Natural history as a science. Brief history of development

Taught in the primary and secondary classes of modern secondary schools in Russia, Ukraine and other states that were formerly part of the USSR. In many schools the subject has been renamed " The world».

Natural history teaches the elementary fundamentals of natural sciences (astronomy, biology, geography, geology, physics, chemistry, ecology, etc.), gives students basic knowledge about nature, their native land, human interaction with the environment, human anatomy. In the final year of study, the natural history course prepares for a more in-depth and specialized study of natural science subjects.

Story

In the Russian Empire

IN THE USSR

After a series of reforms, in the 40-50s, general natural science, as an independent subject, was preserved only in the 4th grade curriculum. By the mid-60s, natural science and geography were combined into natural history, and this discipline was introduced into the 2nd and 3rd grade curricula. The subject was supposed to give schoolchildren basic knowledge about objects and natural phenomena, develop a desire for careful use of the resources of nature, for its protection, and cultivate a love for it. In 2nd grade, seasonal changes in nature were studied; in the 3rd, the topics “Nature of our region”, “Our Motherland on the globe and map”, “Use and protection of nature by man”, “Human body and health protection” were studied; in the 4th - the topics “Earth - a planet of the solar system”, “Air”, “Water”, “Rocks”, “Soil”, “Plants, animals and the external environment”. A number of experimental and trial textbooks and teaching aids were published; methodological research was carried out on the education of students.

In Russian federation

In the early 90s, a new natural history program for a four-year elementary school, developed by Pleshakov, was introduced, and textbooks by this author were published. The new program highlights environmental education and upbringing of schoolchildren as one of its main goals. Attention is paid to the development of an environmentally justified value system among students and to preventing the formation of a consumer approach to nature. The course examines the topics of the diversity of nature, the unity of nature and man, the possibility of negative human influence on the natural environment and the impact of a changed environment on man himself. The program is supplemented with information about the history of the development of natural sciences. As of 2013, natural history is taught up to 5th grade.

In other countries

Natural history is also taught in schools in states that were formerly part of the USSR (Ukraine, Belarus, Kazakhstan, Estonia). In other countries, there are general school courses in the natural sciences, similar to natural history (“Natural History”, “Native Land”, etc.).

see also

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Literature

• Kaigorodov D. N. On various topics, mainly pedagogical, St. Petersburg, 1907
• Yagodovsky K. P. Practical science classes at the beginning school, M., 1953
• Gerd A. Ya. Selected pedagogical works, M., 1953
• Markin V.I. Expository reading on natural science in the beginning. school, M. - L., 1953
• Fedorova V. N. Development of natural science methodology in pre-revolutionary times. Russia, M., 1958
• Skatkin M. N. Methods of teaching natural science in the beginning. classes, M., 1959
• Pavlovich S. A., Matveeva A. N., Goroshenko V. P. Book on natural history. Fundamentals and methods of natural history, M., 1969
• Kovaleva G. E. Methodology for the formation and development of natural history. concepts in the fourth grade, Leningrad, 1975
• Goroshchenko V. P. Melchakov L. F., Stepanov I. A., Fundamentals of Natural Science, M., 1976
• Rykov N. A. Development of methods of natural history in the Soviet Union. school, NSh, 1977, No. 10
• Melchakov L. F. Natural history lessons in 3rd grade, M., 1980
• Fedorova V. N. Methods of teaching natural history in 4th grade, M., 1983
• Goroshchenko V. P., Stepanov I. A. Methods of teaching natural history, M., 1984
• Akvileva G.N., Klepilina 3.A. Observations and experiments in natural history lessons, M., 1988
• Chistova L.P. Natural history lessons in 2nd grade, M., 1990
• Pakulova V. M., Kuznetsova V. I. Methods of teaching natural history, M., 1990
• Pleshakov A. A. Natural history in 3rd grade, M., 1993
• Pleshakov A. A. Natural history in 4th grade, M., 1994

Notes

Links

• - Pedagogical dictionary
• (5th grade)

An excerpt characterizing Natural History

On the night of October 6th to 7th, the movement of the French speakers began: kitchens and booths were broken down, carts were packed, and troops and convoys were moving.
At seven o'clock in the morning a convoy of Frenchmen, in marching uniform, in shakos, with guns, knapsacks and huge bags, stood in front of the booths, and animated French conversation, sprinkled with curses, rolled along the entire line.
In the booth, everyone was ready, dressed, belted, shod, and just waiting for the order to go out. The sick soldier Sokolov, pale, thin, with blue circles around his eyes, alone, without shoes or clothes, sat in his place and, with eyes rolling out of his thinness, looked questioningly at his comrades who were not paying attention to him and moaned quietly and evenly. Apparently, it was not so much suffering - he was sick with bloody diarrhea - but fear and grief of being alone that made him groan.
Pierre, shod in shoes sewn for him by Karataev from tsibik, which the Frenchman had brought for hemming of his soles, belted with a rope, approached the patient and squatted down in front of him.
- Well, Sokolov, they’re not completely leaving! They have a hospital here. Maybe you’ll be even better than ours,” said Pierre.
- Oh my God! O my death! Oh my God! – the soldier groaned louder.
“Yes, I’ll ask them again now,” said Pierre and, getting up, went to the door of the booth. While Pierre was approaching the door, the corporal who had treated Pierre to a pipe yesterday approached with two soldiers from outside. Both the corporal and the soldiers were in marching uniform, in knapsacks and shakos with buttoned scales that changed their familiar faces.
The corporal walked to the door in order to, by order of his superiors, close it. Before release, it was necessary to count the prisoners.
“Caporal, que fera t on du malade?.. [Corporal, what should we do with the patient?..] - Pierre began; but at that moment, as he said this, he doubted whether it was the corporal he knew or another, unknown person: the corporal was so unlike himself at that moment. In addition, at the moment Pierre was saying this, the crash of drums was suddenly heard from both sides. The corporal frowned at Pierre's words and, uttering a meaningless curse, slammed the door. It became semi-dark in the booth; Drums crackled sharply on both sides, drowning out the patient’s groans.
“Here it is!.. It’s here again!” - Pierre said to himself, and an involuntary chill ran down his spine. In the changed face of the corporal, in the sound of his voice, in the exciting and muffled crackling of the drums, Pierre recognized that mysterious, indifferent force that forced people against their will to kill their own kind, that force whose effect he saw during the execution. It was useless to be afraid, to try to avoid this force, to make requests or admonitions to people who served as its instruments. Pierre knew this now. We had to wait and be patient. Pierre did not approach the patient again and did not look back at him. He stood silently, frowning, at the door of the booth.
When the doors of the booth opened and the prisoners, like a herd of sheep, crushing each other, crowded into the exit, Pierre made his way ahead of them and approached the very captain who, according to the corporal, was ready to do everything for Pierre. The captain was also in field uniform, and from his cold face there was also “it,” which Pierre recognized in the words of the corporal and in the crash of the drums.
“Filez, filez, [Come in, come in.],” the captain said, frowning sternly and looking at the prisoners crowding past him. Pierre knew that his attempt would be in vain, but he approached him.
– Eh bien, qu"est ce qu"il y a? [Well, what else?] - the officer said, looking around coldly, as if not recognizing him. Pierre said about the patient.
– Il pourra marcher, que diable! - said the captain. – Filez, filez, [He’ll go, damn it! Come in, come in,” he continued to say, without looking at Pierre.
“Mais non, il est a l"agonie... [No, he’s dying...] - Pierre began.
– Voulez vous bien?! [Go to...] - the captain shouted, frowning angrily.
Drum yes yes dam, dam, dam, the drums crackled. And Pierre realized that the mysterious force had already completely taken possession of these people and that now it was useless to say anything else.
The captured officers were separated from the soldiers and ordered to go ahead. There were about thirty officers, including Pierre, and about three hundred soldiers.
The captured officers, released from other booths, were all strangers, were much better dressed than Pierre, and looked at him, in his shoes, with distrust and aloofness. Not far from Pierre walked, apparently enjoying the general respect of his fellow prisoners, a fat major in a Kazan robe, belted with a towel, with a plump, yellow, angry face. He held one hand with a pouch behind his bosom, the other leaned on his chibouk. The major, puffing and puffing, grumbled and was angry at everyone because it seemed to him that he was being pushed and that everyone was in a hurry when there was nowhere to hurry, everyone was surprised at something when there was nothing surprising in anything. Another, a small, thin officer, spoke to everyone, making assumptions about where they were being led now and how far they would have time to travel that day. An official, in felt boots and a commissariat uniform, ran from different sides and looked out for the burned-out Moscow, loudly reporting his observations about what had burned and what this or that visible part of Moscow was like. The third officer, of Polish origin by accent, argued with the commissariat official, proving to him that he was mistaken in defining the districts of Moscow.
-What are you arguing about? - the major said angrily. - Whether it’s Nikola, or Vlas, it’s all the same; you see, everything burned down, well, that’s the end... Why are you pushing, isn’t there enough road,” he turned angrily to the one walking behind who was not pushing him at all.
- Oh, oh, oh, what have you done! - However, the voices of prisoners were heard, now from one side or the other, looking around the fire. - And Zamoskvorechye, and Zubovo, and in the Kremlin, look, half of them are gone... Yes, I told you that all of Zamoskvorechye, that’s how it is.
- Well, you know what burned, well, what’s there to talk about! - said the major.
Passing through Khamovniki (one of the few unburned quarters of Moscow) past the church, the entire crowd of prisoners suddenly huddled to one side, and exclamations of horror and disgust were heard.
- Look, you scoundrels! That's unchrist! Yes, he’s dead, he’s dead... They smeared him with something.
Pierre also moved towards the church, where there was something that caused exclamations, and vaguely saw something leaning against the fence of the church. From the words of his comrades, who saw better than him, he learned that it was something like the corpse of a man, stood upright by the fence and smeared with soot on his face...
– Marchez, sacre nom... Filez... trente mille diables... [Go! go! Damn it! Devils!] - curses from the guards were heard, and the French soldiers, with new anger, dispersed the crowd of prisoners who were looking at the dead man with cutlasses.

The section is very easy to use. Just enter the desired word in the field provided, and we will give you a list of its meanings. I would like to note that our site provides data from various sources - encyclopedic, explanatory, word-formation dictionaries. Here you can also see examples of the use of the word you entered.

The meaning of the word natural history

natural history in the crossword dictionary

Explanatory dictionary of the Russian language. D.N. Ushakov

Explanatory dictionary of the Russian language. S.I.Ozhegov, N.Yu.Shvedova.

natural history

I, Wed. Nature Science; such science as a subject of school teaching. Natural history program.

adj. natural history, -aya, -oe.

New explanatory dictionary of the Russian language, T. F. Efremova.

Wikipedia

Natural history

Natural history(from; Russian doref.) - a body of knowledge about nature, or natural science as a subject of teaching.

School subject taught in primary and secondary classes of modern secondary schools in Russia, Ukraine and other states that were formerly part of the USSR. In many schools the subject has been renamed " The world».

Natural history teaches the elementary fundamentals of natural sciences (astronomy, biology, geography, geology, physics, chemistry, ecology, etc.), gives students basic knowledge about nature, their native land, human interaction with the environment, human anatomy. In the final year of study, the natural history course prepares for a more in-depth and specialized study of natural science subjects.

Examples of the use of the word natural science in literature.

The name connects three gigantic areas of knowledge: mathematics, natural history, philosophy.

And he irrevocably said goodbye to this old illusion of everything natural history, as a physicist-philosopher, one in two persons: he was looking for the root - physical!

Lessons in mathematics, German, natural history, music, movement and aesthetic education are presented in a block that takes 17 hours a week.

At school I was very sensitive to this contradiction and was so convinced that I was right that I even told the teacher natural history that his story differs from what we were told in the first lesson and led the teachers to despair!

But as soon as he began to gut these pictures, an enraged teacher ran into the assembly hall natural history Polovyan.

Natural history and economic geography in the ninth grade are not the same thing.

NATURAL SCIENCE

uch. item. It is studied at the primary and secondary (5th) levels of general education. schools in Russia Federation. It is an integrated course, including the beginning. information on biology, geography, geology, ecology, astronomy and partly physics and chemistry. In P.'s course, students learn about inanimate and living nature and the relationships between them, about the nature of their native land, the country and the world as a whole, the relationship between man and his environment, as well as the structure and functions of the human body, and health protection. In the 5th grade. P. performs mainly propaedeutic. functions in relation to other subjects of natural science. cycle.

P. originates from the course of natural sciences. history, first introduced in Russian schools in the 2nd half. 18th century Basic the features of its content and structure were laid down in the textbook by V. F. Zuev “Inscription of Natural History, Published for the Public Schools of the Russian Empire” (1786). The author believed that the beginning of natural science. The education of a child is to familiarize him with the surrounding nature, which should go from the study of objects and phenomena of inanimate nature (“Fossil Kingdom”) to plants (“Vegetable Kingdom”), and then to animals (“Animal Kingdom”).

In the beginning. school 19 - beginning 20th centuries nature-science knowledge was given ch. arr. through explanatory reading. Uch. books by K. D. Ushinsky, V. P. Vakhterov, N. V. Tulupov and P. M. Shestakov, D. I. Tikhomirov contained a large number of stories and articles about nature. However, P. did not stand out as independent.

The first successful experience of building on your own. uch. course for beginners school was implemented by A. Ya. Gerd in the textbook “God’s World” (“Earth, Air and Water”, 1883). The author intended to create the second part of the course - “Plants, Animals and People”, but the plan remained unrealized. According to Gerd, in the beginning. schools should not study departments. natural science, there is only room here for one “indivisible science” about the surrounding inorganic. and organic world, and the study of inorganic. the world must precede the study of the organic world. Among the goals of the course, the author especially emphasized the formation of a worldview “in agreement with the modern state of the natural sciences.” He also believed that learning should be based on student observations and simple, accessible experiments.

On Wednesday. uch. establishments in the beginning 20th century P. in one form or another has established itself almost everywhere. In husband classic a course under this name was taught in grades 1-3, and in real schools in grades 1-7. a course in natural science was studied, and early education was introduced in the cadet corps. information on natural history, in women gymnasiums - “the most important concepts from natural history and physics with the addition of information related to household management and hygiene.” Teaching was conducted according to the textbooks “Initial course of natural science” by L. S. Sevruk (1902), “On the three kingdoms of nature” by I. I. Polyansky (1904), “Natural history. A short course in natural sciences” by M. Bublikov and N. Goldenberg; “Initial course of natural history” by N. N. Malyshev (parts 1-2, 1910 - 11), “Initial course of natural history” by Yu. N. Wagner (parts 1-3), etc. These textbooks were built mainly according to the plan outlined Zuev and Gerd: inorganic. world - plants - humans and animals.

The P. program proposed in 1901 by D. N. Kaigorodov was distinguished by its originality. It considered in connection with seasonal changes and preim. on the basis of excursions, “dormitory” of plants and animals (forest, meadow, field, garden, pond, etc.) in interaction with each other and with inorganic. environment. Kaigo-Rodov saw the goal of the course as that students should become familiar with nature, feel like they are part of it, and get used to perceiving its beauty. Although the program did not last long in gymnasiums, many of its ideas were reflected in the courses of the P. school after 1917.

In 1920, the course “Natural Science and” was introduced in first-level schools. However, soon, due to the introduction of comprehensive programs (see Integrated education system), it ceased to exist, natural history. knowledge was included in complex topics. From 1932 to the beginning The school studied the course “Natural Science”: in the 1st year of study, children became acquainted with seasonal changes in nature; on the 2nd - the topics “Vegetable garden and garden (park - for city schools) in the fall”, “Domestic and wild animals and birds”, “Pond and river”, “Forest in spring” were provided; on the 3rd - “Soil and minerals”, “Water”, “Air”, “Electrical phenomena in nature”, “Plant life”; on the 4th - “Plant Life”, “Animal Life”, “Structure and Function of the Human Body”. In addition, in the 3rd and 4th years of study, the beginning was introduced. geography course.

In 1937, the subject “Natural Science” was abolished in the 1st and 2nd grades, and from 1945 - in the 3rd grade. How they are independent. subjects courses in natural science and geography were preserved only in the 4th grade. In grades 1-3. basic source of natural history knowledge became available again, which was supplemented by a number of excursions, observations, and experiments. The development of pedagogical teaching methods during this period is associated with the developments of P. A. Zavitaev, V. N. Markin, S. A. Pavlovich, A. A. Perrotte, B. E. Raikov, M. N. Skatkin, K P. Yagodovsky and others.

In 1958, courses in natural science and geography of the 4th grade. were combined into a single subject - P. In 1966 P. became independent. uch. the course was introduced into the curriculum. plan for 2nd and 3rd grades. beginning schools and 4th grade. Wed schools. A number of experiments have been published. and trial textbooks, teaching. manuals on P. (authors V. P. Goroshchenko, L. I. Grekhova, G. E. Kovaleva, A. M. Nizova, N. A. Rykov, V. N. Fedorova). The school introduced programs that provided for study in the 2nd grade. seasonal changes in nature; in 3 - the topics “Nature of our region”, “Our Motherland on the globe and map”, “Diversity of the nature of our Motherland”, “Use and protection of nature by man”, “Human body and health protection”; in 4 - topics “Earth - a planet of the solar system”, “Air”, “Water”, “Rocks”, “Soil”, “Plants, animals and the external environment”. The programs provided for the formation in children of basic knowledge about the objects and phenomena of nature, love for it, the desire to protect and carefully use its wealth. When teaching P. in Russian schools, textbooks by 3. A. Klepinina for the 2nd grade were used. (1975), L.F. Melchakova for 3rd grade. (1980), M. H. Skatkina for 4th grade. (1986).

IN . 70's and 80's a number of scientific methods were carried out. research on environmental education of junior students classes using P.'s course (L. P. Saleeva, T. I. Tarasova, A. A. Pleshakov, etc.), in which his great education was emphasized. potential.

With the introduction (1986) of teaching children from the age of 6, P. programs exist in versions for three- and four-year-old beginning. schools Initially, a three-year program was adapted for the latter. schools. The corresponding textbooks were created by Klepinina (1988/1989). In 1990, in parallel, a new training program was introduced for a four-year beginning. school developed by Pleshakov, and in 1991-92 textbooks by this author were published.

P.'s new course is focused primarily on environmental issues. and education of ml. schoolchildren (see Ecology and). During its preparation, the task was to ensure the formation of environmentally justified value orientations in students, to prevent the development of a consumer approach to nature, which gives rise to an irresponsible attitude towards it. The course is based on the ideas of the diversity of nature, its ecology. values, unity of nature and man. Moreover, each of these areas is permeated by the idea of ​​the vulnerability of nature. If we are talking about the diversity of nature, in the teaching. The content includes specific knowledge about the decline in numbers and complete disappearance of certain species of organisms. Within the framework of the idea of ​​eco-friendly the integrity of nature is considered various. examples of environmental violations connections, the causes and consequences of this phenomenon are analyzed. The idea of ​​the unity of nature and man involves showing the negative. the influence of man on the natural environment, as well as the reverse impact of the changed environment on man himself. Deployment logic ideas of the course, the need to solve problems of development, education of students demanded So. course content updates. The program includes information about physical bodies, substances and particles, about the basics. groups of plants and animals and their differences, characteristics, natural communities, natural balance, etc. For the first time, material has been developed on ecology as a science (using elementary ecological terminology). The textbooks contain information about scientific search, about scientists who have made a significant contribution to the development of knowledge about nature. The course program includes: in the 3rd grade. - themes “Nature and us”, “Let’s save air and water, minerals and soil”, “Let’s preserve the wonderful world of plants and animals”, “Let’s protect”; in 4th grade - themes “We are the inhabitants of the Earth”, “Let’s preserve the nature of Russia”, “Let’s save the nature of our region”. In addition to the main The program has developed elective courses: “Ecology for junior schoolchildren” (3rd grade), “Planet of Mysteries” (4th grade).

Forms of organizing students' activities during teaching P. - excursion. The presenter is devoted to observations in nature, practical. works, demonstration of experiments. Means. the volume of observations is carried out outside of class time according to assignments (available in the textbook and can be formulated by the teacher). In recent years, teaching has been widely used. modeling: plotting and dynamic schemes (especially when studying environmental connections). An important place in the study. The process takes practically environmental protection work, as well as reading by students, will complement natural history. literature and their promotion of environmental knowledge in an accessible form.

A variety of equipment is produced for the P. course, in particular collections of minerals and herbariums, globes and geogr. maps, series of tables, sets of transparencies, filmstrips, textbooks. films, instruments and accessories (compasses, thermometers, laboratory glassware). In the classes, indoor and cultivated plants (grown at the experimental site), fruits, seeds, fallen leaves, parts of plants damaged by animals, as well as various other materials collected from nature are used. homemade manuals. P. offices have been created in a number of schools,

Classroom and extracurricular activities for students in P. are supplemented by extracurricular work; classes are held for circles of young naturalists, ecologists, travelers, screenings of popular science and art. films about nature, reading conferences, evenings and holidays on a variety of nature studies. topics, including naturalistic. campaigns “Forest Week”, “Flower Festival”, “Bird Day”, etc.

P.'s course is closely related to other early subjects. schools. Studying it promotes a conscious perception of art. works about nature in reading lessons, provides figurative material for painting, art and music lessons, provides elementary scientific knowledge. fundamentals of agriculture labor and physical education. On the other hand, reading, depicting, art, enriches the emotional, moral. aesthetic experience of the student’s relationship to nature, and labor and physical. education is provided by practical nature-science knowledge.

The prospects for the development of P.'s course are associated primarily with a departure from what was dominant until the end. 80s uniformity of all schools and the creation of various. options for programs, textbooks and teaching materials. benefits. These can be courses proper P. and close to them, for example. “Natural science”, “The world around us”, “The world and man”. It is possible to expand the educational method. sets of existing teaching courses by including new types of aids (atlases, sets of eco-logical games, etc.), which will have a renewing effect on teaching methods. It is promising to develop the regional aspect of the content of P. and create a kind of local history. applications to basic textbooks, as well as standalone ones. regional textbooks.

Uch. The P. course is taught in states that were previously part of the USSR. In other countries, there are also integrated courses that are more or less similar to the P. course (P. itself, “Natural Science,” “Native Land,” “Native Studies,” etc.).

Lit.: Kaigorodov D.N., On various topics, mainly pedagogical, St. Petersburg; Yagodovsky K.P., Practical. science classes at the beginning school, M.; Gerd A. Ya., Izbr. ped. works, M., 1953; Markin V.I., Explanatory reading in natural science in the beginning. school, M. - L., 1953; Fedorova V.N., Development of natural science methodology in pre-revolutionary times. Russia, M., 1958; Skatkin M. N., Methods of teaching natural science in the beginning. classes, M.; [Pavlovich S.A., Matveeva A.N., Goroshenko V.P.], Book on natural history. Fundamentals and methods of natural history, M., 1969; Kovaleva G. E., Methodology for the formation and development of natural history. concepts in the fourth grade, L., 1975; G o p o-shchenko V.P., Melchakov L.F., Stepanov I.A., Fundamentals of Natural Science, M., 1976; Rykov N.A., Development of methods of natural history in the Soviet Union. school, NSh, 1977, No. 10; Melchakov L.F., Natural history lessons in 3rd grade, M.; Fedorova V.N., Yaku in S. 3., Methods of teaching natural history in 4th grade, M.;

Goroshchenko V.P., Stepanov I.A., Methods of teaching natural history, M.; Akvileva G.N., Kle-p i i i i a 3. A., Observations and experiments in natural history lessons, M., 1988; K l s and i - Nina 3. A., Chistova L. P., Natural history lessons in 2nd grade, M., 1990; II a k u-l o v a V. M., Kuznetsova V. I., Methods of teaching natural history, M., 1990; Pleshakov A. A., Natural history in 3rd grade, M., 1993; him, Natural history in 4th grade, M., 1994. A. A. Pleshakov.

Natural history

see also

Literature

• Kaigorodov D.N., On various topics, mainly pedagogical, St. Petersburg, 1907;
• Yagodovsky K.P., Practical. science classes at the beginning school, M., 1953;
• Gerd A. Ya., Izbr. ped. works, M., 1953;
• Markin V.I., Explanatory reading in natural science in the beginning. school, M. - L., 1953;
• Fedorova V.N., Development of natural science methodology in pre-revolutionary times. Russia, M., 1958;
• Skatkin M. N., Methods of teaching natural science in the beginning. classes, M., 1959;
• Pavlovich S. A., Matveeva A. N., Goroshenko V. P., Book on natural history. Fundamentals and methods of natural history, M., 1969;
• Kovaleva G. E., Methodology for the formation and development of natural history. concepts in the fourth grade, Leningrad, 1975;
• Goroshchenko V.P., Melchakov L.F., Stepanov I.A., Fundamentals of Natural Science, M., 1976;
• Rykov N.A., Development of methods of natural history in the Soviet Union. school, NSh, 1977, No. 10;
• Melchakov L.F., Natural history lessons in 3rd grade, M., 1980;
• Fedorova V.N., Yaku in S. 3., Methods of teaching natural history in 4th grade, M., 1983;
• Goroshchenko V.P., Stepanov I.A., Methods of teaching natural history, M., 1984;
• Akvileva G.N., Klepilina Z.A., Observations and experiments in natural history lessons, M., 1988;
• Chistova L.P., Natural history lessons in 2nd grade, M., 1990;
• Pakulova V. M., Kuznetsova V. I., Methods of teaching natural history, M., 1990;
• Pleshakov A. A., Natural history in 3rd grade, M., 1993;
• Pleshakov A. A., Natural history in 4th grade, M., 1994.

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See what “Natural history” is in other dictionaries:

natural history- natural history... Spelling dictionary-reference book

natural history- natural history, natural science, natural history, natural sciences, real sciences, natural science Dictionary of Russian synonyms. natural history see natural science Dictionary of synonyms of the Russian language. Practical... Synonym dictionary

NATURAL SCIENCE- NATURAL HISTORY, natural history, many others. no, cf. Same as natural science. Natural history course. Ushakov's explanatory dictionary. D.N. Ushakov. 1935 1940 ... Ushakov's Explanatory Dictionary

NATURAL SCIENCE- NATURAL SCIENCE, I, cf. Nature Science; such science as a subject of school teaching. Natural history program. | adj. natural history, oh, oh. Ozhegov's explanatory dictionary. S.I. Ozhegov, N.Yu. Shvedova. 1949 1992 … Ozhegov's Explanatory Dictionary

NATURAL SCIENCE- a complex of scientific disciplines that study nature. Ecological encyclopedic dictionary. Chisinau: Main editorial office of the Moldavian Soviet Encyclopedia. I.I. Dedu. 1989 ... Ecological dictionary

NATURAL SCIENCE- uch. item. It is studied at the primary and secondary (5th grade) levels of general education. schools in Russia Federation. It is an integrated course, including the beginning. information on biology, geography, geology, ecology, astronomy and partly physics and... ... Russian Pedagogical Encyclopedia

Natural history- Wed the same as natural science Explanatory Dictionary by Efremova. T. F. Efremova. 2000... Modern explanatory dictionary of the Russian language by Efremova

natural history- natural history, natural history, natural history, natural history, natural history, natural history, natural history, natural history, natural history, natural history, natural history, natural history (Source: “Full accentuated paradigm according to A ... Forms of words

natural history- nature eating, I... Russian spelling dictionary

Natural history- academic subject. It is studied at the primary and secondary (5th grade) levels of secondary schools in Russia. Federation. It is an integrated course that includes basic information on biology, geography, geology, ecology, astronomy and ... Pedagogical terminological dictionary

Books

• Natural history, N. N. Plavilshchikov. ... Buy for 380 rubles
• Natural history. Textbook for 3rd grade students of correctional educational institutions of types I and II, Klepinina Zoya Aleksandrovna, Titova Margarita Fedorovna. Natural history. A textbook for 3rd grade students of special (correctional) educational institutions of types I and II. Approved by the Ministry of Education of the Russian...

"Natural history "
Definition of the term:

At first, all natural sciences belonged to the field of interest of physics (or physiology). It is no coincidence that Aristotle (4th century BC) called his predecessors “physicists” or “physiologists” (the ancient Greek word “fusis” (physis) is very close in meaning to the Slavic word “nature”). Physics is the basis of all natural sciences. Nature is diverse in the types of objects, their properties and forms of movement, therefore, in the process of understanding it, various natural sciences were formed: physics, chemistry, biology, astronomy, geography, geology and many others. Each of the natural sciences examines specific properties of nature (matter moving in space and time).

Modern natural history has lost the clarity and simplicity inherent in classical natural history. This happened because the interests of modern researchers from areas traditional for classical science have moved to places where ordinary “everyday” experience and knowledge about objects and the phenomena that happen to them are in most cases absent.