The leading philosophical, cultural, psychological, educational and ecologically-oriented paradigms (humanistic, cultural, child-centred, accordance with nature, eco-centric (nature-centred), anti-anthropocentric and co-evolution) are characterized. The unity of content of specialized education of senior schoolchildren and expanding of the semantic field of their education as well as practical socially important work in order to study and protection the environment in secondary schools of countryside are proved. In addition, this unities a holistic process of intellectual, spiritual and physical development of senior schoolchildren, their formation as citizens with a high level of general culture, in particular ecological culture. Conceptual and categorical apparatus of this study are defined and characterized. Analysis of phenomenon of formation of senior schoolchildren's ecological culture in secondary schools in the process of specialized education has been carried out into two interrelated directions of conceptual and terminological characteristics - direction of organization and implementation of senior schoolchildren's ecological education in secondary schools of countryside organizational and pedagogical and psychological direction of formation of senior schoolchildren's ecological culture of these schools in the process of specialized education. Accordingly, the efficient formation of senior schoolchildren's ecological culture in secondary schools in the process of specialized education should be systematic and consistent as well as logically supplement the learning process with practical work on the protection of the nearest environment. The components of ecological culture of senior schoolchildren (intellectual, emotional and value, activity and practical), criteria and indicators (cognitive, motivational, action-behavioral) and levels of this phenomenon (low, medium, sufficient) have been defined. The main determinants of ecological education of senior schoolchildren in secondary schools in the process of specialized education are defined and characterized. Its effectiveness and it is aimed at the formation of their ecological culture can be achieved by implementing: general pedagogical approaches (systemic, person-oriented, individual, developmental, subject-cantered, competency and activity); didactic principles (scientific, systematic and consistency, visibility, activity independence, communication, relation learning and life, theory and practice) and specific principles of ecological education such as (holism, continuity, integrity, interdisciplinary, locality in the disclosure of environmental problems, voluntary and accessibility, unity of educational and developmental functions of education). The educational content of ecological education of senior schoolchildren in secondary schools in the process of specialized education at three levels of its implementation is developed by the author. Corresponding forms (organizational, educational and combined orientation, teaching and practical, mass), methods (complete impact on personality, formation of experience of ecologically appropriate behavior and activities in the environment, promotion of ecologically appropriate behavior and activities in the environment, motivational) and means (teaching, learning, research activities and socially useful mass and nature conservation work) of ecological education of senior schoolchildren in secondary schools in the process of specialized education have been improved. The pedagogical conditions for effective implementation of methods of ecological education of senior schoolchildren in secondary schools of countryside in the process of specialized education have been developed. They are logical unity, continuity and practical orientation of differentiated educational content, forms, methods and means of ecological education of senior schoolchildren in the process of specialized education according to their age and individual abilities; stimulate of senior schoolchildren's individual activity in order to the formation of social and personal values, motives of independent goal-setting as well as skills and abilities to solve new educational and practical problems in the process of specialized education; activation of creative thinking, ecologically appropriate actions, behavior and activities, as well as individual or collective socially significant work in order to study and protection the environment. Analysis of the formative phase of the research has showed the positive dynamics of formation of the studied phenomenon. For all its components, medium and sufficient levels were dominated. The number of senior schoolchildren with a sufficient level of ecological culture has significantly increased, as well as the number of senior schoolchildren with a low level has reduced a lot. Therefore, that generally confirms the effectiveness of introduced methods of ecological education of senior schoolchildren in secondary schools of countryside in the process of specialized education.
