Abstract
The purpose of the article is to analyze such a problem of pedagogical science at the present stage as the cultural and aesthetic development of primary school children in environmental education. The article reveals the essential and content characteristics of the concepts "cultural development", "aesthetic culture"," environmental education"," ecological culture","cultural and aesthetic development of primary school children in environmental education". The cultural and aesthetic development of primary school children in environmental education is considered as a way of forming a harmonious, integral, truly intelligent, civilized and spiritual personality. The article presents the materials, methods, pedagogical conditions, the results of an experiment to determine the level of cultural and aesthetic development of primary school children in environmental education through familiarity with the natural world, as well as the tasks facing the modern primary school to form the cultural and aesthetic development of primary school children in environmental education.
Highlights
The XXI century is characterized by a high level of scientific and technological progress
As a result of a retrospective analysis of the literature on the problem under study, we identified the following pedagogical conditions for the formation of cultural and aesthetic development of elementary school students in environmental education:
The studies conducted at the ascertaining stage of the experiment showed that the majority of elementary school students in the experimental and control groups have a low level of cultural and aesthetic development – elementary school students (49.5%) in the experimental group and people (48.6%) in the control group; the average level – 36 elementary school students (35%) in the experimental group and 39 people (36.4%) in the control group; a high level of cultural and aesthetic development is diagnosed in 16 elementary school students (15.5%) in the experimental group and 16 elementary school students (15%) in the control group
Summary
The XXI century is characterized by a high level of scientific and technological progress. E. Fromm touches upon a "cybernetic person" is, on the one hand, a highly intelligent, technically educated person, but on the other hand, not capable of truly human relations and spiritually alienated from the surrounding world (Fromm, 1990). Fromm touches upon a "cybernetic person" is, on the one hand, a highly intelligent, technically educated person, but on the other hand, not capable of truly human relations and spiritually alienated from the surrounding world (Fromm, 1990) Since it is not typical for a "cybernetic person" to feel responsible for the state of the environment, the consequences of this phenomenon can be seen both in the system of social relations and in the environmental crisis
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