Abstract
The article deals with methodological aspects of the development of ecological culture of schoolchildren in a multicultural educational environment. The authors identify two acute problems in modern society – multiculturalism and ecology. The Russian Federation is a multicultural country. Multicultural education is aimed at preserving the diversity of Russian society, carries the potential and tool for protecting ethnic and national communities in a multi-ethnic Russia, promotes the integration of all territorial-economic, political and national-cultural communities into a single Russian nation, allows a person to adapt to a multicultural world, helps a person understand himself and the people around him and promote the social role of a cultural person in society. The authors consider the relationship between multiculturalism and ethnopedagogy, identify the main pedagogical approaches and principles of development of multicultural education. The article notes the importance of integration of two significant areas in education and in the world - ethnology and ecology. Together they make an ethno-cultural module and an eco-cultural module which form the values for the society sustainable development. The possibility of using the technology of project activity through the implementation of ethno-ecological projects of students is considered. The authors note that ethnoecological projects on the dominant activity of students can be of different directions: research, educational, creative or practical ones. The most effective way to work on projects is through the implementation of a system of eco-oriented multicultural project weeks. Authors pay an important attention to the projects aimed at studying the ethnoecological traditions of the native land, the peculiarities of its geography, climate, natural landscape, flora and fauna, reflected in folklore, folk crafts, cults, rituals, holidays, legends, myths, etc.
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