Международный научно-образовательный электронный журнал «образование и наука в XXI веке»

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ФИО автора: Surayyo Radjabova 
 researcher of Samarkand State university, Uzbekistan 
Название публикации: «RESEARCH IN THE SYSTEM OF WORK ON THE 
FORMATION OF LABOR SKILLS IN NATURE AS A METHOD IN 
ENVIRONMENTAL EDUCATION OF STUDENTS» 
Abstract 
Ecological education of students is the process of formation in learners of a 
consciously correct attitude to the objects of nature with which they are in direct 
contact. This attitude arises in the interconnection of intellectual, emotional and 
effective components. Their combination constitutes the moral position of the student, 
which manifests itself in various forms of his behavior. The purpose of the article is to 
theoretically substantiate and experimentally test the system of the educator's work on 
the formation of labor skills in nature as a method of environmental education for 
students.
Keywords and phrases: 
Behavior, activities, training, self-education, personal development, work, 
diligence, special organization 
Environmental education is a process of continuous, systematic and purposeful 
formation of an emotional, moral, humane and careful attitude of a person to nature 
and moral and ethical standards of behavior in the environment. 
Environmental education is: 
- a continuous process of education, training, self-education and personal 
development, aimed at the formation of norms of moral behavior of people; 
- formation of value orientations, behavioral norms and special knowledge [1]. 
The problem of environmental education of the younger generation arose, first 
of all, in connection with a careful study by modern scientists of the interaction between 
human society and nature. The question of the nature of the relationship between man 
and nature today is directly associated with the preservation of life on Earth. The 
severity of this problem is due to the real environmental danger caused by human 

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activities in nature, the growth of industrial production, the use of natural resources 
without taking into account biological and environmental patterns, and the intensive 
growth of the planet's population. 
The ecological education of students is important, since at this age the 
foundations of the ecological culture of the individual are laid, which is part of the 
spiritual culture. 
An environmentally educated person is characterized by a formed environmental 
consciousness, environmentally oriented behavior and activities in nature, a humane, 
environmental protection attitude. 
The result of ecological education is the ecological culture of the individual. The 
components of the ecological culture of the personality of a learner are knowledge 
about nature and their ecological orientation, the ability to use them in real life, in 
behavior, in various activities (in games, work, everyday life). 
The formation of an environmentally educated person in the pedagogical process 
of an educational institution is possible when solving the following tasks: 
1. Formation of elements of ecological consciousness in students. Mastering the 
elements of ecological consciousness by a learner is determined by the content and 
nature (degree of complexity) of knowledge about nature. This should be knowledge 
of ecological content, reflecting the leading interconnections of natural phenomena. 
2. Formation in students of practical skills and abilities in a variety of activities 
in nature; At the same time, the activities of students should be environmentally 
friendly. In the course of real activities in nature (care for animals and plants in the 
corner of nature and on the site, participation in environmental work), students master 
the ability to create conditions for animals and plants that are close to natural, taking 
into account the needs of living organisms. The ability to foresee the consequences of 
negative actions, to behave correctly in nature, and to maintain the integrity of 
individual living organisms and systems, which are mastered by students, is important. 
It is the development of practical skills and abilities by students that makes the attitude 
to nature not contemplative, but consciously effective. 

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3. Education of a humane attitude towards nature. The attitude to nature - 
humane, cognitive, aesthetic - is closely connected with the content of the knowledge 
mastered by the students. Knowledge of ecological content regulates and directs the 
behavior and activities of students in nature. A special place in the formation of 
attitudes towards nature is occupied by knowledge about the laws of nature, accessible 
to the understanding of students. The development of an attitude towards nature is 
closely connected with the special organization of the pedagogical process, based on 
the morally positive experiences of the learner in various life situations, on walks, 
excursions, in classes, etc. The teacher should be able to evoke in students compassion 
for a living being, a desire to take care of him, joy and admiration from meeting with 
nature, surprise, pride in the right deed, pleasure from a well-executed assignment. 
It is equally important to teach students to evaluate their actions and the actions 
of their peers, adults in the process of communicating with nature [2]. 
The pedagogical process of environmental education requires the solution of all 
these tasks in unity. 
The implementation of the tasks of environmental education is possible only 
under the condition of the ecological culture of the teacher and his readiness to carry 
out this activity. 
Among the many problems associated with the understanding of ecology, one of 
the most important is environmental education and environmental education. Many 
prominent ecologists, academicians N.N. Moiseev, A.L. Yanshin, G.N. Yagodin, N.N. 
Tarasova, G.N. Rosenberg [3]. 
A variety of work in nature gives students a lot of joy and contributes to their 
comprehensive development. 
In the process of labor, love for nature, a careful and caring attitude towards it 
are brought up. In a team, students learn to work together, to help each other. 
According to P. G. Samorukova, labor in nature creates favorable conditions for 
the sensory education of learner. The teacher teaches the students to focus on the 
characteristic features of objects in achieving the goals and results of work. 

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So, in order to determine whether a plant needs watering, it is necessary to take 
into account its condition - elasticity, density of the leaf and stem, or its lethargy, 
softness; soil condition - its moisture content, density, etc. 
In the process of labor, students realize the dependence of the state of plants on 
the conditions of their growth, learn that a change in the environment naturally entails 
a change in the state of plants. Mastering these connections and dependencies also has 
an impact on the attitude to work: it becomes more meaningful and purposeful. 
Students develop a steady interest in work, diligence. 
In addition to educational tasks, educational tasks are also solved in the process 
of labor in nature. Students get ideas about the objects of labor, the properties and 
qualities of plants, their structure, needs, main stages of development, methods of 
cultivation, seasonal changes in plant life; about animals, their appearance, needs, 
modes of movement, habits, lifestyle and its seasonal changes. They learn to establish 
a relationship between the habitat, the way of life of an animal in nature and the ways 
of caring for it in a corner of nature. 
The most important pedagogical requirement is the organization of labor varied 
in content: caring for animals (birds, fish, mammals), plants, growing plants in a corner 
of nature, work on the site (in a flower garden, in a vegetable garden, in an orchard). 
Only a variety of work arouses interest in students, a desire to participate in it [4]. 
Labor in nature only has educational value if its organization and content meet 
certain pedagogical and hygienic requirements. 
How to create in students a stable positive attitude towards everyday, 
monotonous, but much-needed work? One of the conditions for the effectiveness of 
any work is the correct organization of labor. A.S. Makarenko said that only with good 
organization does a learner experience the joy of work. 
Of great importance in organizing the work of students is their emotional attitude 
to the work, which the teacher creates even before the start of work. Not always the 
work itself, especially if it has already been done more than once, will interest students, 
sometimes it attracts and inspires them with the goal set by the educator, and during 
the work it captures the general pace and coherence. 

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With any kind of labor activity of students, the educator must remember to 
protect their health: do not overheat the students, finish work on time, make sure that 
the students do not hurt each other with a shovel, rake, etc. 
We should not forget that an indispensable condition should be the interest and 
meaningful attitude of students to any work. Otherwise, inattention, absent-
mindedness, carelessness appear, and long before the onset of real fatigue, the learner 
will begin to complain that he is tired. 
Also, the most important pedagogical requirement is the awareness of labor, 
which involves the disclosure to the learner of its goals, results and ways to achieve 
them. 
Thus, in the middle group, the forms of organizing students in the labor process 
and the methodology for managing work in nature become more complicated. 
In the process of directing the work of learners, the educator solves the problem 
of developing a sense of self-control: checking the completion of the task, he poses 
questions to individual students that direct their attention to the result of labor, to 
compare it with the task, and teaches them to correlate their actions with instructions. 

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