Problems of ecocentric consiousness formation for school students reflected in normative documents

The article deals with ecocentric consciousness formation viewed both as meta-discipline and personal result of the continuous eсological-oriented educational activity of school students. Functional ecological literacy, ecological thinking and ecological behavior are considered as the integral component of ecological culture. Within the frames of the current research the main attention is paid to different structural components of the ecocentric consciousness being formed while studying various school disciplines (natural, public, applied). Different structural components of ecocentric consciousness are taken into consideration, namely: cognitive, practical, axiological and emotional. The components' signs such as a hierarchical picture of the world, a co-evolution and sustainable development of a person and nature, their equivalence and parity, ecological and moral imperatives are revealed. For the purpose of identification and reflection of ecocentric consciousness in the content of different school disciplines, including geography, the normative documents were studied. The results of the analysis of the main normative documents of comprehensive school - Federal state educational standard of the general education at all stages - initial, main and average, a number of educational Concepts, including the Concept of the modern general ecological education for the benefit of sustainable development (2010), and also approximate main educational programs of the general education are presented.