consume

organic matter other plant organisms (herbivores - herbivores) and animals (carnivores - zoophages).

Cryostasis - temporary total suspension of the body's vital functions associated with the onset of unfavorable conditions or with extreme phase of individual development.

Depopulation - a reduction in population, population.Desertification (aridity) - the process of depletion of vegetation associated

with a persistent reduction in moisture areas, its transformation in the arid zone, topically, followed by the previous member of the chain.

Detritophages - organisms that feed on detritus (saprophagous).Detritus - dead organic matter, isolation and decay organisms products.

Disadaptation - violations of vital activity caused by the incompleteness of acclimation, the inability to fully adapt to changing environmental conditions.

Dissimilation - the disintegration of complex organic substances in the body, accompanied by the release of energy, which is used in the processes of life.

Ecological culture - system of scientific knowledge about the human interaction of society and nature; environmental value orientations, rules and regulations; moral and aesthetic attitude towards nature; skills for the study of nature and its protection.

Edafon - a set of soil animal population of the Earth's thermal radiation air.Education - a relatively meaningful and purposeful nurturing person in

accordance with the specific objectives of groups and organizations, in which it is carried out.

Ektotermy - organisms, the body temperature is a little different from the temperature of the environment and follow its changes: lower organisms, plants, cold-blooded animals.

Emergence - the emergence of completely new properties of the interaction of two or more objects or phenomena, properties that are not simply the sum of the original.

Endotherm - warm-blooded animals birds and mammals, are capable of using the internal mechanisms of thermoregulation to maintain a relatively constant body temperature, to a certain extent independent of the ambient temperature. "

Environmental - trudnosti crisis, environmental problems due to anthropogenic human activities.

Environmental education - the formation of the human conscious perception of the environment, the conviction of the need for respect for nature, rational use of its wealth of natural resources.

Environmental education - tselenapravlennaya specially organized, systematic educational activities aimed at the development of environmental education and upbringing of children, on the formation of environmental awareness and skills for the study of nature and its protection.

Environmental education and training of students - pedagogical process, which ultimately should provide insight into the importance of proper behavior in the natural environment, the ability to anticipate and assess the impact of its activities, the realization that the man part of nature /

Environmental upbringing - purposeful human development, including the formation of its ecological culture, the perception of not only the public, but also of environmental norms and values;

Eurybionts (evrieki) - organisms that exist in a wide range of changes in environmental conditions: temperature (evritermy), humidity (evrigidridnye organisms), food choices (euryphages), etc.

Eutrophication - the excessive enrichment of water with nutrients.Gene flow - the process of undirected random changes in gene frequency in

a population.Heterotrophic organisms - organisms that feed on organic matter ready.

Hibernation - a significant reduction in the level of life upon the occurrence of adverse external conditions (for example, hibernating animals).

Homeostasis - the ability of an organism or organisms of the system to maintain stable dynamic equilibrium in a changing environment.

Humid Zone - area or natural-climatic zone with highLaw of constancy of the amount of living matter of the biosphere

(Vernadsky): The number of living matter (biomass of all organisms) for the biosphere of the geological eras.

Noogenesis (noospherogenesis) - the process of formation of the noosphere.optimality law: any system with the highest efficiency in the functioning of

some specific spatio-temporal limits to her.Phenotype - a set of genetically determined characteristics and properties

of the organism.Photoperiodism - change the state of biological systems due to the natural

rhythm of light exposure, the change of day and night, seasonal changes in the length of daylight.

Phytocoenosis - multispecies plant community.Phytophagy - herbivorous animals.Phytoplankton - a set of micro-algae, small plant organisms that live in the

water columnRule D.Allena: increase protruding body parts of one species or closely

related species of warm-blooded animals (limbs, tail, ears) when moving from north to south.

Rule K.Bergmana: warm-blooded animals, subject to geographical variation, the body size of individuals statistically (on average) more than in populations living in colder parts of its range.

Security Environment - the degree of protection of the territorial complex ecosystems, the human potential of the eco-logical lesions derived from the magnitude of environmental risk.

Technosphere - "technical envelope" - artificially transformed space of the planet, being under the influence of human industrial activity products.

The capacity of the ecosystem - the maximum size of the population of one species, this ecosystem which is capable of supporting in certain environmental conditions for a long time.

The law of irreversibility of evolution (L. Dollo): evolution is irreversible; organism (population, species) can not return to their previous state, already implemented in a number of his ancestors.

 The noosphere - the letters "thinking envelope", the scope of reason; according to Vernadsky - a qualitatively new, higher stage of development of the biosphere under the control of a reasonable human activity.

The ontogenesis - the individual development of the organism; multicellular egg from fertilization to aging and death.

Valence Environment - (tolerance limits) the characteristic type of ability, populations exist in different

Valeology - science for the preservation and strengthening of health, healthy lifestyles.

Zoophages - carnivorous organisms that feed on other animals or their species (cannibalism).

Environmental education - process of mastering by students the system of scientific knowledge about the natural environment as the reality of human life, about the impact of industrial activity on the environment of society, as well as the knowledge and skills of environmental activities.

Environmental awareness -environmental knowledge (information, conclusions and generalizations) about the natural environment and interacting with her man, ecological thinking, feeling and will.

Environmental science is a generic of the relation of organisms in the environment (Haeckel), the science of organization and functioning supraorganismal systems at various levels: the populations of species, biocenoses (communities), ecosystems and the biosphere.

2.LecturesIntroduction1. Historical development of environmental worldviews1.1 Archaic era1.2 Period of antiquity1.3 The Middle Ages1.4 New time2. The history of environmental worldviews3. The new ecological outlookConclusion

Introduction

The term ecology is formed from two Greek words (oikos - a house, home, homeland, and logos - science), literally means "the science of the habitat." In a more general sense, ecology - the science that studies the relationship between organisms and their communities with their surrounding habitat (including the diversity of their relationships with other organisms and communities). The term "ecology" was proposed in 1866 by the German zoologist and philosopher Ernst Haeckel, who, developing the classification system of Biological Sciences, found that there is no special name for the field of biology that studies the relationships of organisms with the environment. Haeckel also defined ecology as "the physiology of relations", although the "physiology" was understood at the same time very well - as the study of a variety of processes that occur in nature.As an independent science ecology was formed only in the twentieth century., Although the facts that constitute its content, has long attracted the attention of the person. Great value ecology as a science really began to understand only recently. There is an explanation, which is due to the fact that the growth of world

population and increasing human impact on the environment made him to have to deal with a number of new essential tasks. To meet their needs for water, food, clean air, the person must know how to construct and how the surrounding nature functions. Ecology is just exploring these issues.It is obvious that the environment is closely related to other biological disciplines such as zoology and botany. This is true. At the dawn of the development of these sciences researchers' attention was focused on the taxonomy and structure of organisms. But already in the first writings of the flora description of each plant species has been accompanied by an indication of its growing sites. In the study of the fauna also we came to the conclusion that the life of an animal is interconnected with the conditions of its habitat. Most of these data are substantially to the environment.Now let's move on to the next environmental division, and will consider individual not in isolation but as part of a group of the same species, occupying a defined territory and belonging to the same species. Such groups called populations (from the Latin word Populus - the people or the population). Our individual begins to feel the impact of the neighbors, and most importantly - begin to multiply. And here there are new problems related to the study of the influence of external factors is not on individuals, but on their group to change its size and composition.Life and functioning of populations rather complicated process. The fact that the population - not just the sum of the individuals. The interaction of organisms in a population lead to the fact that it appeared its own properties that are different from the properties of individuals. Natural population is always a certain unity. Under the influence of various factors abundance (number of individuals) of the population, its age structure and the distribution area can vary considerably over time. Often, these changes can lead to adverse consequences. For example, insect pest outbreaks can cause great damage to agriculture. Conversely, damage can occur as a result of reducing the number of organisms used by humans for their own needs (food fish, game and other species of animals and plants). The study of the life of individual populations, determining the causes of the changes are great stuff, determining population ecology. The nature of co-inhabiting populations of different organisms always constitute a certain unity, called community or biocoenosis (from the Greek words bios - life and cenosis - General). Community - fairly stable biological entity, as has the ability to self-maintenance of its natural properties and species composition at external influences caused by normal changes in climate and other factors. Stability community depends not only on the stability of its constituent populations, but also features the interaction between them. Learning communities can more accurately determine the causes of changes in the abundance of certain groups of organisms, properly organize the management of agriculture, hunting and forestry, to develop ways to fight infections, plan deployment of settlements, etc. Here we are faced with the next, even more complex section of ecology - the ecology of communities.The totality of all the Earth's ecosystems, within three Geospheres (lithosphere, hydrosphere, atmosphere), which interact with living organisms, forming the largest environmental Earth system called the biosphere (from the Greek words

bios - life and sphere - a sphere). In the biosphere, proceed very complex processes. All living organisms are closely interlinked with each other and with their environment, consisting of the elements of inanimate nature. It's water, air, soil, light, temperature. Organisms do not only depend on external conditions, but also they have a huge impact on the world around them. In other words, living organisms and inanimate nature closely related and are in constant interaction. The study of the biosphere - the highest on the complexity of the environmental section, referred to as the global environment.In ecology, there are other units. Some of them brings into focus the study of man. This environmental industry that uses an ecological approach as applied to human society, are now referred to as the science of the environment, or human ecology.So, ecology - the science that studies the relationship of living organisms (including humans) with one another and with the environment. In this case the objects of its study - not just individual organisms, but mainly their populations, communities in certain habitats, ie the natural ecological systems, developing and operating under the laws.Ecology - vital for human science that studies its immediate natural surroundings. Man watching nature and its inherent harmony, instinctively sought to make this harmony in their lives. This desire has become particularly acute only recently, after became very noticeable effects of unreasonable economic activities, leading to the destruction of the natural environment. This eventually had an adverse effect on the person. That is why the term "ecology" has received such wide circulation.Throughout history, people have constantly developed and improved their ability to transform, each time increasing opportunities to exploit the natural environment and, thus, changing the character and his relationship with nature. All available scientific data today in the fields of history, archeology, geography, ethnography and other disciplines confirm that the anthropogenic impact on the environment, of course, grew in proportion to the quantitative and qualitative growth of humanity, and reflected in the final analysis, the main stages of human development.Each of these stages are characterized by their own specific forms of human relationships with the environment, and are accompanied by a variety of reflection of nature in his world.1. Environmental outlook

1.1 Archaic eraThe starting point for the development of human relationships with the natural world is the archaic era. At this point, people are still not separated themselves from nature whether they thought of themselves as part of a single nature. This was due to the fact that the most primitive man depended on nature. The image of his life would not allow any rise above nature, or to ignore it. This determined the characteristic of ecological outlook in the archaic era - a high degree of psychological involvement in the world of human nature. As a result of primitive man endowed natural environment of its own properties. In fact, the surrounding objects and phenomena is nothing else for it, how people in another guise. But over time, a psychological connection with the natural world preserved only with

totemic animals and plants that provided them supernatural help under certain conditions. An important role in the estrangement from nature played a transition to a sedentary lifestyle. Now the man looked to nature for himself.1.2 Period of antiquity

At this stage, the system is composed of representations of the gods as creators of nature, which possess human qualities and appearance. Since both people and nature were created by the gods, there is a kind of equality, and the alienation of man and nature are equal before God, but alienated from each other. One gets a certain opposition of man and nature.For the ancient human nature ball not only material but also spiritual value. She has performed as a model, an ideal of harmony which man must learn from it, imitate it in their daily lives. But in general, antiquity was a step on the path of human alienation from nature. It began scientific understanding of nature, which has become the object of study.1.3 The Middle Ages

The advent of monotheistic religions, in particular Christianity, even more alienated man from nature. By putting man on the top of the pyramid of the earthly world, Christianity radically changed the nature of the perception of natural objects. The main difference between man and all natural - the presence of his divine immaterial soul. Thus, if the antiquity, making the nature of the object of scientific study, leave natural objects "right" to the soul of Christianity that is completely deprived. Man freed from the obligation to worship nature, received unlimited freedom in dealing with nature. All natural objects have lost their self-worth: they were of interest only to the extent that it can serve man and be useful to him.So, Christianity, forming a picture of the hierarchical picture of the world, placed under the sign of God, in which the person allocated the highest position, completed the alienation from nature.1.4 Newtime

In modern times, it formed an idea of the person as the subject, and the world - the object, which manipulates people. Approve the absolute value of the human mind, as well as extra-human nature does not possess it, then, accordingly, its value is disproportionately lower. The discoveries and inventions hardware man felt his mastery over the forces of nature. Nature does not exist and develop "just so", it must serve man. Nature becomes devoid of any intrinsic value recognized manipulated in the name of scientific knowledge and progress. This last step in the alienation from nature was the first step towards environmental crisis. In modern times, it formed the ecological worldview, which is characterized by the complete opposition of the psychological nature of man and the world, the perception of the nature of the object and the dominance of pragmatic interaction with it.2. The history of environmental worldviews

There are eight stages in the formation and development of ecology:The first stage - reflects the primitive knowledge accumulated by people, including primitive, in the close contact with nature and subsistence farming. It began many centuries BC and ended in the first century to the new faith.The second stage - the accumulation of factual material, but scientists ancient, medieval stagnation. Period: I-III century BC - XIV century ADThe third stage - the continuation of the collection and the first attempts to systematize the enormous factual material accumulated by the beginning of the great geographical discoveries, and the colonization of new countries - the Renaissance. Period IV to XVIII century inclusive.The fourth stage - is associated with major botanical and geographical discoveries, promote the further development of ecological thinking; the premise of ecological ideas; highlighted in plant ecology and animal ecology. Period: the end XVIII - the beginning of the XIX century.The fifth stage - the emergence of evolutionary ecology, deepening the environmental studies, the beginning of the study of the relationship. Period: from the beginning of the XIX century until the second half (1866) of the XIX centurySixth stage - the definition of "environment" concept dominance autekologicheskogo areas of research - the study of natural assemblages of species, continuously tunable with respect to changes in environmental factors, ie, factorial autecology. MS Gilyarov called this stage of time factorial reductionism. Period: from the second half (in 1866) until the middle of the XIX (1936) XX century.The seventh stage reflects a new - systematic approach to the study of natural systems, the formation of the general environment, as an independent fundamental biological science, the dominance synecological direction - study of the processes of material and energy metabolism, development of quantitative methods and mathematical modeling. Period: 40-70 years. XX century. The specificity of this phase - the view of the primacy of competitive relations in ecosystems and belittle the significance of evolutionary factors, the dominance of discrete nature paradigm.Eighth stage - the "greening" of science; the establishment of environmental sciences, taking into account human activities, ie social and political orientation. Increasing interest in the study population (population ecology), the dynamics of the formation of ecosystems due to human-induced disturbances. Much attention is paid to research stationary. The basic methodology - a systematic analysis. One of the main directions - long environmental monitoring at different levels (ground, regional, global, and so forth.). Period: from 80-ies of the XX century to the present. Specificity - the rejection of the primacy of the relationship in competitive cenosis; phytocenology change in paradigm to paradigm discreteness continuity; develop methods and environmental monitoring theory. In the last decade there was an association of a number of recent trends periods. Scientists recognize how continuity and discontinuity of vegetation - in nature and there is even formed a new paradigm - of biodiversity.3. The new ecological outlook

Only recently have people started to realize that nature is not able to cope with strong anthropogenic load, significantly exceeding its natural features. In an attempt to understand the essence of such a rapidly occurring changes in the relations of society and nature, man, as before, he refers to his mind, exposing scientific and philosophical understanding of what is happening.The social origins of the new ecological consciousness is well illustrated by the history of the United States. At the initial stage - is the story of the development of new lands in the West. The presence of the open border to form an idea about the possibility of an unlimited extensive growth. But by the middle of the XIX century stock of vacant land was exhausted. It was the first "environmental crisis". As a result, understanding of the crisis the question was raised about the need for a new system of human relationships with nature. Understanding that the anthropocentric environmental consciousness leads to a dead end, it led to the emergence of a new general theoretical and ideological orientation, dubbed American environmentalism (from the English environment -. Environment). The focus is the interaction of society with their environment. According to the American environmentalism, though man has exceptional characteristics, it remains one of a variety of species on Earth. Man lives not only socially, but also in the context of natural and environmental laws do not lose their compulsion for him.Russian Space Art. In the second half of the XIX century in Russia formed the philosophical and religious movement called Russian cosmism. He was presented the names of NA Berdyaev, VS Solovyov, NF Fedorov, and many others. It was not a school in its scientific sense, but rather a state of mind among the Russian intelligentsia. The central idea of Russian cosmism is the idea that man - part of nature, that they should not be in opposition, but should be considered in unity. That man and all that surrounds it - a single particle. The contradiction between reason and nature is inevitable, but the mind is responsible for finding ways to implement it. Russian Space Art substantiated the need for a new moral basis of human interaction with nature, changing the principles of the development of civilization. "Civilization operator, rather than restoring, can have no other effect than accelerated the end", - wrote NF Fedorov as to understanding the ecological crisis was still far off. Human impacts on the natural environment is growing so fast that it will soon come a time when people will turn to the main geological force, forming the shape of the Earth. The biosphere enters a new state in the sphere of reason - the noosphere.In general, the Russian Space Art proved the necessity of the unity of man and nature, began to form an idea about its specific nepragmaticheskoy value. But, nevertheless, itisstoredinobjectperceptionnature.Ecology has undergone a remarkable metamorphosis. From a private biological discipline it is only for the last half-century has become a colossal in scope interdisciplinary field of science - Megascience, engaged in the study of the impact on the living, not only of natural environmental factors, always existed in nature, but also numerous processes generated by human activity. Ecology has opened the world's eyes to the processes of global significance, and at the same time, it is with these processes associated with the most unpleasant waiting and possibly the

troubles of mankind. Mankind has learned to look for new resources, that is, to take from nature more and more. Nothing like that did not exist before in the history of the biosphere. Being one of the species of living beings, humanity came out from under the control of natural factors. Natural mechanisms are no longer sufficient to preserve the biosphere, requires new control mechanisms, based on an understanding of the natural processes and, in some way - to manage. Anthropogenic regulation - this prediction disasters is timely reduction of speed of the process, the choice is between short-term profits and long-term sustainability. Modern ideology must be based on a choice between short-term and long-term benefits in wildlife. The new world of humanity must be formulated taking into account the fact that one kind of living assumes full responsibility for compliance with "safety rules in the world", for maintaining a sustainable balance of energy and material flows. This concept is called "ecological imperative". Modern ecological worldview represents the next step in the development of humanistic ethics. Now it's not just about the mutual respect between contemporaries, but also care about the welfare of future generations and the preservation of the biosphere - the "common house" in which we all live together with many other species inhabiting its living beings. This outlook is intended to ensure sustainable development of mankind, ie, preservation for indefinitely long time stable and favorable environment for the life of the people of the medium. It is based on several fundamental principles. The main principle of sustainable development must be permanent savings, that is purposeful, and continually reducing the share of consumption of all kinds of ores, fresh water, energy and so forth. The second principle becomes the processing of waste so that they do not accumulate to dangerous for both humans and natural ecosystems forms. The most profitable for entrepreneurs, and to the government about this "temporarily" forget. But then very soon we have our generation will have to pay and the national well-being and the health of the irresponsible "time credit". Conscious self-restraint to consumer instincts more effective than bans, taxes and customs duties. Persuasion instead of coercion. If totalitarian regimes are able to just get to meet their solutions, the "green" uses the experience and capabilities democratic society where everyone has the right to have their own beliefs, although forced to submit to the opinion of the majority. At the same time "green" go further, tolerant of those who disagree with them. They focus primarily on themselves and their conscious behavior promote stronger weakening of the environmental crisis. "Green world" based on freedom and the importance of the individual, but becomes more correction effect thanks to the cooperation and solidarity. Naturally, with such a mechanism, taking public decisions unusually increases the role of education and education that help the individual to decide for themselves and to some extent protect every citizen from the effects of unfair propaganda.conclusion

It should be remembered that the environment - fundamental scientific discipline, ideas which are very important. And if we recognize the importance of this science, we need to learn how to properly use its laws, concepts, terms. After all,

they help people to define their place in their environment, correctly and rationally use the natural resources. Knowledge ecology bases help intelligently build their lives and society and an individual; they will help everyone to feel part of the great nature, to achieve harmony and comfort where there previously was foolish struggle with natural forces. At present, the environment has become one of the dominant synthetic interdisciplinary sciences, decisive pressing problems of today - the study of the relationship with the environment of mankind. This is due primarily to the negative environmental impacts of anthropogenic impacts on the biosphere of the Earth: the greenhouse effect, acid rain, depletion of the "ozone layer", deforestation, desertification, pollution threatening various toxicants, impoverishment and degradation of natural ecosystems.The development of modern environmental ideology and legislation, the establishment of effective mechanisms for its implementation is an essential element of building a society that is in harmony with nature. In place of the slogans of the "man - the king of nature" or "! We can not wait for favors from nature, take them from her, our task" must come installed on a reasonable and careful attitude to that, so we just exist - to Nature, to our common and only home - planet earth. The realization of common goals and the difficulties standing in the way, will inevitably give rise to a sense of planetary unity of the people. We need to learn to feel the same family, the fate of which depends on each of us. Awareness of the unity of mankind - one of the foundations of environmental ethics and humanism.

BASIS OF ECOLOGICAL CULTURE

1. Models of environmental education.Work in the field of environmental education are conducted for about thirty

years. Analysis of changes in purpose of environmental education for this period shows that there are two models of environmental educationtion.

The traditional model (TMEE) - is a model of environmental education, based on a methodology that focuses mainly on the transfer of specialized knowledge. This model is based on the policy informing the student (direct transmission of knowledge from teacher to student) and can therefore be characterized as authoritarian, directive and information.

In the early 1970s, experts aim of environmental education is only understood as education. In the second half of the 1980s, the goal of environmental education began to be understood as the formation of ecological culture and concern for the protection of the environment, not only to inform students. However, the technique used in the practice of environmental education, focused mainly on the transfer of expertise mainly in the field of theoretical foundations of basic and applied ecology. However, the known lack of communication between the level of knowledge of students in the field of environment conscious and careful attitude to it.

At the beginning of the 1990s to the fore the formation of a responsible attitude towards nature and the formation of ecological thinking.

In recent decades, the ideas of humanistic psychology, greatly influenced the approaches to education.

The humanistic model of environmental education (HMEE) is focused on self-fulfillment and personal growth of the students as the basic conditions of caring for the environment and solving social and environmental problems.

Ideas GMEO, enriching the traditional model, widely penetrated into the practice of teachers. Many creative, to think about the results of their work teachers employed, for example, the idea of developing education, pedagogy of cooperation, learner-centered approach to education. Obvious need for generalization contained in different sources of information, understanding trends, the formulation of the theoretical foundations of the humanistic model annexed to environmental Formation and implementing them in a technique that can be used in work with children.

THE SPECIFICS OF THE TRADITIONAL AND HUMANISTIC MODELS ENVIRONMENTAL EDUCATION

The traditional model The humanistic model1. The purpose of environmental education

Formation of ecological culture (including the outlook, morality and law, methods and forms of communication between people, knowledge, skills), responsible attitude to the environment and your health

Creating an environment conducive to:

self-realization and personal growth of students;

formation of ecological consciousness (ecological and humanistic view of the world based on the principles of environmental ethics);

the establishment of such an attitude to the environment, which would provide a reasoned, based on the perceived need the desire to master the knowledge and skills necessary for personal involvement in existing and prevention of new environmental problems.

Caring for the environment as a whole. Improving the quality of life

2. The approach to the problem of interaction between nature and society

Anthropocentric and ecocentric Interference mutually balancing ecocentrism and anthropocentrism

3. EthicsIt defines the relationship

between people, between man and society, includes a responsible attitude to the environment

Responsibility Ethics: it includes responsibility for living people, the environment and future generations (respect for the right of future generations

to a full environmental impact)4. The relationship man - nature

The subject-object The subject-subject5. Relationship teacher - student

The subject-object The subject-subject6. The conditions under which the educational process

Educational environment - environment for development (promotes better assimilation of educational material)

Educational environment - environment for building your own "I" (promotes self-actualization, personal growth of students)

7. Conditions that contribute to achieving the objectives of environmental education

prohibitions system

The motivation of students; facilitating the manifestation of social activity aimed at non-conflictual coexistence with the natural environment

8. The role of the teacherThe teacher at the center of the

educational process and at the top organizational and management training team pyramid

Creating a learning environment, motivation and sharing with students to achieve educational goals

9. The forms of educational activities

Lectures, seminars, practical work. Excursions, observation, conversation. Setting and conducting experiments. (Orientation mainly on the development of rational thinking and cognitive behavior.)

Lectures, seminars, practical work. Excursions, observation, conversation. Setting and conducting experiments. Activities aimed at the emotional perception of nature (including creative, artistic activities). Working in small groups, learning through collaboration, "brainstorming". Role playing, directed discussions, dramatizations. The solution of problem (learning) objectives, environmental management, interdisciplinary and creative teaching and research projects, aimed at solving environmental problems. (Focusing on the creation of conditions for the combination of rational and creative thinking, cognitive behavior and activity.)

2. Methodical device of the humanistic model of environmental education

The objectives of environmental education, as understood from the standpoint of HMEE require adequate methods and methodological approaches (used in conjunction with traditional). Compliance with educational objectives aimed at achieving the objectives of environmental education, and methodological approaches (and methods) is given in the table.

PEDAGOGICAL APPROACHES AND METHODS,AIMED AT ACHIEVING THE OBJECTIVES OF

ENVIRONMENTAL EDUCATIONThe educational task approach / methodPromoting integrated (emotional and

rational) perception of the nature, the synthesis of the natural sciences and humanities, and on this basis - the manifestation of student abilities, spiritual formation, harmonize his personality (including contact with nature), a holistic perception of picture of the world, awareness of social and environmental problems

Integrating (holistic) approach. Accounting for differences in learning styles

Promoting the fullest satisfaction of cognitive and creative needs of students self-realization

fasilitating approach

Promouting te fullest satisfaktion of-kognitive Andes Creative needs Studentsov of-self-realization

Problem learning

Promoting a better understanding of the educational material, skills development integrated solutions, including social and environmental, problems

Interactive learning

Development project planning and management skills to improve local environmental conditions

Strategic planning

Promote the establishment of environmental awareness, the creation of conditions for building based on environmental ethics of individual moral principles of scale, develop a caring attitude towards the environment and personal perception of ecological problems, independent critical thinking, the ability to formulate and defend their point of view in difficult situations

Method priority of moral values

Environmental education from the standpoint of humanistic model appears as the interdisciplinary field of knowledge (including both natural sciences and

humanities) and, on the other hand - as a process of learning, education, self-development, self-realization, self-actualization, aimed at promoting the establishment of independent, critical thinking, spiritual affluent, socially active citizens in their actions based on the principles of environmental ethics, seeking to acquire knowledge about the environment, to take care of her condition, in person and in cooperation to facilitate resolution of existing and prevention of new social, economic and environmental problems.

The concept of environmental education is presented, in particular, the materials "Intergovernmental Conference" (Tbilisi, 1977), was developed at the International Congress "Tbilisi + 10" (Moscow, 1987). It is based on the idea of the need to incorporate into the general system of education knowledge and skills that make up the foundations of the modern complex ecology.

In the "Declaration of the United Nations Conference on the Human Environment", adopted in Nairobi (1982), referred to the importance of education in enhancing public awareness of the importance of environmental issues.

Despite certain differences in approach to the implementation of environmental education ', the majority of experts recognized the need to include consideration of environmental issues in almost all training programs: from philosophy to sociology and geography and ethics. Environmental education should be an integral part of the content of the primary, secondary, and higher education.

3. Models of the organization of environmental educationIn world practice, we discuss three possible models for the organization of

environmental education:One disciplinary

model of environmental education

Multidisciplinary model of environmental

education

Mixed model of environmental

education

Introduce integrated educational discipline environmental focus.

Implemented by the greening of traditional training courses and disciplines.

We introduce a new course environmental focus, with simultaneous ecologization traditional subjects.

The final model should be given priority. Implementation requires the development of traditional content of the course, the greening of traditional subjects and the development of research on environmental protection a series of workshops.

Currently, there are multi-level system of environmental education:1. theoretical level;2. practical level;

3. methodological level;4. creative level"Too often we give children answers that need to learn, but do not put them

in front of the problems that must be solved", - Roger LewinThe principles of environmental education:1. The integrity of the environment.2. Systematic and continuous environmental education and training.3. Interdisciplinarity.4. Implementation of local history approach.Basic methodological errors in the study of ecology:1. We consider mainly the relationship between man and nature, ie,

dominated by anthropocentrism.2. The environment is very often understood as the protection of nature,

giving the characteristics of the major environmental laws.

3. The role of teachers in environmental educationHistory has preserved for us the words of the Prussian king Vil¬gelma,

uttered after a victorious war with Austria: "This victory is not the army, it is the Prussian teacher has won the Austrian". In other words, the Prussian education system has won the Austrian.

"The teacher in the coming century, is the central figure of the civil society. The future of the country, the nation will depend on it to a greater extent than a politician, businessman, entrepreneur "(Moiseev NN Ecology and education -. M .:" UNIS ", 1996. - 192s.)

To paraphrase this idea, we can say that the ecological crisis in the end of "victory" not experts on environmental protection, and a special system of environmental education.

This is due to the fact that environmental problems are so severe that the permanent formation of the new ecological consciousness in the process of spontaneous development is simply not enough time: it is necessary to use all the channels on the individual effects. Accordingly, all persons who are able to exert this influence must have an understanding of the psychological and pedagogical foundations of environmental education.

And, first of all, this applies to teachers, regardless of specialty. The transfer of knowledge and skills - it is the task of specialists: Environmental Educators and school - teacher of biology and, in part, geography, but the formation of the relationship to nature, goals and motives interact with it, a willingness to choose ecologically sound business strategy - it is the task of all teachers.

The nature of the environmental consciousness of each student in the future may be "indifferent" to the life of nature, even if he will not then the head, receiving global solutions, and will be "simple farmer".

For example, a farmer who with the help of a mechanical mower on the tractor should mow the grass can make circles on a meadow with a starting and ending margins in the center (as is usually done), or starting from the center and postestenno approaching the outskirts. In the first case, animals that live on this

meadow (hares, partridges, quails, etc.), Gradually gathered in its center and eventually killed or maimed by the mower blades. In the second - the animals simply forced out of the danger zone.

To elect the non-threatening animals hay option, the farmer must be elementary environmentally formed: first, to have an idea about the biology of the animals that inhabit the prairie; secondly, to have an appropriate attitude towards them, respect their right to life; thirdly, to own environmentally appropriate haymaking technology and want to apply it.

TOPIC: SOURCES OF ENVIRONMENTAL EDUCATION.Plan1. Modern Ecology is a complex system of interrelated sciences.2. Environment - a major source of scientific outlook3. Psychological foundations of environmental education.4. Pedagogical environmental training base.5. Greening the curriculum.6. The functions of environmental education.

Modern Ecology is a complex system of interrelated sciences. At the present stage of development of ecological borders extended from the research system "organism - environment" to "society - biosphere" system. Ecological knowledge differentiated according to the following criteria:

1. According to the types of organisms (microbial ecology, animal ecology, plant ecology, human ecology).

2. According to the types of environment and set of environmental conditions (steppe ecology, forest ecology, marine ecology, etc.).

3. According to the types of interaction between organisms (autecology, population ecology, synecology).

4. In terms of the organization of the living (cells ecology, ecology of individuals, population ecology, community ecology).

5. By type of human impact on the natural environment (ecology of the city, agrochemical, engineering, industrial ecology).

Ecology is especially valuable because it is a science, looking to the future, based on the principle that the value of the future are no less important than the present value. Ecology - an important source of scientific outlook, and the world is perceived in the process of scientific knowledge and in the process of education. Ecology has a significant impact on the whole education system, which manifests itself in the reorientation of the objectives of education and updating its content, and is a source of environmental education of schoolchildren. Ecology forms of environmental education content and methods of environmental studies is largely reflected in the teaching and research activities of students.

Theory and methods of environmental education is closely linked with psychology, which explores the development of the individual in the learning

process, exploring the psychological foundations of education and training at different levels of education, reveals the peculiarities of the different psychological processes, mechanism of interests, motivations, etc. Environmental psychology forms the idea of patterns and mechanisms of development of ecological consciousness of the person, on the basis of which the theory and methods of environmental education Develop appropriate specific principles and methods of pedagogical management of the development process of mental activity of students.

Communication theory and ecology teaching methodology and pedagogy. Education determines the general pedagogical regularities, principles and organizational forms, which are used for solving the problems of environmental education. Theory and methods of environmental education are directly related to education theory, which interprets the pedagogical requirements of society to the professional activities of an environmental educator to develop qualities of the individual student. Taking into account the social demands on the basis of the theory of education formed educational purposes, which are reflected in the selection of the content of environmental education. On the basis of the provisions of the theory of education are determined by the place and function of student learning activities. Methods and organizational forms of environmental education developed in unity with the methods and techniques of education.

Membership of the theory and methods of environmental education to the Educational Sciences. As an independent area of scientific knowledge, theory and methods of environmental education have their own subject of study, have their own methodology (set of research methods) and terminological apparatus. In ecology, the theory of learning the regularities and principles of training and education of students. The object of research is the methodical system of environmental education and all its components. The subject of the research can be any of the parties object: objectives, content, forms, methods, means of environmental education and environmental education of schoolchildren. In studies of environmental education issues apply scientific methods and techniques which are widely used in educational research: pedagogical supervision, pedagogical experiment, testing, interviewing, questionnaires, rating estimation. Methods of educational research is a set of methods and operations aimed at studying pedagogical phenomena and solving various scientific problems of educational nature. Terminology unit as used in the field of environmental education issues includes pedagogical concepts as "the educational ecology process", "environmental education form", "ecology teaching methods", "methods of education", "environmental learning tool," " pedagogical technologies "and others. The specificity of the content of these terms is defined by the features of subject content, ie the content of environmental education. Thus, object and methods research, scientific terms used in ecology teaching methodology, in essence, are teaching. Therefore, there is good reason to attribute the theory and methodology of environmental education to the Educational Sciences. The concepts of "environmental education theory" and "ecology teaching methodology." The name of the discipline "Theory and Methods of Teaching Ecology" (as well as an

academic discipline in high school), received in connection with the fact that the study of ecology and the scientific organization of the learning process can be considered on two levels: theoretical and methodical. The theory of environmental education includes the laws and principles of selection of content and the choice of training methods, a theory of forms, methods and means of environmental education, the theory of development of environmental concepts. Installed in the environmental theory of learning patterns occur as a dependency selection of content from the biological goals of education, the selection of the content of the lesson by lesson objectives, dependency selection methods on the content developed the concept, the relationship selecting means learning from the methods and steps of the lesson, and others. Effective methods are defined on the methodological level, and means of developing concepts and skills, revealed an optimal combination of these methods and teaching aids, as well as the conditions that promote the successful solution of educational problems in ecology. environmental training technique can be regarded as a work in which the huge role played by the personality of the teacher, his pedagogical culture, professionalism, erudition and tact. Go to the personal teacher education model defines a new quality of training of future teachers, ecologists, signifying the transition from knowledge to personal and original models of teaching. Value-target orientation of methodical preparation promotes the creation of author's techniques in the field of environmental education of schoolchildren.

Environmental education due to the peculiarities of their content has a strong developmental and educational potential. It plays an integrative role in the whole system of general secondary education. The functions of environmental education, involving the greening of the content of education, as follows.

• Integrative function that promotes the synthesis of science and human knowledge, provides students an understanding of environmental aspects of natural science and human knowledge, which contributes to the realization of a coherent scientific picture of the world.

• Worldview function promotes the formation of students' scientific globally oriented outlook. At the heart of this feature are the provisions of the theory of knowledge: the world is a complex system of connections and interactions, changing elements of the system are mutually conditioned, people and society - the result of the evolution of nature, and therefore they are inseparable from nature. Study global environmental processes and the associated threats to mankind problems, their causes and possible consequences, understanding of the possible ways of preventing them - all this defines the style formed by thinking - environmental. The characteristic features of this style of thinking - global, holistic perception of the world with numerous connections, space awareness and the role of man in this world; flexibility, mobility and understanding of their own activities in the context of human experience.

• Social function is defined by the high significance of environmental education and education for all members of society. Environmental education can satisfy not only the interests of the individual and of society needs in the field of

environmental management specialists, ecology and environmental education, but also to promote the ecological safety of the population.

• The cultural function is to form students' environmental culture through the transfer of social experience and culture of mankind in the field of interaction with nature and the environment. This feature focuses on the versatility of knowledge of the world based on the universal appropriation of cultural and environmental values of the past and present. It manifests itself in understanding human relationships and nature, in the sense of nature as a universal value and as an object of the material and the production of human activity. This feature is aimed at understanding the historical types of relations of nature and society in different historical periods, the awareness of the need to develop a new paradigm - the transition of society into a model of sustainable development.

• Training function allows the formation of students' knowledge about the laws of nature and society in their symbiotic relationship; on the causes of conflict in the system "nature - society" and contributes to the development of practical skills for the study of ecological systems.

• The educational function is to form students' valuable relations to nature, reflecting its objective integrity and value, provides the conditions not only for the cognitive, emotional and aesthetic perception of nature, but also for the development of a sense of responsibility for its preservation.

 • Developing function promotes the intellectual development of students, the development of their ecological thinking styles, abilities and needs in environmental education, self-education and self-education. Environmental education as a whole allows each person to realize his oneness with the human community and the biosphere.

ENVIRONMENTAL ENLIGHTENMENT

Today, the solution of environmental problems is one of the main criteria for humane society, the level of its technological and scientific developments, a measure of responsibility makers political and economic decisions. Ecology has become a topical issue of health and human life itself.

Man and nature have entered into a destructive conflict and solve it can only be based on a comprehensive continuing education and training, starting from early childhood, through joint efforts. And an important role in education and environmental education given to libraries, to focus in their collections a solid information base, having such means of persuasion as a book and the word.

The basic and most important requirement for environmental education - a planned and systematic.

Ecology - a "crossroads" of many scientific knowledge. It should therefore be broadly representative of the readers literature on the biological bases of life,

social, economic, cultural and spiritual aspects of human life. Activities on environmental education library the readers will be more effective if the librarian will work closely with the teachers, and, above all, biology, geography and chemistry.

Particular attention should be paid to information-bibliographic maintenance of readers. It is important to provide them with full information, bearing environmental knowledge, using different techniques and forms of library practice.

In each library, it is desirable to analyze the book fund and periodicals to help environmental education: consultations for students and teachers, reference lists of articles of periodicals, thematic shelves disintegrated, and views literature. Literature on ecology is advisable to concentrate in one place fund, which will find the material quickly.

The systematic card index of articles, you can select the section to ask most publications on the subject.

A special role in the education of school children playing ekosoznaniya journalism. Its characteristic feature is that it always reflects the very specific economic situation, thus inviting readers to participate in its resolution. Articles of periodicals librarian to help find the right tone in discussing with the readers of acute environmental problems. Materials of periodicals can be used during the dispute, the court where the accused will appear in the role of the organization. Businesses and individuals who are responsible for the environmental pollution. The accused may itself administrative system - to create the conditions in which no force, destroying the natural and living environment, does not bear any responsibility.

Through various forms of book fund disclosure advisable topics cover:Peace and Ecology;Man, nature and future of civilization;Ecology and ethics: Dimensions of Cooperation;Environmental and human health:Ecology, culture, economy:Planet in Peril:What we leave future generations?Writers on the Environment:Nature - the great master.

According to local radio, you can regularly conduct interviews, reflections, dialogues, reviews of books on the current topic "What you should know about the ecological danger" and the World Environment Day (June 5) dedicate radiovecher or radio log, "The destiny of nature - our fate."

The spread of ecological knowledge, knowledge of nature and its modern state, raising environmental ethics and environmental ethics readers will be

facilitated by correspondence reader's conference on the pages of the local newspaper or intraschool publication.

FORM OF TRAINING IN THE EDUCATIONAL PROCESS ON ECOLOGY

Plan1. The system of environmental education forms.2. General characteristics of environmental education forms.3. Lesson as a form of environmental education.4. School excursion - a form of organization of the educational process.

System ecology forms of learning.Environmental education and training are implemented in class, excursions,

during extra-curricular and extracurricular activities, in carrying out tasks in the home. There are forms of environmental education.

Under the organizational form of education (or training) should understand the limitations of the scope of study time structure of the learning process, including the interconnected activity of the teacher and students in the study of educational material, carried out in a certain order and a certain mode.

Environmental training technique is a relatively young discipline, and some theoretical basis for the definition and classification of forms and methods of teaching it draws from techniques of biology teaching, has long formed, and as an area of scientific knowledge, and as an academic discipline.

In ecology teaching methods, as well as in biology teaching methodology, form of training is perceived as the outward expression of the educational process. Forms of education regulated by joint action of the teacher and the students determine the balance of individual and collective work, activity, cognitive activity of the students and the degree of the leading role of teacher autonomy.

The methodology and practice of environmental education in the school has developed a system of organizational forms of education, including lessons, excursions, elective courses, extracurricular classes, extracurricular activities, homework.

The variety of forms of environmental education gives the opportunity to the educational process richer, fuller use of the natural environment in meeting the challenges of environmental education. The use of all forms of learning in their relationship improves the efficiency of environmental learning. Selecting any form of education is determined by

1. specific training and educational objectives, 2. content of the subject; 3. features material base (technical equipment and environmental

equipment cabinet, a corner of nature and environmental department in the school grounds, etc.),

4. natural features of the school environment.

General characteristics of environmental education forms. History of school science education suggests that initially developed the

structure of the new school subject determine the content and methods of its teaching. Organizational forms in the practice of school began to form later, and later they got a pedagogical and methodological foundation.

The main and the first form of education in the history of the school has become a lesson. It is known that the class-lesson system was first introduced by JA Comenius (1592 - 1670). Since then, the lesson has a central position in the system of training and education. Despite the fact that the current lesson is undergoing significant change, its structural components remain relatively constant over time. Lesson traditionally assumes control of knowledge, learning new material, fixing material studied and homework.

Lesson - the basic form of environmental education.On the lessons sequentially ecology course content is expanded, the

activities organized by students in the assimilation of environmental knowledge and mastery of methods of environmental activities. At the same time apply a variety of teaching methods, teaching methods and teaching aids.

By developing a common methodology for teaching biology, known Methodist NM Verzilin offered the following definition of a lesson as a form of learning: "The lesson - this is the main form of organization of the educational process with the class - a constant, uniform in age and preparing students for a specific team program, schedule, in the school premises. "

The functional significance of ecology lesson should be viewed in different ways:

• lesson as a stage in the process of training, education and development of the individual student;

• lesson as a structural unit of study of ecology course content;• lesson as a means of integration of natural-scientific and humanitarian

concepts as a means of establishing interdisciplinary and intrasubject links between knowledge;

• lesson as a stage monitor, audit and evaluation of students' achievements in the development of the content of the subject;

• lesson as a measure of creativity and pedagogical skill of the teacher.Excursion - important form of environmental education School tour - is a form of organization of the educational process with the

class or group of students carried out with the aim of cognitive outside of school. Excursions into nature, to manufacture, to the museum, the school teaching and experimental site are of great educational and educational value. The study of natural objects and their relationships in the natural environment, monitoring of environmental phenomena contribute to understanding the nature of the student as a complex self-regulating and self-developing system and promote the formation of a scientific outlook.

Excursions in nature and provide an opportunity to define the conditions for the aesthetic and environmental education of students. They are systematized and

generalized ecological knowledge, practically mastered methods of environmental activities, including mastery of methodological skills: observation, taking into account, estimates and forecasts of the state of the environment. On the tours are given the opportunity for the formation of students' skills of research character, for the development of autonomy and responsibility for the results of the work performed.

Forms of learning, complementary lesson and tour, are the extra-curricular, extracurricular work.

Outdoor Activity - form of organization of individual or collective activity of students under the guidance of a teacher for the purpose of development of informative interest and creative activity.

After-hour work - mandatory form of organization of teaching and learning activities of students, carried out in the environmental study, in nature, in the training and experimental site in order to fulfill tasks related to the training program for the environment.

Homework - a form of self-organization of teaching and learning activities of students on homework, setting simple experiments and experiments on the observation of natural phenomena.

The results obtained by students in the performance of after-hour, extra-domestic work, they are reported on the lessons of relevant topics. Materials (herbaria, collections, samples) collected on trips, are used in environmental lessons, in extra-curricular and extracurricular work.

Thus, all forms of education are linked and are mutually reinforcing. The relationship of ecology forms of training provides the conditions for continuous and consistent development of environmental knowledge and skills.

Practical work 1EFFECTS OF ABIOTIC FACTORS ON THE VITAL ACTIVITY OF

ORGANISMS LIVING IN THE SOILPurpose: study the impact of abiotic factors on organisms living in the soilObjectives:

1. Remember the concept of abiotic factors2. List the environmental groups of soil organisms in relation to abiotic factors3. Do the jobControl questions

1. What are the levels of organization of living nature2. What levels of organization of living nature are object of study of ecology?3. What kind of phenomenon is called emergence?4. Define the environmental factors, their classification5. Define the concepts of the body and the environment, give them a brief

classification.Topics of reports and abstracts:

1. Environmental factors and classification2. Abiotic factors terrestrial and aquatic environments3. Biotic factors

4. The laws of the impact of environmental factors5. The body and the environment.6. The concept and definition of environmental factors.7. Classification of environmental factors.

Practical work 2SANITARY-HYGIENIC ASSESSMENT OF WORKPLACE

Purpose: To familiarize with the concept of environmental control and its features

Objectives:1. Determine the types and forms of environmental control2. To view the features of ecological control

Control questions1. Types and forms of environmental regulation2. The concept of normalization.3. Sanitary protection regulations4. Production and resource rationing5. Ecosystem valuation6. Environmental regulations7. Environmental regulations8. Environmental Quality Standards9. Environmental requirements for the development of standards

Topics of reports and abstracts:1. Norms of permissible anthropogenic load2. Standards of waste production and consumption, and whether-Mita on their

placing3. Norms of permissible impact on the environment4. Norms of permissible emissions (MPE), discharge (MPD) and micro-

organisms5. Norms of permissible physical influences6. Standards of forest resources.7. Normalization of the use and protection of water resources.8. Norms of permissible extraction of natural environment components (D

resource po- regulations)

Practical work 3LEVELS OF PARTICULATE AIR POLLUTION STUDY

Purpose: get acquainted with the major global environmental problems

Objectives:1. Examine the global environmental problems of the atmosphere2. To study the global environmental problems of hydrosphere3. Examine the global environmental problems of the lithosphereControl questions1 What is meant by the anthropogenic impact on the biosphere?

2 What are the main types of human intervention in the ecological processes.3 Define the environmental pollution. Specify its forms, objects and scale.4 What are the pollutants pose the greatest risk to the human population and natural biotic communities?5 Why is the protection of natural air is considered to be a key issue of the environment improvement?6 What are the main contaminants (pollutants) air.7 Evaluate the role of different sectors of the economy in atmospheric pollution.8 Give examples of the pernicious influence of highly toxic contaminants (pollutants) on living organisms.9 What is the poisonous mixture of smoke, fog and dust? What are the environmental consequences it brings?10 What is the air pollutant most dangerous for conifers? Expand the mechanism of penetration of toxic substances in plants.11 What are the most important environmental impacts of global atmospheric pollution?12 What causes acid rain?13 Why is the depletion of the ozone layer of the Earth is one of the most important environmental issues?14 What is the ecological function of the lithosphere?15 What is soil degradation (land) and what are its causes?16 Briefly Describe the environmental damage caused by water and wind erosion.17 Show that the overall environmental harm from pesticides (toxic chemicals) exceed the benefits from their use.18 Why, if the erosion can be called a disease of the landscape, the desertification - his death?19 What is meant by physical environmental pollution?20 What uscherboobrazuyuschie dangerous geological processes do you know?

Topics of reports and abstracts:1 Provision of laser safety.2 Industrial plants and their impact on the environment.3 Natural disasters.4 Vehicles and its impact on the ecological situation in urban areas.5 marine oil pollution of the seas.6 protection of wildlife.7 Reserves: essence and purpose.8 Climate change: causes and consequences.9 A man and his desire to conquer nature.10 Computer technology and environmental safety.11 International Environment System.12 Methods for wastewater treatment.13 The effect of the environment on human health.14 Global resources of minerals.

Practical work 4

DETERMINATION OF ANTHROPOGENIC POLLUTIONPurpose: familiar with basic social and environmental problemsObjectives:1 Study the population growth problem, its causes and consequences2 To study the problem of resource crisis, its causes, consequences and solutions3 Examine the issue of new types of impact and its consequences

Control questions1. Man - as a species.2. What is an adaptation?3. What is studying the science of human ecology?4. What diseases are characteristic of modern human society?5. What factors are conditioned?6. What substances called xenobiotics? What groups are they divided?7. What determines the health of the world's population and the preservation of the gene pool?8. What is poverty and how to fight it?9. What are the demographic problems?10. What diseases are called man-made?

Topics of reports and abstracts:1. The subject of social ecology and its relation to other sciences. Development of environmental representations of people from ancient times to the present day: Formation of social ecology subject.2. Socio - environmental interaction and its subjects. Man and society as subjects of socio - environmental interaction. Wednesday Rights and its elements as subjects of socio - environmental interaction.3. The relationship of society and nature in the history of civilization. The culture of hunters and gatherers. The agrarian culture. Industrial society. Post-industrial society, the ideal of the noosphere and the concept of sustainable development.4. Human Behavior in the natural and social environment. Characteristics of environmental needs.5. Human Adaptation to the natural and social environment. The peculiarity of the behavior in the natural and social environment.6. Human Behaviour in critical and emergency situations.

Practical work 5 RESEARCH INHABITANTS OF THE COASTAL ZONE

Purpose: To familiarize with the concept of environmental control and its features

Objectives:1. Determine the types and forms of environmental control

2. To view the features of ecological controlControl questions

1. Types and forms of environmental regulation2. The concept of normalization.

3. Sanitary protection regulations4. Production and resource rationing5. Ecosystem valuation6. Environmental regulations7. Environmental regulations8. Environmental Quality Standards9. Environmental requirements for the development of standards

Topics of reports and abstracts:1. Norms of permissible anthropogenic load2. Standards of waste production and consumption, and whether-Mita on their

placing3. Norms of permissible impact on the environment4. Norms of permissible emissions (MPE), discharge (MPD) and micro-

organisms5. Norms of permissible physical influences6. Standards of forest resources.7. Normalization of the use and protection of water resources.8. Norms of permissible extraction of natural environment components (D

resource po- regulations)

Practical work 6RESEARCH POND LIFE AND ITS PROTECTION

Purpose: To familiarize with the concept of environmental control and its features

Objectives:1. Determine the types and forms of environmental control

2. To view the features of ecological controlControl questions

1. Types and forms of environmental regulation2. The concept of normalization.3. Sanitary protection regulations4. Production and resource rationing5. Ecosystem valuation6. Environmental regulations7. Environmental regulations8. Environmental Quality Standards9. Environmental requirements for the development of standards

Topics of reports and abstracts:1. Norms of permissible anthropogenic load2. Standards of waste production and consumption, and whether-Mita on their

placing3. Norms of permissible impact on the environment4. Norms of permissible emissions (MPE), discharge (MPD) and micro-

organisms5. Norms of permissible physical influences

6. Standards of forest resources.7. Normalization of the use and protection of water resources.8. Norms of permissible extraction of natural environment components (D

resource po- regulations)

Practical work7THE STUDY OF THE STATE OF VEGETATION AND TREES ON THE

BANKS OF THE IRTYSHPurpose: describe the subject field Objectives:1. read and translate the text2. find the meaning of unfamiliar words3. perform exercises to consolidateControl questions:1. The water cycle, the role of transpiration in the water cycle.2. What is the cycling of matter?3. As a result, formed the limestone?4. What is the big and the small circulation of substances, how do they differ?5. Describe the circulation of oxygen and carbon.Topics of abstracts and reports:1. Circulation of substances in the biosphere.2. Global biogeochemical cycles.3. The structure of the biochemical circuits4. Biochemical circuits5. Circuit substances in the biosphere6. The main types of biochemical circuits7. The water cycle

Practical work 8MAKING ENVIRONMENTAL CROSSWORDS FOR PRIMARY SCHOOL

AGEPurpose: To understand the following concepts: environmental education, environmental education, environmental education, environmental ethics and morality, ecological outlook.Objectives:

1. preparation of environmental crosswords;2. preparation of cards for games on environmental education and education for

children of preschool and early school age. Control questions:1. Describe the pre-school environmental education2. Describe the school environmental education3. Give the characteristic to high school environmental education4. Describe the postgraduate ecological education

Topics of reports and abstracts:1. The concept of environmental education of RK.2. The system of environmental education in the Republic of Kazakhstan.3. Basis and methods of environmental education.4. Environmental and patriotic education in the Republic of Kazakhstan.

Practical work 9DEVELOPMENT OF THE ECOLOGICAL PATH FOR STUDENTS

GRADES 5-6 TO BECOME FAMILIAR WITH THE VARIETY OF FLORA AND CONDITIONS OF THEIR HABITAT.

Purpose: Development of the ecological path for students grades 5-6 to become familiar

with the variety of flora and conditions of their habitat.An integrated, systematic approach to the development of environmental

awareness.Objectives:

1. Environmental education and the greening of the educational process: the content, methods, means and forms of organization of learning process.

2. Environmental knowledge as a means of formation of a scientific outlook.3. The material unity of animate and inanimate nature, indissoluble connection

of phenomena in the interaction of organism and environment.4. Basic principles of continuous environmental education: philosophical and

methodological, methodical and didactic, organizational and pedagogical.Control questions:1. Describe the pre-school environmental education2. Describe the school environmental education3. Give the characteristic to high school environmental education4. Describe the postgraduate ecological education

Topics of reports and abstracts:1. The concept of environmental education of RK.2. The system of environmental education in the Republic of Kazakhstan.3. Basis and methods of environmental education.4. Environmental and patriotic education in the Republic of Kazakhstan.Тема 4.

Practical work 10PREPARATION OF STAND, POSTERS ABOUT HEALTHY

LIFESTYLES.Purpose:

Preparation of stand, posters for high school students about healthy lifestyles.Objectives:

1. Environmental education and the greening of the educational process: the content, methods, means and forms of organization of learning process.

2. Environmental knowledge as a means of formation of a scientific outlook.

3. The material unity of animate and inanimate nature, indissoluble connection of phenomena in the interaction of organism and environment.

4. Basic principles of continuous environmental education: philosophical and methodological, methodical and didactic, organizational and pedagogical.

Control questions:1. Describe the pre-school environmental education2. Describe the school environmental education3. Give the characteristic to high school environmental education4. Describe the postgraduate ecological education

Topics of reports and abstracts:1. Flora - biogeocoenose as a component of its diversity and distribution in the

world.2. Space feature plants.3. The relationship of plants and soil.4. Influence of abiotic and biotic factors on plant life.5. Plant Adaptation to operating conditions.6. Plant Ecology.7. The value of plants in nature and human life.8. Human activities and the protection of the plant world.

2.3 INSTRUCTIONS FOR THE IMPLEMENTATION OF TYPICAL JOB

ABSTRACTIt describes the basic concepts related to the subject, or is the plan, based on

which, the student forms the structure of the oral response.CROSSWORDThe first (cover) sheet written theme (which is written on a crossword puzzle),

the name of the student's faculty, his group, name On the second page of written questions to the crossword, apart vertically and horizontally. Then, immediately portrayed himself crossword. Last page should contain the answers (key) to the following issues: Vertical: 1) ... 2) ..., etc .; Horizontal: 1) .... 2) .... Crossword should contain at least 30 words.

GLOSSARYThe title page (see. Crossword puzzle design). Then, in alphabetical order, are

written the basic concepts related to this topic, and give them a clear definition. The concepts should be highlighted in a different font or underlined.

BOOKLETThe title page (see. Crossword puzzle design). For example, on "protected areas

of Kazakhstan", the booklet should include the major categories of especially-protected areas (reserves, natural parks, botanical gardens, nature monuments, etc.), A list of all command--Reserves of the Republic of Kazakhstan with indication of their location, year and the goal of creating. After that, one of the reserves of the republic is described in detail: the location of the reserve, the purpose of its creation, climate, topography, plant and animal species listed in the

Red Book. Booklet is necessary to issue the appropriate illustrative material and to identify a list of references.

TESTSThe title page (see. Crossword puzzle design). Tests should con-harvesting at

least 25-30 questions with the proposed 5-choice questions, one of which is correct. Last page should contain the answers (key) to the questions.

FLOW CHARTThe title page (see. Crossword puzzle design). A block diagram is

schematically represented by a material containing a brief, succinct definitions of basic concepts with an indication of the relationship between them.

PLAN ABSTRACT PRACTICAL EXERCISESThe title page (see. Crossword puzzle design). Abstract-plan must contain at

least 5 assignments on the topic, which represent different types of work. Formulated the goal of practical work, plan tasks. Also available, the material on this practice.

ESSAYThe presentation of his thoughts, views on current social and economic

problems in a variety of genres - criticism, journalism and others.COLLOQUIUMShape control of independent work of the student, carried out in the form of

interviews at section studying a particular discipline with a view to determining the quality of the development of educational material.

ABSTRACTSequential fixation information selected and deliberate process of reading.

Summary There are four types: planned (each question corresponds to a definite plan of the abstract); textual (consisting of citations); free (combining statements, quotes, abstracts); case (containing the answer to the question posed by several sources).

ABSTRACT DIAGRAMSchematic entry reading material. The most common schemes are "family tree"

and "spider". In the "family tree" diagram outlines key components of the NAI-more complex concepts, keywords, etc. and are arranged in a sequence of "top-down" - from the general concept to its private components.

REVIEW ON THE TOPICPrepare a brief review of the literature written on page 1-2 for a suggested topic

with additional material from the press, informational resources.PLAN"Skeleton" of the text, it is compact exposition reflects the sequence-of

material. The plan as a form of entry is usually much more detail transmits the contents of parts of the text than the table of contents of a book or articles subtitles. The form of plan is extremely important to restore memory contents read, to develop skills articulate thoughts, the ability to conduct other types of records. Successfully compiled plan says about the ability to analyze the text of the degree of assimilation of its contents.

PRESENTATION

Oral presentation given by a problem with the representation of the main provisions of the performances in the form of slides, videos, and more.

CURRENT CHALLENGESThe decision of settlement problems with the preparation of the solution

algorithm.REVIEWA critical review of the specific product (article), where the author speaks about

the quality of presentation gives a detailed science-based evaluation of the leading ideas of peer-reviewed sources. Consistently setting out its position on the key issues of the research problem, the author of the review expressed their attitude, their views on the article as a whole and its main provisions.

SUMMARYSummary conclusion of words spoken or written.situational JOBDescription of different situations and the list of tasks to them.SCHEME OF ANALYTICAL ANALYSISDrawing up a plan for the control of the laboratory exercises, consistently

stating the level of certain actions to the analysis of the findings.EXTRACTIn the explanatory dictionary says, "was discharged - then write off any desired,

an important place in the book, magazine, make a sample" (from the word "select"). All the complexity of prescribing is just the ability to find and select the desired one or more texts. Extracts are especially useful when you need to gather material from various sources.

GROUP PROJECTQuest for the development of the project group in an amount of 3-5 students.Business gamesImitation of any process aimed at developing in students the skills necessary for

future professional activities and require pre-treatment and self-completion.objectives treeThe job involves choosing a problem, marking targets for levels; job definition

at all levels and the implementation of the algorithm; identify ways to achieve the goals; range of gauges of quality of work and forms of job control.

REPORTA detailed oral report on any subject, made publicly t. E., In the presence of

listeners, viewers. Typically, as the reports for the proposed teacher training course material, which is not covered in the lectures, and submitted for independent study students. Therefore, the reports made by the students in seminars, on the one hand, make it possible to complement the lecture material, and on the other - gives the teacher an opportunity to assess students' ability to work independently with educational and scientific material.

LIST OF THEMES FOR STUDENT SELF-INDEPENDENT WORK1. The concept of environmental education of the Republic Kazakhstan

2. Environmental education in different countries3. Today's global environmental problems4. My future profession

РЕКОМЕНДАЦИИ ПО ВЫПОЛНЕНИЮ САМОСТОЯТЕЛЬНОЙ РАБОТЫ И СРОКИ СДАЧИ ЗАДАНИЯ

Самостоятельные работы сдаются в соответствии с тематическим планом и сроками, указанными в электронном журнале.

ТРЕБОВАНИЯ К ОФОРМЛЕНИЮ РЕЗУЛЬТАТОВ САМОСТОЯТЕЛЬНОЙ РАБОТЫТЕЗИСНЫЙ КОНСПЕКТ

Описываются основные понятия, касающиеся темы, или делается план, опираясь на который, студент формирует структуру устного ответа. КРОССВОРД

На первом (титульном) листе пишутся тема (по которой пишется кроссворд), название факультета студента, его группа, Ф.И.О. На второй странице пишутся вопросы к кроссворду, отдельно по вертикали и по горизонтали. Затем изображается непосредственно сам кроссворд. Последняя страница должна содержать ответы (ключ) к вопросам: По вертикали: 1) ..., 2) ... и т.д.; По горизонтали: 1) .... 2) ... . Кроссворд должен включать не менее 30 слов.ГЛОССАРИЙ

Титульный лист (см. оформление кроссворда). Затем в алфавитном порядке пишутся основные понятия, относящиеся к данной теме, и даются им четкие определения. Понятия должны быть выделены другим шрифтом или подчеркнуты. БУКЛЕТ

Титульный лист (см. оформление кроссворда). Например, по теме «ООПТ Казахстана», буклет должен включать основные категории особо-охраняемых природных территорий (заповедники, заказники, природные парки, ботанические сады, памятники природы и др.), перечень всех заповедников Республики Казахстан с указанием их места расположения, года и цели создания. После чего подробно описывается один из заповедников республики: место расположения заповедника, цель его создания, климат, рельеф, виды животных и растений, занесенных в Красную книгу. Буклет необходимо оформить соответствующим иллюстративным материалом и обозначить список использованной литературы. ТЕСТЫ

Титульный лист (см. оформление кроссворда). Тесты должны содержать не менее 25-30 вопросов с предлагаемыми 5 вариантами ответов, один из которых верный. Последняя страница должна содержать ответы (ключ) к вопросам.БЛОК-СХЕМА

Титульный лист (см. оформление кроссворда). Блок-схема представляет собой схематично представленный материал, содержащий краткие, емкие определения основных понятий с указанием взаимосвязей между ними.ПЛАН-КОНСПЕКТ ПРАКТИЧЕСКОГО ЗАНЯТИЯ

Титульный лист (см. оформление кроссворда). План-конспект должен содержать не менее 5 заданий по данной теме, которые представляют собой различные виды работ. Формулируется цель практической работы, план, задания. Также предоставляется выполненный материал по данной практической работе.

ЭССЕИзложение своих размышлений, соображений на актуальные

социально-экономические проблемы, в различных жанрах – критики, публицистики и др.

КОЛЛОКВИУМФорма контроля самостоятельной работы обучающегося, проводимая в

виде собеседования по изученным разделам конкретной дисциплины с целью определения качества освоения учебного материала.

КОНСПЕКТПоследовательная фиксация информации, отобранной и обдуманной в

процессе чтения. Конспект бывают четырех типов: плановые (каждому вопросу плана соответствует определенная часть конспекта); текстуальные (состоящие из цитат); свободные (сочетающие выписки, цитаты, тезисы); тематические (содержащие ответ на поставленный вопрос по нескольким источникам).

КОНСПЕКТ-СХЕМАСхематическая запись прочитанного материала. Наиболее

распространенными являются схемы «генеалогическое древо» и «паучок».В схеме «генеалогическое древо» выделяются основные составляющие наиболее сложного понятия, ключевые слова и т.п. и располагаются в последовательности «сверху вниз» — от общего понятия к его частным составляющим.

В схеме «паучок» название темы или вопроса записывается и заключается в овал, который составляет «тело паучка». Затем продумывается, какие понятия являются основными, их записывают на схеме так, что они образуют «ножки паучка». Для того чтобы усилить устойчивость «ножки», к ним присоединяют ключевые слова или фразы, которые служат опорой для памяти. Составление конспектов-схем способствует не только запоминанию материала. Такая работа развивает способность выделять самое главное, существенное в учебном материале, классифицировать информацию.

ОБЗОР ПО ТЕМЕПодготовка краткого письменного литературного обзора на 1-2

страницы по рекомендуемой теме с привлечением дополнительного материала из печати, информационных ресурсов.

ПЛАН«Скелет» текста, он компактно отражает последовательность

изложения материала. План как форма записи обычно значительно более подробно передает содержание частей текста, чем оглавление книги или подзаголовки статей. Форма записи в виде плана чрезвычайно важна для восстановления в памяти содержания прочитанного, для развития навыка четкого формулирования мыслей, умения вести другие виды записей. Удачно составленный план говорит об умении анализировать текст, о степени усвоения его содержания.

ПРЕЗЕНТАЦИЯУстное выступление по заданной проблеме с представлением основных

положений выступления в виде слайдов, видеороликов и другое. РАСЧЕТНЫЕ ЗАДАЧИРешение расчетных задач с составлением алгоритма решения.РЕЦЕНЗИЯКритический отзыв о конкретном произведении (статье), где автор

высказывается о качестве изложения материала, дает развернутую научно обоснованную оценку ведущих идей рецензируемого источника. Последовательно излагая свою позицию по ключевым вопросам исследуемой проблемы, автор рецензии высказывает свое отношение, свои взгляды на статью в целом и на главные ее положения.

РЕЗЮМЕКраткий вывод из сказанного, написанного.СИТУАТИВНЫЕ ЗАДАНИЯОписание различных ситуаций и перечень заданий к ним.СХЕМА АНАЛИТИЧЕСКОГО АНАЛИЗАСоставление плана проведения контрольного лабораторного занятия,

последовательно излагая ступени тех или иных действий с анализом выводов.

ВЫПИСКАВ толковом словаре говорится: «Выписать - значит списать какое-

нибудь нужное, важное место из книги, журнала, сделать выборки» (от слова «выбрать»). Вся сложность выписывания заключается как раз в умении найти и выбрать нужное из одного или нескольких текстов. Выписки особенно удобны, когда требуется собрать материал из разных источников.

ГРУППОВОЙ ПРОЕКТЗадание по разработке проекта группой в количестве 3-5

обучающихся.ДЕЛОВЫЕ ИГРЫИмитация любого процесса, направленная на выработку у

обучающихся навыков, необходимых для будущей профессиональной деятельности, и требующая предварительной подготовки и самостоятельного завершения.

ДЕРЕВО ЦЕЛЕЙ

Задание, предполагающее выбор проблемы, обозначение целей по уровням; определение задания на всех уровнях и алгоритма их выполнения; определение способов достижения целей; выбор измерителей качества работы и формы контроля заданий.

ДОКЛАДРазвернутое устное сообщение на какую-либо тему, сделанное

публично, т. е. в присутствии слушателей, зрителей. Обычно в качестве тем для докладов преподавателем предлагается тот материал учебного курса, который не освещается в лекциях, а выносится на самостоятельное изучение студентами. Поэтому доклады, сделанные студентами на семинарских занятиях, с одной стороны, позволяют дополнить лекционный материал, а с другой — дают преподавателю возможность оценить умения студентов самостоятельно работать с учебным и научным материалом.

ИНДИВИДУАЛЬНЫЙ ПРОЕКТЗадание по разработке исследовательского проекта по актуальной теме,

рассчитанное на наиболее подготовленных обучающихся.

6. List of recommended literature 6.1. Main Reading6.1.1 Коробкин, В.И. Экология: учеб. для вузов / В.И. Коробкин; В.Передельский, Приходченко О.Е. М.: "Кнорус", 2009. - 345 с.6.1.2 Бигалиев А.Б., Халилов М.Ф., Шарипова М.А. Основы общей экологии Алматы, Қазақуниверситеті», 2007, 246с.6.1.3 Колумбаева С.Ж., Бильдебаева Р.М. Общая экология. Алматы, «Қазақуниверситеті», 2006, 204с. 6.1.4 Скрипникова Л.В. Промышленная экология.- Семипалатинск.,2007.6.1.5 Коробкин, В.И. Экология в вопросах и ответах: учеб. Пособие для вузов / В.И. Коробкин; В.Передельский. - 5-е изд.- Ростов н/Д: Феникс, 2010.- 384 с. 6.1.6 Григорьева И.Я. Учебно-методические материалы. УМКД- часть-3.- Семей, 2012, 157с.6.1.7 Коробкин, В.И. Экология: учеб. для вузов / В.И. Коробкин; В.Передельский.13-е изд.- Ростов н/Д: Феникс, 2008.- 602 с.6.1.8 Григорьева И.Я. Практикум «Экология и устойчивое развитие» для студентов не биологических специальностей.- Семей, 2008, 96с6.1.9 Панин М.С. Загрязнение окружающей среды. Семей .2011, 548с.5.1.10 Экологический кодекс РК, Астана 2007 г.6.2.ReferencesMore6.2.1Англо - русский биологический словарь.- М.: «РУССО», 2000. 6.2.2 Англо-казахско-русский словарь.Химия - КарГУ.,2011г6.2.3 Гальскова 1 Г.Д., Гез Н.И. Теория и методика обучения иностранным языкам. Лингводидактика " Методика.- Москва, 2005.6.2.4 Луговекая Е.I Г, Апековар.н., Бурова Т.В., МахметоваД.М. Методическая разработка по английскому языку для студентов естественных фа культ етов "Ecology".- Алматы: Казак университет, 2011.

6.2.5 Федорова А.И., Никольская А.Н. Практикум по экологии и охране окружающей среды. Москва. 2003г.

6.3. Internet resources6.3.1 http://www.biologynews.net6.3.2 http://www.grid.unep.ch/geo/6.3.3 http://www.rec.org/6.3.4 http://www.grida.no/