Volume 04 Issue 12-2024
181
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
181-184
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The task of systematizing and improving the process of forming environmental consciousness and worldview in the
system of lifelong education, researching the components of environmental education, and developing
environmental knowledge and skills of future teachers and educators is discussed. innovation basis.
KEYWORDS
Continuous education, eco-aesthetics, eco-aesthetic educational factors, eco-aesthetic education, basic principles of
environmental education.
INTRODUCTION
Today, in the system of continuous education, the
tasks of systematization and improvement of the
process related to the formation of ecological
consciousness and worldview, researching the
components of ecological education, developing
ecological knowledge and skills in future pedagogues
and educators on an innovative basis are gaining
importance. In the development of eco-aesthetic
culture in future preschool education specialists,
attention was paid to the following components: In
such conditions, one of the important pedagogical
tasks is to develop the ecological knowledge and skills
of future preschool teachers, to form their eco-
aesthetic culture, and through this, to understand the
ecological sophistication, feel the beauty of nature,
and to be careful with the environment. in Kalmyk. As
a result, the level of the children they bring up will
increase in their careful attitude to the environment,
Research Article
FORMATION OF ENVIRONMENTAL CONSCIOUSNESS AND WORLDVIEW
IN THE SYSTEM OF CONTINUING EDUCATION TODAY
Submission Date:
December 09, 2024,
Accepted Date:
December 14, 2024,
Published Date:
December 19, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue12-38
Oygul Ashurova Anvarjonovna
Teacher of the "Preschool Education" department, Fergana State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 12-2024
182
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
181-184
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
care for it, love for it, and awareness of its greatness.
The effectiveness of environmental education will
change in a positive direction.
Future preschool educators are required to influence
the formation of ecological and aesthetic worldview of
children based on the formation of eco-aesthetic
culture, to develop ecological knowledge based on
aesthetic taste and refined attitude to nature. The
minimum requirements set by the state for the level of
school readiness of children include the realization that
everything that surrounds a person is nature, including
fruit trees (apples, grapes, peaches, pears, cherries,
cherries, etc.), distinguish between flowers (roses,
basil, ranunculus, roses, tulips), vegetables and fruit
crops (tomatoes, cucumbers, potatoes, onions,
carrots, cabbage, melons, watermelons, pumpkins,
etc.) and houseplants; domestic animals (sheep, cow,
horse, donkey, dog, cat, goat); wild animals (wolf, fox,
bear); insects (dragonflies, wasps, butterflies, ants,
beetles, etc.); distinguish between birds (swallows,
sparrows, warblers, pigeons, nightingales, crows,
parrots, etc.), mountain, river, lake, garden, spring,
flower garden, meadow , crops, air, water, sun, wind,
snow, rain, clouds, stars, moon, etc. The issue of
instilling love for nature in young people remains an
urgent problem of the past, present, and future.
Eco-aesthetic education has social, biological and
aesthetic importance in human life. The social
importance of eco-aesthetic education is that a person
lives directly in the bosom of nature, lives in constant
communication and relationship with all the material
resources of nature. Among them, this complex
system of relationships is called "life". Nature is the
guarantee of the existence and continuity of human
life. However, at the same time, man is the owner of
the main force that plays the most important role in the
preservation and protection of nature. It is necessary
to enrich nature with his mind and intelligence, to use
its resources wisely and sparingly, to guarantee that
natural objects will not be damaged, lost or polluted. If
the balance of social relations between man and
nature is disturbed, then either nature or man will
definitely suffer.
The ecological significance of eco-aesthetic education
is that since man is a part of nature, his natural-
biological needs are satisfied directly through the
material wealth and beauty of mother nature. The main
means important for human biological survival are
food and clothing products obtained from the earth,
air, water, plants and animals; sources of light and heat
are all invaluable gifts of nature to mankind. This
person cannot live without them. Therefore, the
cleanliness, non-pollution, non-disappearance, and
non-destruction of basic necessities is a guarantee of
prolonging human life. In addition, people derive
spiritual pleasure and benefit from them. Beautiful
natural scenes can affect human emotions so much
that, as a result, the feeling of discipleship burns in the
heart of a person, or he takes a pencil and seals this
beauty on paper forever. agrees to stay.
Man has felt his closeness with nature since time
immemorial. Therefore, he tries to get close to him as
much as possible, to get along with him. When a
person is deeply saddened, and on the contrary, when
he is very happy, he wants to throw himself only in the
caress of nature. The nature is as follows: whether it is
by the river, climbing the mountain, wandering
through the rocks, they keep the nature familiar to
themselves, to their heart's desire and joy or pain and
sorrow.
Volume 04 Issue 12-2024
183
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
181-184
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
When children enjoy the beauty of nature, their hearts
open and their creativity develops. On the contrary, if
children come across ugly, ugly things in nature or
witness its beautiful scenery being trampled, their
tongues become restless and their anger flares up.
Therefore, preserving natural beauty is important for
human life. It is especially important to develop an
aesthetic attitude towards nature in children by
introducing them to insects. So, nature plays an
important role in a healthy, beautiful life of a person.
The main goal of eco-aesthetic education in preschool
children is to instill in them a strong love for nature.
Although this goal is considered general, there are also
specific goals arising from the same general goal: For
example, when studying the topic "Introduction to
insects", the main goal is to instill in preschool children
a sense of love for insects, not to kill them, and to
educate them to enjoy them. are listed, when
introduced to their species (butterfly, ladybug, bee,
beetle),
loving insects and caring for them will rise to the level
of the main goal. Also, loving nature, respecting it
carefully, taking care of living animals not only arouses
interest in nature, but also fosters patriotism, hard
work in children, honoring and increasing natural
resources of adults. qualities of respect for one's work
are formed. The nature corner of the preschool
educational institution, where houseplants and some
animals are cared for, helps to introduce children to
nature and instill love for it. After all, a child should
understand that nature is a blessing, that a person gets
everything necessary for his life from it, and that
nature is a nurturer of a person.
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Volume 04 Issue 12-2024
184
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
181-184
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
14.
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