«Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro
standartlarini joriy etishda muvaffaqiyatli
xalqaro tajriba» 16 dekabr, 2022 yil.
60
Annotation:
This article is devoted to the issues of financial literacy in environmental
education among today’s youth. The article analyzes modern methods and approaches in
teaching financial literacy among young people, as well as their impact on environmental
reforms.
Key words:
environmental reforms, Olympiads, digitalization, adaptation, financial cri-
teria, “creative” therapy.
By the system of ecological education, we mean a set of interrelated compo-
nents of interaction between a teacher and students (tasks, principles, content,
forms, methods) in their sequence, continuity, and unified orientation, which
form the perception of reality from the standpoint of an ecologically cultural
personality.
The form is the nature of the orientation of the activity. The form is based on the
leading method. Forms and methods of educational work are chosen by student
collectives on the basis of a systematic, democratic approach, taking into account
the interests and needs of the individual and reality. The upbringing of more im-
portant personality traits involves the ability of the class teacher to organize the
life of the student collective [1].
Forms of upbringing are those specific activities or means of educational work
(conversations, meetings, evenings, excursions), types of student activities (train-
ing sessions, subject circles, competitions, Olympiads), as well as visual aids (film
demonstrations, paintings) that are used in the process of implementing a partic-
ular method.
Used to foster environmental awareness in the educational process, environ-
mental and psychological training, integral search group and role-playing games,
creative «therapy», «brainstorming», and simulation, aimed at updating personal
involvement, emotional sphere, formation of motives of environmental content,
which ensures the systematization of the worldview attitudes of students. [2].
The content of ecological education is assimilated by students in their various
activities. Each of the forms of organization of the educational process stimulates
different types of cognitive activity of students: independent work with various
sources of information allows you to accumulate factual material, to reveal the
TASHKENBAYEVA D.A.
FINANCIAL
LITERACY IN
ENVIRONMENTAL
EDUCATION
https://doi.org/10.47689/STARS.univer-
s i t y - 5 - p p 5 8 - 6 0
STARS International University
61
essence of the problem; the game forms the experience of making appropriate
decisions, creativity, allows you to make a real contribution to the study and pres-
ervation of local ecosystems, the promotion of valuable ideas. The formation of
economic knowledge in the foundations of sciences involves the use of active
methods: problematic presentation of new material, heuristic conversation at a
seminar, and a research method when students perform economic tasks of vary-
ing complexity.
The problem of teaching and upbringing methods is one of the cardinal ones
in didactics and in pedagogy in general. The effect of all the functions of training
and education depends on the correct solution. The purpose of the method is not
a simple transfer of knowledge, but to stimulate the cognitive need of the student,
and his interest in knowledge.
Methods of upbringing in higher education are ways of joint purposeful activity
of the teacher and students to solve the problems of forming a diversified person-
ality of a future specialist [3].
The following methods are most common: explanation, story, conversation, lec-
ture, work with a student, demonstration, analysis, synthesis, comparison, problem
presentation of material, laboratory and practical work, exercises, independent
work, creative work, encouragement, approval, censure, condemnation, question-
ing, tests, checking homework, test, exams.
Oral presentation of material by the teacher as a teaching method. It includes a
story, explanation, school lecture, and conversation. They are called verbal (oral,
verbal). Storytelling and explanation are the most common. This is a sequential
presentation of the material being studied. School lecture - presentation of more
complex, extensive material. Storytelling, explanation, lecture - monologue or
communicative methods. The conversation is a dialogical method.
Conversation as a method of education. The essence of the method is that the
teacher, with the help of skillfully posed questions, encourages students to active-
ly reproduce the presented material with the aim of its deeper understanding and
assimilation, aesthetic perception of the surrounding life, and art.
During the conversation, the teacher, relying on the student’s knowledge and
practical experience and using the questions, leads the students to understand
and assimilate new knowledge.
This is a question-and-answer method of upbringing, used at all stages of the
upbringing process. Types of conversations for communicating new knowledge,
consolidating knowledge, as well as for repeating the material covered. The con-
versation is a very complex method, very thorough preparation is required, and
questions and answers should be clear, concise, understandable, and complete.
Today, the greening of all spheres of public life is vital. And first of all, of course,
the person himself must be ecologized in all spheres of his activity: in production,
everyday life, education, and training. The ecological problem has a number of
such features, which are very important to take into account in the process of
ecological education and enlightenment of people.
The main problem, which simply needs to be solved, is the impact on the con-
sciousness of people so that there can finally be a transition from a simplified,
metaphysical understanding of the problem of interaction between society and
nature to a more adequate (modern) understanding.
«Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro
standartlarini joriy etishda muvaffaqiyatli
xalqaro tajriba» 16 dekabr, 2022 yil.
62
List of used literature
1.Gavrilov A.V., Gavrilova L.A. Didakticheskiye printsipy ekologicheskogo
obrazovaniya studentov v vysshey shkole // Materialy III Mezhdunar. nauchno-prakt.
konf. «Professional’noye obrazovaniye na rubezhe tysyacheletiy: nepreryvnost’ i
integratsiya – sostoyaniye, problemy i perspektivy razvitiya». CH. I. (Minsk, aprel’,
1999). // Internet-zhurnal «Ecologylife.ru».
2.Fedotova L.A. Ekologicheskoye obrazovaniye i vospitaniye studentov //
Vestnik KASU (online versiya zhurnala)
3.Nazarova N.S. Okhrana okruzhayushchey sredy i ekologicheskoye vospitaniye
studentov. – M.: Vyssh. shk., 2009.
