Формування екологічного стилю мислення студентів у процесі навчання фізики
Дата
2015
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
Стаття присвячена висвітленню загальних теоретичних та часткових практичних аспектів педагогічної проблеми формування у студентів екологічного стилю мислення у процесі навчання фізики. Зазначаються принципи формування екологічного стилю мислення, які узгоджуються з дидактичними принципами, визначаються конкретні шляхи його формування, обґрунтовується особлива роль фізики в екологічній освіті. Робиться висновок про формування у студентів чіткого уявлення щодо існування екологічних проблем як соціальної реальності сучасного життя, про зв’язок їх подальшої практичної діяльності з вирішенням цих проблем на основі оптимізації взаємин із природою.
Today, the problems in the relationship of man and nature have a great influence on the development of civilization. In these conditions it is necessary to shape people’s thinking, which is able to withstand global catastrophes. That is the teaching task of forming the ecological style of thinking in the process of training and education of students on employment on the physics. At the heart of the process of formation of ecological thinking style is a set of principles: the principle of humanization, the principle of integration, the principle of interconnection of theoretical knowledge and practical activities, the principle of joint disclosure of global, national and regional studies of the factors of nature, the principle of continuity and systematic. The overall goal of the formation of the ecological thinking style of younger generations is facing all academic subjects. But a special role among them is played by physics. The study of physics gives students an idea of the integrity of nature, the interconnectedness and interdependence of processes occurring in it, the source of «natural» pollution. Physics plays a critical role in the proper understanding of many ecological problems as a side effect of technological progress. It serves as the scientific basis of the technical means, which are created to neutralize the harmful effects of human activity, the nature of the technologies used. Therefore, consistent disclosure of relevant aspects of ecological education throughout the course of physics and the development of the students’ ecological thinking style on this basis should be a priority today in the teaching of physics. The interdisciplinary nature of ecological education should consider the needs to interact with the teachers of other subjects to integrate and synthesize all the studied ecological material. For this purpose, it is desirable to organize a cycle of lectures by teachers of related disciplines, joint problem solving lessons, seminars on ecological issues, etc. As a result, students should have a clear idea of the existence of environmental problems – social reality of modern life. Their implementation will be in the future related to the solution of these problems by optimizing the relationship with nature. This optimization is feasible in terms of science and technology, and therefore there is no valid reason for pessimism yet.
Today, the problems in the relationship of man and nature have a great influence on the development of civilization. In these conditions it is necessary to shape people’s thinking, which is able to withstand global catastrophes. That is the teaching task of forming the ecological style of thinking in the process of training and education of students on employment on the physics. At the heart of the process of formation of ecological thinking style is a set of principles: the principle of humanization, the principle of integration, the principle of interconnection of theoretical knowledge and practical activities, the principle of joint disclosure of global, national and regional studies of the factors of nature, the principle of continuity and systematic. The overall goal of the formation of the ecological thinking style of younger generations is facing all academic subjects. But a special role among them is played by physics. The study of physics gives students an idea of the integrity of nature, the interconnectedness and interdependence of processes occurring in it, the source of «natural» pollution. Physics plays a critical role in the proper understanding of many ecological problems as a side effect of technological progress. It serves as the scientific basis of the technical means, which are created to neutralize the harmful effects of human activity, the nature of the technologies used. Therefore, consistent disclosure of relevant aspects of ecological education throughout the course of physics and the development of the students’ ecological thinking style on this basis should be a priority today in the teaching of physics. The interdisciplinary nature of ecological education should consider the needs to interact with the teachers of other subjects to integrate and synthesize all the studied ecological material. For this purpose, it is desirable to organize a cycle of lectures by teachers of related disciplines, joint problem solving lessons, seminars on ecological issues, etc. As a result, students should have a clear idea of the existence of environmental problems – social reality of modern life. Their implementation will be in the future related to the solution of these problems by optimizing the relationship with nature. This optimization is feasible in terms of science and technology, and therefore there is no valid reason for pessimism yet.
Опис
Ключові слова
екологія, екологічний стиль мислення, екологічна освіта, фізика, навчання фізиці, ecology, ecological thinking style, ecological education, physics, learning of physics
Бібліографічний опис
Хурсенко, С. М. Формування екологічного стилю мислення студентів у процесі навчання фізики [Текст] / С. М. Хурсенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 7 (51). – С. 190–197.