FACTORS, DETERMINING THE EFFECTIVENESS OF ECOLOGICAL UPBRINGING
Large-scale ecological crisis and its negative consequences can’t be eliminated without an active life position of each member of society that is why the problem of ecological upbringing among population is one of the most urgent one. Ecology specialists’ attention is mainly concentrated on ecological educational process development. At the same time, ecological upbringing is underestimated. Materials. The article gives theoretical importance substantiation of ecological upbringing as the most vital part of ecological professional training of a future teacher. Ecological upbringing is a difficult, polyvalent process, during which norms and rules mastering of interaction with environment is realized. These norms and rules determine the behavior of a person during interaction with environment. A special role in this problem solution belongs to a future teacher, who is to form socially active personality, able to lead the country to the way of a steady social-economic development. Research methods: scientific-methodical literature and progressive pedagogical experience of specialists-practitioners (in the sphere of nature use) analysis and summarizing; observation, pedagogical experiment, testing, static material handling. Results. The factors are considered, determining the effectiveness of ecological upbringing, experimental results are given, which prove the necessity to use these factors during the process of a future teacher ecological upbringing. Evaluation criteria of ecological upbringing indices are created: readiness to give an objective estimation of ecological state of a definite part of nature and characterize organizations’ activity, which caused destruction of the given natural object; ability to create the plan of the ruined object reconstruction, connected with moral qualities: responsibility, independence, initiative; ability to organize enterprising workgroup in order to realize own plan of actions. Interconnection is set between ecological education and ecological upbringing; the methodology of students’ professional-pedagogical training for ecological upbringing formation among middle and senior pupils is created. Conclusion. The offered paradigm of ecological upbringing is based on the main laws, principles and evaluation criteria of activity on personality formation with an ecological worldview, ecological awareness and ecological thinking, able to change the consumer’s attitude to environment nature protecting. Pedagogical experiment results showed that ecological upbringing is necessary to consider as an integral part of ecological education.