Didactic aspects of the continuity of the environmental component of educational subjects

the purpose of the article is to bring attention to the problems and possibilities of didactic ensuring the continuity of environmental education implemented through all academic subjects. The approaches to the problem of continuity of education in different types of scientific rationality are considered. It is proved that the new stage of development of environmental education, which serves as an education platform for sustainable development, changes the formulation of the problem of its continuity and requires a post-non-classical approach in didactics. The author differentiates subject, interdisciplinary and transsubject greening. The unsolved didactic problems are formulated. The proposed ways to circumvent the «didactic dead ends» incompatibility of the «objective» and «through» content of education are analyzed. The issue of ensuring the continuity of achieving personal results of environmental education for sustainable development by means of transobject greening horizontally and vertically is raised. Two interrelated, general educational tasks of ensuring the continuity of achieving personal results of greening school education in the interests of sustainable development are formulated: the development of a model of a didactic unit of «through» environmental content and the creation of a «transobject» method of greening educational subjects The structure of the integrated didactic unit of environmental education for sustainable development presented in the form of a frame is considered. The features of the method of transobject greening based on the principles of the organization of a functional system are described.