The dissertation is devoted to the problems of education of values to the living nature of middle school students. We clarified the content of the conceptual apparatus of research, in particular, such concepts as "value", "living nature", "values" and proposed a summary definition of "values of wildlife of middle school students" and "education of values nature of middle school students". The best practices of domestic and foreign researchers of educating the values of the attitude to the living nature of middle school students are analyzed and generalized. The structural components of the value attitude to living nature of secondary school age students are determined, the criteria and indicators of his upbringing are substantiated: the cognitive-analytical criterion characterizes the mastery of ecological concepts and terms; understanding the consequences of anthropogenic impact on the environment and the causes of the current environmental crisis; familiarity with the general laws of nature, knowledge of the rules of ethical behavior in nature; emotional and motivational criterion reflects the need of students to accumulate ecological knowledge, love for nature, the need for harmonious coexistence with it, understanding the need to preserve and increase natural resources; interest in environmental issues, understanding the need for their own environmental activities; intolerance of other people's unnatural actions, a sense of belonging to global environmental problems; activity-behavioral criterion characterizes the ability to carry out environmental observations, implement environmental projects, to carry out agitation and advocacy environmental work among the population; activity in ecological actions, work of public environmental organizations; environmental skills; ability to self-assess the education of values to wildlife.
According to the specified criteria and indicators such levels of education of the value relation to the living nature of pupils of average school age, as high, sufficient, average are allocated.
As a result of reviewing the scientific literature, mathematical and statistical analysis of the results of expert evaluation, we identified pedagogical conditions for educating values of wildlife of middle school students, namely: intensifying the use of interactive methods of education; education of values to wildlife in the process of studying subjects; introduction of optional courses aimed at educating the values of wildlife of middle school students; use of the potential of extracurricular activities for the education of values to the living nature of middle school students. The pedagogical conditions of education of values to wildlife have been developed, experimentally tested and substantiated, which are realized with the help of the created graphic model of education of values to wildlife of middle school students. This model consists of the following blocks: target (the purpose and objectives of the process of educating values of wildlife), methodological (which includes methodological approaches and principles of educating values of wildlife of middle school students), substantive (subjects with significant opportunities in the education of values of wildlife, and elective courses), procedural (forms, methods and stages of education of values to wildlife), effective (consists of criteria, corresponding indicators and levels of education of values to the living nature of middle school students). The result of the model is a positive dynamics of education of values to wildlife.
