Ecology in the modern sense is a complex scientific practical complex affecting science, education and social and practical activities of people. Numerous areas of science and practice increasingly see man, his biosocial nature, his true interests, and well-being as the center of their research. The most important condition of which is primarily social and psychophysiological health. The vital activity of a person, the creation of conditions for normal work, recreation, spiritual and physical education depend on all members of society. In particular, from ecological culture.
Ecological culture of society is a relative part of universal culture, a system of national and universal values that expresses and determines the nature of relations between society, man and nature in the process of creating and mastering material and spiritual values, the measure and method of human involvement in the sustainable maintenance of the natural environment for the progressive development of society, the degree of responsibility of man to society and society to man for the state of nature and the prudent use of natural resources. The development of the ecological culture of society is realized through the system of environmental education, education and information.
A person cannot exist outside of the surrounding nature, because he himself is a part of it. And in order to live in harmony with nature, and only such a life can be happy, because it passes without an internal discord between a person and himself, a person must obey the laws that are uniform for the whole of nature. The preservation of the Earth's biosphere as an ecological niche of humanity, an integral system of life - this is a common cause that can unite all countries and peoples of the world.
The main thing is that everyone should be involved in the fate of the fatherland and the fate of the world. Environmental education is developing in world practice as one of the most important measures to overcome the environmental danger hanging over our planet. A modern person should be well-versed in environmental issues and environmental protection[1].
The main task of environmental education in educational institutions is to form students' correct perception of the role and place of man in the global system "nature-man-society". It is important to equip the younger generation with the necessary ecological and environmental knowledge. It is necessary to educate schoolchildren in a careful attitude to nature, to all living things, to do it in an accessible, understandable and interesting way.
The discipline "English language" provides ample opportunities for students to develop ecological culture and environmental knowledge. New textbooks and manuals allow you to introduce whole courses on ecology to study the world around us, fauna and flora directly within the subject "English". At foreign language lessons there are all conditions and opportunities for the formation of ecological culture of students, you can use a variety of forms and methods of work: conversations and lessons on ecology, exhibitions of children's drawings, contests of stories about favorite animals and plants, project method, presentations, game techniques, testing, excursions[2].
Various forms of work contribute to the successful solution of the tasks set for the formation of the ecological culture of students. Therefore, it is necessary to use a variety of forms, methods, techniques, and means that, by influencing the emotional and sensory spheres of the individual, contribute to the formation of the ecological culture of students. The effectiveness of ecologization of education in English lessons can be ensured by including in the learning processes such forms and methods that put students in the position of researchers and discoverers. In this regard, the method of mini-projects and practical work are particularly promising. This method is focused on the independent activity of students, organically combined with a group approach to learning and is aimed at solving the problem. Secondly, the method of mini-projects ensures that the student is placed in a subjective position in teaching, in the author's position, which is the basis of environmental education. Environmental education of students through the subject of a foreign language can go along the line of supplementing traditional topics with information of environmental content. This implies the need for the formation of a person's sensual attitude to the surrounding world. There is no doubt that the subject of foreign language lessons suggests ample opportunities to work in this direction. The topics of the first years of teaching a foreign language - such as "My family", "Weather", "My house", "Animals", "School", "The place where I live", etc. are directly related to the goals and objectives of environmental education. For example, on the topic "Animals", not only the names of animals, their habitat are studied, but also on the basis of the knowledge gained, students learn to compose a story about their favorite pet or wild animal. It is said that animals should be protected.
It is a little more difficult to form a positive attitude and instill love for "unpleasant" animals and plants, such as snakes, frogs or poisonous mushrooms and berries. A correct positive attitude to the environment can be formed by giving children emotionally rich information about the role of all objects and phenomena in the ecosystem, understanding that everything in nature is interconnected and interdependent, everything fulfills its role, that the loss of any component threatens irreversible consequences for humanity.
When studying the topic "The place where I live", "Environment" or "House and buildings", students are introduced to vocabulary on an environmental topic: earth, sun, nature, danger, pollute, environmental problems and others, we talk about the flora and fauna of our native land. Rare plants, endangered animals and birds of our region are listed in the "Red Book". The appropriate texts and mystery stories are selected, the children carry out the project "The Red Book of their native Land". Thematic riddles, proverbs, fairy tales also play a role in solving environmental problems. They receive information from texts that our planet is in danger. To preserve it, you need to protect forests and parks, fight garbage, keep the city clean. Students compose messages on this topic, make drawings.
Students receive environmental education when studying the topic "Seasons. Weather". Observing nature at different times of the year, taking care of birds in winter contributes to the development of students' love for their native land, for the Motherland. At the English lesson, students prepare messages about their favorite time of the year, learn poems and songs, listen to music, and engage in project activities. For example, the project "My favorite time of the year". The purpose of this project is the development of creative imagination and creative abilities of students, fostering a careful attitude to nature and the surrounding world [3].
The project methodology makes it possible to make the learning process personally significant for students, where they will be able to unleash their creative potential, show and realize their research abilities, activity, independence. The project methodology arouses students' interest in the subject and material being studied, maintaining the motivation of learning at a sufficiently high level.
Another auxiliary tool in environmental education and education of students in foreign language lessons is the demonstration of video stories about nature, animals and birds. The audiovisual method is one of the leading auxiliary methods of teaching a foreign language. It provides visibility, a vivid emotional representation of the educational material, creates an image of the subject of study, has a high informative value, and also gives students
the opportunity to get an adequate idea of foreign language speech. The use of folk signs and proverbs in foreign language lessons also plays an important role in the environmental education of students. The use of proverbs, sayings, and signs in foreign language lessons contributes to the formation of linguistic guesswork, students, comparing various expressions with the same meaning, understand that there are different ways of forming thoughts, understand the connections between the form and meaning of linguistic phenomena.
The ecological component introduced into the subject broadens the horizons of students, develops the cognitive abilities of schoolchildren, evokes a love of nature, the ability to communicate on an equal footing on this topic with their peers abroad, increases their ecological culture. The involvement of students through the English language in the field of ecology not only helps to solve problems of a purely linguistic nature, but also forms a respectful attitude to the national heritage to the values of generations, the desire for mutual communication[4].
Literature:
- "Models of environmental education content." Environmental education. 2011 No. 1, p. 12.
- Mammadov N. M. Theoretical foundations of environmental education. Environmental education and sustainable development. - M., 1995.
- Educational process: the study of effectiveness. Methodological recommendations. Ed. E.N. Stepanova. – M, 2001.
- Dosmakhanova, M. S. Bilim alushylardyң ekologiyalyқ mәdeniyetіn қalyptastyru/M. S. Dosmakhanova. - Text: direct//Young scientist. — 2014. — № 1.2 (60.2). - S. 22-23. - URL: https://moluch.ru/archive/60/8904/ (case date: 22.11.2021).