Application of modern pedagogical technologies in the education system

Introduction. It is known that the system of continuous environmental education is characterized by the diversity of its forms and methods. The purpose of environmental education is to form ecological consciousness, ecological worldview and culture in all members of society, as well as to establish a conscious attitude towards nature.

The concept of development of ecological education has been developed in order to eliminate environmental problems and ensure ecological security, to consider ecological education as an important part of the system of continuing education and to widely introduce modern technologies in the education system [1].

Reforms in the field of education in our country are aimed at solving the problems of environmental education, the study and analysis of experiences in the application of advanced pedagogical technologies in the educational process and the use of these experiences in the educational process in continuing education. The unity of theory and practice, which is the foundation of the education system, is its application to life.

One of the important requirements for the organization of advanced modern education today is to achieve high results in a short time without spending too much mental and physical effort. Based on the delivery of certain theoretical knowledge to students in a short period of time, certain activities require the formation of skills and competencies, control over their activities, assessment of the level of theoretical and practical knowledge, high pedagogical skills, a new approach to the educational process [2].

The following is an example of the interactive methods used in the lessons on "Rational use and protection of biological resources" in ecology. During the organizational part of the lesson, you can use the "Environmental Minute". Students link to interesting information they have prepared.

Introduces the topic and plan "Rational use and protection of biological resources" at the beginning of the training.

In the main stage, a T-scheme is used to activate students ’knowledge. It directs biodiversity to take an active part in solving the problem of its importance in nature and in human life.

To reinforce the topic, students will solve the problem of "Biodiversity Conservation Measures" using the "Pyramid" method.

Assignment: Biodiversity conservation measures should be placed in a pyramid in such a way that the identified measures are written and expressed in a sequence that complements each other. Also, the use of didactic game technologies in the classroom or at one stage of the lesson encourages students to work on themselves and acquire innovations in science. It is recommended to use the game "In the footsteps of Robinson" for the task "Use and protection of plants." When using these technologies, the lesson should be designed in advance, taking into account the knowledge and interests of the student.

Imagine all the students traveling around the world. But our ship was wrecked. Each of you has landed on an uninhabited island. Coincidentally, you had a potato, an onion, a few grains of wheat, dried ground mulberries, and so on in your pocket. Before they come to your aid, think about what you will do on the island and tell them.

Students work in small groups on this problem and participate in the discussion. Reports prepared in groups will be announced. In the course of the lesson, the adventures of Robinson, who was left alone on a deserted island, reveal the attitude of the young traveler, which depends on his will, ability. Most importantly, understanding the importance of the blessings of nature for human life, students will develop interest, imagination, research, new ideas on its rational use and protection.

The use of visual aids in the teaching of ecology helps to clarify and develop students' perceptions of nature. Works of fine art reveal not only the appearance of environmental problems, but also their inner essence.

When a teacher uses works of fine art in his lectures, students get a full picture of nature, natural resources and their use, environmental problems. It can also focus on the formation of environmental concepts, finding solutions to emerging environmental problems, prevention, rational use of natural resources and scientific protection.

In the process of working independently, students understand and master the knowledge, and their knowledge is stored in the memory for a long time. They are also encouraged to be active in learning about the objects and events being studied.

The importance of using works of fine arts in teaching ecology is as follows: - serves as the main source of environmental knowledge;

• -    promotes the full implementation of educational and pedagogical aspects of the educational material;

• -    The teacher's explanation of the topic will be convenient, based on clear evidence;

• -    Increases the interest of students in the study of educational materials, cognitive activity, the ability to think independently;

• -    The ability to feel environmental problems, find solutions, draw appropriate conclusions through the topic.

In the field of ecology, the effective use of works of fine arts, especially in the areas of protected areas, local, regional, global environmental problems, the use and protection of flora and fauna, gives effective results. At the same time, in order to increase the effectiveness of the course, it is required that the age, knowledge, skills of students, the selected works of fine art are scientifically relevant to the topic. In the course of the lesson, the ability of students to work independently on works of fine art, to express their independent, free thoughts and new ideas on the problem plays an important role in increasing the effectiveness of the lesson.

In conclusion, it should be noted that interactive methods to increase the effectiveness of the lesson increase the learning activity of students, allow them to work in small groups and teams, confidently and freely express their personal views on the topic, problems, defend their opinions, argue, listen to peers. , further enrichment of ideas, selection of the most appropriate solution from the available feedback, as well as the ability to encourage.