Ассоциации «общенациональное движение «бобек» конгресс ученых казахстана

SCIENCE AND EDUCATION IN THE MODERN WORLD: 
CHALLENGES OF THE XXI CENTURY"
 
ASTANA, KAZAKHSTAN, FEBRUARY 2023 
17 
UDC: 37.012: 372. 
EDUCATIONAL ENVIRONMENT AND EDUCATION OF ECOLOGICAL CULTURE 
IN SCHOOL STUDENTS 
 
Nurishov Darmenbay Yesnazarovich 
PhD, associate professor (docent) 
First deputy director of youth issues and spiritual-educational affairs 
Nukus Branch of the Uzbekistan State University of Physical Education and Sports 
 
 
 
Annotation:
The article deals with the significance of educational environment in 
developing students’ ecological, environmental culture. Also, in the article, there is given an 
analysis of the topology of the educational environment, some characteristic of education. 
Furthermore, the paper discusses about an indicator of modality is the presence or absence of 
conditions and opportunities for the development of a learner’s personal freedom (dependence), 
activity (or passivity) in this or that educational environment.
 
Key Words:
education, ecological, environmental culture, mobility, educational 
environment, physical education, activities.
The purpose of improving the activities of the educational institution and family is to 
provide pedagogical support to the family, that is, to help increase the powers of parents in the 
field of physical education of children, to develop the unity of the school and family on the 
essence of the physical education process with the aim of creating favorable conditions for the 
physical development of the child. According to this logic analysis, the educational environment 
is a specialized and structured part of the educational phase, in which the purposeful educational 
activity enhances the process of education of ecological culture among students of higher 
education. This activity is carried out both in the school and outside of it, for example, high 
school students are engaged in independent education and for this use the Internet, library funds, 
additional education, and club sections. We distinguish the following structural elements of 
educational institutions based on the plans mentioned above and present them in the form of 
diagrams (picture 1).
The influence of the school learning environment on learning processes and outcomes has 
been of interest for a long time. Cultural models of education and the interaction of the 
educational environment are considered (N.M.Borytko, I.V.Baburova, H.Hackhausen, 
T.I.Vazhova, 
N.F.Vinogradova, 
A.G.Asmolov, 
V.F.Vystavkina, 
V.M.Shukshina, 
A.N.Zakhlebnyy, M.V.Korepanova); research analyzes of “child-environment” relations were 
conducted (A.P.Panfilova, V.A.Karakovsky, L.I.Novikova, I.P.Podlasy, V.D.Smirnov, 
S.V.Kovalev and others) [1, 2]; The theory of modern school education gives an idea of the 
important model of pedagogical education, providing knowledge based on goals, educating 
values, organizing education based on a creative approach, methods, forms, tools, objects, 
environment and its subjects based on a scientific approach, which have passed the test of time, 
and the results of researching the interactions of its subjects are presented (D.J.Markovich, 
I.B.Kotova, V.N.Petrovsky, N.N.Moiseev, O.S.Kanarkevich) [3]. The patriotic direction of the 
sociocultural educational environment was carefully developed by psychologists and pedagogues 
(I.P.Podlasy, V.M.Polonsky, V.V.Rubtsov, D.B.Elkonin, V.A.Yasvin, M.A.Sholokhova) [4]. 
The tendency to consider this concept increased especially in the 90s, when the leading 
principles of the state policy in education were formed: the humanistic character of education, 
the predominance of social values in life, the health, freedom, and development of the individual. 
Previous studies considered the environment as part of the educational environment, that is, 
within the adaptive function of education. A democratic society creates conditions for 

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