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ФОРМУВАННЯ ЕСТЕТИЧНОЇ ЧУЙНОСТІ ДО ПРИРОДИ В МОЛОДШИХ ШКОЛЯРІВ ЗАСОБАМИ НАРОДНОЇ ГРИ

100%
Ткаченко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
123-132
EN
The article shows the importance of aesthetic responsiveness to nature in primary school pupils for the efficiency of solving problems of ecological and aesthetic education in the context of the implementation of the requirements of the competence approach in education. Aesthetic responsiveness to nature is seen as a competence, a prerequisite for the formation of some key and special environmental competencies. Aesthetic responsiveness to nature is defined as a stable power of experiencing integrity with nature that is based on aesthetic receptivity in relation to the number of objective expressive forms of natural reality, the desire to preserve the aesthetic in nature, to transfer it to others in the process of communicating their experiences in artistic form. It was noted that the category of expression is established within the environmental aesthetics as a result of revaluation of aesthetic criteria regarding the nature. The concept of understanding the aesthetic in nature as expressive has its origins in the theory about symbolic expressiveness of things and suggests some holistic unity of the internal and external, content and form. The article reveals that an important element of development of ecological and aesthetic culture is a primary school, due to the peculiarities of the psychic development of junior schoolchildren, their focus on a holistic perception of natural objects, spiritualization and humanization of nature, the implementation of creative ideas of aesthetic improvement of natural images, saving of live, detailed images previously viewed scenes, etc. of primary school age is sensitive to aesthetic responsiveness to nature. Centuries-old experience of the successful formation of the individual qualities of a person in relation to the reality and nature in particular enshrined in the national game. During the game, improving the experience of children of various properties of nature, the differentiation of objects and phenomena of nature as aesthetic values, emotional, and artistic processing, etc takes place. The various components and elements of folk games (name's attributes, role play, relationships in the game, jokes, tools, roles and so on) have pedagogical potential in the field of ecological and aesthetic education, as demonstrated in the article on the example of Ukrainian folk games and the games of other peoples of the world.
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