Формування екологічної компетентності студентської молоді

Abstract

(ua)У пропонованій статті йдеться про необхідність формування в студентської молоді екологічної компетентності. Зазначені умови підвищення ефективності навчально-виховного процесу з формування екологічної компетентності особистості.

(ru) В предлагаемой статье говорится о необходимости формирования у каждой личности экологической компетентности. Указаны условия повышения эффективности учебно-воспитательного процесса по формированию экологической компетентности личности.

(en) The question of ecological competence of the individual has become rather topical recently. The process of creating conditions for improving expertise and practical skills in the sphere of interaction with Nature, as well as formation of axiological, non-pragmatic and responsible attitude to the environment, are of primary importance. Ecological competence is viewed as the individual’s ability to apply ecological expertise and acquired experience of axiological attitude to Nature in certain ecological situations in order to make relevant decisions, to take responsibility for them and to advocate one’s socially significant ecological positions. To teach a person to make relevant decisions in certain ecological situations, one must pay special attention to the formation of specific axiological checkpoints and individual skills of decision-making. Besides, an integral part of the process of educational activity is creation of required pedagogical conditions to form the individual’s ecological competence. Such pedagogical factors can be divided into three groups: 1) social pedagogical; 2) psychological pedagogical; 3) operational pedagogical. While compiling an individual syllabus for creating prospective teachers’ ecological competence, we outline the following tasks: to extend, generalize and systematize the scientific expertise about the interaction between a person (society) and Nature, its intrinsic value, as well as social and personal significance acquired in studying various disciplines; to develop the skills to apply this expertise when teaching ecological advocacy to pupils; to introduce innovative technologies of teaching and upbringing; to master the methods of formation of pupils’ ecological competence; to ensure high professional mobility.