摘要：This paper presents a concept of continuous environmental education that has a generic nature but was considered in the context of one particular region — the Republic of Altai. The work also presents a structural-functional model of the system of technological support of the continuous environmental education of secondary school students. The model of the system mentioned above is based on the results of theoretical, methodological and practical research as well as on its experimental verification. The system is based on the principle of environmental education with its substantive, regulatory and procedural functions. The study has confirmed the assumption about the necessity of this concept and proved its effectiveness in terms of developing a technology for continuous environmental education in the region. This concept was adopted by the Government of the Altai Republic and became the theoretical and methodological basis of this technology. The concept of environmental education in the Republic of Altai proposed allows observing the entire educational process and taking into account the connections between all functional structures most fully, since all of them are based on systematic, activity, reflexive, synergetic, resource, cultural approaches. The concept creates a theoretical basis for solving an important practical problem — the scientific substantiation of the didactic basis of environmental education. The investigation performed helps explain the essence and predict the development of complex processes in the field of education. The research allows using the experience of theoretical substantiation of the introduction of didactic provisions to the rank of teaching principles and experience in developing their "instrumentality" (the method of application) in the form of content, normative and procedural didactic functions. Also, this research allows building a concept that creates a theoretical basis for solving important practical problems in the education system and using the experience of revealing the deeper content of previously known pedagogical concepts, enabling the identification of their new core features.
