Presentation concept of geographical education. A new concept of geographical education. The concept of geographical education in high school

The teachers discussed the concept geographical education

November 2, 2016 at Moscow State University named after M.V. Lomonosov, the second All-Russian Congress of Teachers of Geography, organized by Moscow State University named after M.V. Lomonosov together with the Ministry of Education and Science of Russia, the Russian Geographical Society, Russian Academy education and the Russian Association of Teachers of Geography. More than five hundred geography teachers and methodologists from all regions, including laureates of regional teacher competitions, nominees for grants of the President of Russia in the field of education, mentors of winners of the All-Russian Olympiads for schoolchildren in geography, gathered at Moscow University.

The participants and delegates of the congress were tasked to discuss the draft "Concept for the development of general geographical education in the Russian Federation", to make their comments and suggestions in order to submit the revised version to the government. It should be noted that the discussion of the document has been going on for several months - both on the Internet and in the framework of seminars and other events. During this time, the developers received more than 500 amendments. To what extent were they taken into account in the version of the document that was presented at the congress? Some participants and delegates noted that their comments were not taken into account in the finalization, and the questions that concern them remained unanswered.

The main difference between the version of the Concept presented at the congress and the original version is that the latest version focuses on the study of geography at school (the original draft considered all levels of geographical education - from preschool to higher education).

Increase the number of hours and introduce mandatory exams

At the congress, discussions were held within the framework of round tables and sections, the topics of which reflected the main directions of the implementation of the Concept - from the modernization of the content of geographical education and modern educational technologies in teaching the subject, to the system of training and advanced training of teachers and popularization of geography.

The main concern of educators is that last years geography became a secondary subject at school. An insufficient number of hours are allocated for its study - for example, in grades 5-6 - 1 hour per week. During this time, according to teachers, it is impossible to lay the foundation of knowledge and instill love for the subject. The inefficiency of one-hour courses has long been proven: children quickly forget information received in such a volume.

The Concept proposes different variants distribution of time for studying the subject, including educational institutions, it is recommended to form curricula according to the scheme: in grades 6-9 - 2 hours per week, in grades 8-9 - 1 hour per week for studying additional course"Geography native land»; V high school at the basic level, include geography as a compulsory subject in the amount of at least 2 hours in the 10th grade and 1 hour in the 11th grade. The Concept also proposes to significantly expand the number of universities and areas of study that accept USE as mandatory in geography.

At present, there are very few such universities, which is why, according to Rosobrnadzor, only about 18,000 graduates took the USE in geography in 2016 (less than 3% of the total). For comparison: social science was chosen by about half of school graduates, since the Unified State Examination in this discipline is mandatory for admission to most economic and legal specialties, which are so popular among applicants.

Atlas Part 1 of the course “Geography of Russia. Nature. Population" is intended for students of the 8th grade of general education educational institutions. The atlas contains sections: the geographical position of Russia, the formation and study of the territory of the state, relief and mineral resources, climate, water resources, security environment and population. For visual analysis of statistical data and increasing the visibility of the displayed information, the atlas contains anamorphosis maps. The Atlas forms an integral geographical image of Russia. The content of the atlas corresponds to the federal component of the educational standard.

Another measure, which, according to the authors of the Concept, should solve the problem of drawing attention to geography and strengthening its role is the introduction of mandatory OGE and USE in geography. By the way, Minister of Education and Science Olga Vasilyeva, who spoke on the second day of the congress, approved this initiative, noting that it should be discussed in detail, including in terms of funding.

"Binding will not help the case"

True, many experts are skeptical about these proposals. So, Academician of the Russian Academy of Education, editor-in-chief of the journal "Geography at School" Mikhail Viktorovich Ryzhakov draws attention to the fact that "in accordance with the Law "On Education in the Russian Federation" and the Federal State Educational Standard, the content of education is determined by the participants educational process on their own, and the decrease in hours for geography indicates, first of all, that school administrators do not see much benefit from studying this discipline.

“The introduction of mandatory OGE and USE will not help matters either - cardinal changes in the structure and content of the school course are required,” M. V. Ryzhakov is convinced. In his opinion, "today it is a very complex written subject, the material of which is overloaded and often incomprehensible even to good students." This position is shared by teachers - practitioners, who in their speeches at the sections of the congress said that the complexity of the material being studied does not correspond to the age characteristics of the students, and this discourages interest in the subject.Much also depends on the textbooks, which should be written in an accessible, vivid language. Teachers suggested developing unified approaches to creating ; clarify the list of topics required for study in this subject; agree on scientific interpretations of problematic issues.

Not less than important question is how to motivate students to study geography and prove the necessity of this subject in later life.

How to make geography interesting and in demand?

An interesting discussion took place on this topic within the framework of the congress, in which, along with teachers, well-known TV presenters Anastasia Chernobrovina and Valdis Pelsh, editor-in-chief of the My Planet TV channel Nikolai Tabashnikov and other representatives of the media took part. They shared their vision of how to make geography an exciting and in-demand subject. To do this, it is necessary to use all possible means - from traditional ( fiction travel, non-fiction and documentaries about nature) to modern ones - such as distance learning, interactive teaching methods. And yet, according to the general opinion, no computer technology can replace the live impressions that children can get during travel, excursions, and trips around their native country. However, this is becoming more and more difficult to implement in practice due to the financial costs and administrative obstacles associated with ensuring the safety of children.

It all starts with the teacher

But enthusiastic educators manage to successfully overcome these barriers as well. As Igor Shidlovsky, Honored Teacher of the Russian Federation, said, in the capital's school No. 1282, where he works, educational expeditions are held regularly - both in Moscow and abroad. Moreover, students do not just walk around cities and villages, but perform specific tasks of the teacher, related not only to the study of geography, but also other subjects - history, literature, biology.

“We need to return to educational expeditions and integrate geography with other disciplines,” Igor Shidlovsky is convinced. - In such trips, children learn about the culture, history, nature of their native land. Today, children have disparate knowledge in each subject, and geography unites everything around itself and creates a holistic picture of the world.” A geography teacher from the city of Sarov, Nizhny Novgorod Region, Natalya Tsvetkova, suggested writing down in the concept the requirements for the mandatory conduct of expeditions, excursions, and the organization of practical classes in the process of studying geography. According to her, as long as these types of activities exist only at a recommendatory level, teachers themselves have to find the time and money to conduct them.

Contour maps are intended for students of the 8th grade of general educational institutions. The contour maps reflect the topics of the course "Geography of Russia. Nature. Population": the geopolitical position of Russia, the administrative-territorial structure, relief and mineral resources, climate and agro-climatic resources, water resources, soil resources and population. The cards are provided with tasks. Working with contour maps, students will learn to find and memorize geographical objects, understand their relationships, and characterize phenomena.

According to the general opinion, only a qualified, knowledgeable and loving teacher can instill an interest in geography. However, as participants of the congress noted, approximately two thirds of geography teachers in the regions do not have specialized education. Budget Admission for geographical faculties of pedagogical universities is minimal and amounts to 5 places in some regions, and even this minimum is not allocated every year. Training in advanced training courses also does not always meet modern requirements.

Questions without answers, or a set of good wishes

At the same time, the concept does not provide a clear answer to the question of how to effectively solve these problems. For example, it is proposed to “introduce a system of measures aimed at maintaining and reproducing the personnel potential of geography teachers: awards and incentive grants for teachers who demonstrate outstanding success in teaching geography; implement logistical incentive programs (equipment of geography classrooms) educational institutions showing the best results in training”, etc. It is not specified what funds will be used to implement these plans.

The document does not give a clear answer to the question of the direction in which the structure and content of the school geography course should be reformed - it only states that school geography courses lag behind modern achievements in the field of geographical science, and it is not clear how this lag will be overcome. All this turns the concept into a set of good wishes and recommendations, not supported by specific sources of funding and a clear strategy for further actions. Despite such significant shortcomings, the concept is planned to be submitted to the government as soon as possible - this was stated by the Minister of Defense, President of the Russian Geographical Society Sergei Shoigu, and Olga Vasilyeva, finishing the work of the congress.

As the Minister of Education and Science emphasized, "the developed draft Concept should become the basis for systemic changes in school geographical education, which are long overdue."

And here is what experts think about the last congress and about the concept

Viktor Dronov, Corresponding Member of the Russian Academy of Education, author of the Teaching Materials on Geography: “The concept needs to be improved, since some of its provisions are incorrectly formulated in terms of existing documents. For example, such concepts as “minimum content of education” and “basic curriculum” have become a thing of the past along with the introduction of the Federal State Educational Standard. Their mention in the text of the document indicates that the developers do not fully take into account the educational situation in which the concept should be implemented. How these archaisms remained in the text of the document after numerous edits, I do not understand. It is not at all clear why, without fully introducing new school standards, we set about developing concepts for subjects, because in the form in which they are accepted, they revive the old disease of our school - subject-centrism, which contradicts the meta-subject ideology of the Federal State Educational Standard. The concept also needs to be supplemented with a document on approaches to the creation of new teaching materials in geography (these issues are covered in the document in a fragmented and fragmented way).

Inna Shimlina, Dean of the Faculty of Natural Geography of the Novokuznetsk Branch of the Kemerovo State University: “The Concept mixes two concepts - “geographical education” and “geographical education”. The first is addressed to schoolchildren and students, the second - to the general population. The content of geographical education in the document is not regulated, it does not say to what extent it should be, what level it should correspond to, whether geography will be divided into physical and economic, or it is a comprehensive study. And there are a lot of such unfinished moments. Before writing the Concept, it is necessary to answer the question: what results do we want to get results from its implementation? The authors of the document do not give an answer to this question - despite the fact that all modern education focuses on the results prescribed in the standards. The concept needs to be finalized and discussed again.” “The congress made an ambiguous impression. Of course, it’s good that thanks to this event, teachers, methodologists got the opportunity to meet and talk, and as for main theme- concept, then I experienced some disappointment. The task of the congress should not be the adoption of the concept, but an interesting, bright, professional discussion of the document. However, from the very beginning of the work of the congress, the organizers of this event made it clear to its participants and delegates that the concept would be adopted regardless of the results of the upcoming discussions at the congress. The concept was discussed for a long time, there were many disputes, proposals, criticisms made by many teachers, methodologists, scientists. But, according to the recognition of many participants in the discussions, they (the proposals) not only were not included in the version presented at the congress, but, as if, they were not considered. I agree with the opinion of M.V. Ryzhakov that the concept does not reflect the achievements in the field of teaching the school course of geography, that many important ideas of geographical education are considered in the current concept as "from scratch". It is important that serious and, most importantly, well-reasoned comments on the structure of the Concept and its content were heard at the congress. And these were essential remarks, and by no means only stylistic ones.

It is sad that even in the final speech of N.S. Kasimov, just before the voting, it was not defined what “general geographical education” is, whether it is synonymous with “school geographical education”. And this is strange, since from the very beginning on different stages discussed the "Concept for the development of geographical education ...", then the "Concept of general geographical education" appeared. These inaccuracies are extremely significant. It remained unclear who had the right to vote for the adoption of the document under discussion: only delegates to the congress or delegates and participants? In the latter case, it is not clear how the status of the participants differed? And most importantly, what was finally accepted by the participants and delegates of the congress: the resolution of the congress (but its text was not read out) or the Draft Concept (then which version, with what amendments)? Unfortunately there are more questions than answers. It is a pity that at the congress there was no continuity with the previous congress: there was no talk about what was done on the decisions taken at the First Congress, what did not work out and for what reasons. It seems that such an analysis could become the basis for a more substantive discussion about the new Concept. It is a pity that they did not remember, did not honor the memory of those who left over the years -V.P. Maksakovsky, G.I. Kotelnikov and others. I sincerely congratulate the teachers and methodologists who were awarded diplomas of the Russian Geographical Society. Without belittling the merits of the awarded, I am just as sincerely perplexed: why are there so few (!) teachers and methodologists, whose work is noted and noticed at least with a diploma. Was there really no other worthy in the hall? Of course there were, and more than a dozen. It remains only to rejoice at the meetings with colleagues.”

Brief overview of the draft evidence-based concept for the modernization of content and teaching technologies subject"Geography". Contains information about the transformation of the subject of geography until 2020

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"Overview"

G geography is a subject of an ideological nature that forms students'
complex, systemic and socially oriented view of the Earth as a planet
people, introducing them to the territorial (regional) approach as a special method
scientific knowledge and an important tool for influencing socio-economic
processes through regional policy.

Slide 2. The purpose of geographical education is the formation of a geographical
culture of students as a necessary quality of a person living in conditions
globalized world as part of a universal culture. common goal
geographical education reflects the social order of society, correlates with the general
the purpose of education, aimed at the development and self-development of individuality.

Geographic culture- an integral part of a comprehensively educated
personality. Geographic culture is a historically established
social experience of mankind associated with knowledge, development and transformation
geographic space. UNESCO classifies geography as one of the
four leading school subjects, which have a special responsibility not to
only for the formation of future generations of a humanistic worldview and
socially responsible behavior in modern world.

Today we are witnessing an unprecedented information explosion,
irreversible invasion of educational process computer technologies, methods
modeling and simulation, multimedia teaching aids, space and
aerial photographs, graphic, network and dynamic models. Unfortunately, at the same time, we are seeing a slight decrease in the status of geography (the number of hours is decreasing)

Slide 3.
overcoming.
1. Substantive problems 8 problems ( in geographical courses, when studying their regional part, it is necessary to pay more attention to the study of the population, its traditions, life, economic management, and social problems. At the same time, it is necessary to focus on the most characteristic features inherent in this region, while strengthening the ethnographic, geopolitical, geodemographic, geoecological and sociogeographical components of the course.)

2. Technological problems: 3 problems ( in the teaching of geography, the dominant position of the teacher takes place, the broadcasting method of teaching is preserved, the personal experience of the subject is not taken into account and the value-semantic depths of reflection of the subject of the educational process are not affected)

3.Personnel problems - 2 problems (V pedagogical universities Reception in the direction of "Geography" is reduced or not made at all, which in the very near future will lead to a shortage of personnel)

4. Problems of a motivational nature 4 problems ( low demand for geography as a subject in entrance exams, including in specialized universities)

slide 4. For further development cognitive interest and strengthening motivation in
studying geography in educational institutions, identifying and providing assistance
gifted students, increasing the prestige of the subject, as well as increasing the level
teaching this discipline requires a system of Olympiads in the subject of geography

The sets must differ in parallels. The tasks of the Olympiad must be original; it is allowed to use tasks and other types of tasks published in collections, specialized periodicals and
sources on the Internet only as prototypes (models) for their compilation;

Slide 5. Purpose of the Concept: In a narrower sense, this goal is to create conditions for students with a complete system of geographical knowledge, as well as mastering the system of basic competencies,

theoretical and philosophical problems of geographical education

applied problems of geographical education

slide 6. "geography".

Studying geography in basic school - goals and blocks

The goals of studying geography in high school - at the basic and profile levels. Course structure

Slide 7. Priority areas, teaching methods:

Pedagogical technology

Interactive learning

Small group work ( gaming technology, dialogue learning)

Problem learning.

Modular learning

Development Technology critical thinking.

Developmental learning technology

Design technology.

Information and Communication Technologies

For example. 1) The teacher informs students of educational information and determines the ways, forms,
means and methods of mastering and acquiring knowledge and skills, directs the research
and creative search of students; is an active participant in the formation of their
professional choice. 5 directions.

slide 9. Tools and means of logisticalensure provided in the form of a table in which the name, required quantity and note (part of the table) are registered.

slide 10. Basic forms and types of educational activities.

Mathodes are listed and their characteristics are indicated 5 teaching methods (verbal, visual). The types of educational and cognitive activities and their subjects with a description are indicated (observation, work with a book)

Slide 11.

GEF requirements for the results of education(personal, metasubject, subject) according tobasic general education programs

Exemplary general education programs of primary, basic and secondary
general education should clarify and specify personal, metasubject and subject the results of education (the requirements of the Federal State Educational Standard) in the process of implementing the content of the subject "Geography"

Requirements for staffing conditions for implementationmajor general educational programs Vin accordance with GEF

Requirements for personnel conditions for the implementation of the main educational program
basic, basic and secondary general education for the organization of educational
process in the framework of the subject "Geography" (the level of qualification of the teaching staff of the organization organizing the training and education of students in the framework of the subject "Geography")

Training and metodology complex"Polar Star"

Educational and methodical complex "Sphere"

Educational and methodological complex of the classical line of the Drofa publishing house

Identified features of the CMC

Answers to the following questions are given: What are the innovative features of the modern teaching materials in geography?

What are the best traditions of national pedagogy he preserves and develops

slide 13. Description of the most effective approaches toteaching the subject "geography", factors contributing to improving the quality of teachingsubject "geography", recommendations on theiruse, taking into account regional specifics

Today there are enough a large number of pedagogical
learning technologies, both traditional and innovative. Can't tell which one
best for positive results. The choice of technology depends
on many factors: the contingent of students, their age, level of preparedness, topic
classes, etc.

In the context of the implementation of the requirements of the Federal State Educational Standards LLC, the most relevant are
technologies like:

Information and Communication Technology;

Technology for the development of critical thinking;

Design technology;

Developmental learning technology;

Technology problem learning;

Game technology;

Modular technology;

Workshop technology;

Case technology

Science-based proposals for modernizationcontent and learning technologies in the subject"geography"

At the federal and regional levels, as well as for the association of teachers of geography, for leaders ( Develop outreach programs for testing and review
programs of continuous geographical education, taking into account the regional
(variable component), in accordance with the requirements for the implementation of the Federal
state educational standard to learning outcomes, based on educational materials.)

slide 14. Implementation planning systemconcepts in accordance with the goals andtasks and a description of the order of their implementation, mechanisms
monitoring the results of the implementation of the concepts,key performance indicators and performance indicators for the implementation of the concepts (at least 20 indicators and
indicators).

Purpose, tasks and criteria.

Criteria educational organization: 17. The number of teachers who underwent training in other regions 18. The number of teachers who underwent training from other regions 19. The place of the organization in the regional assessment of the quality of education by
regional (all-Russian) competition for the current year 20. USE result(average) in geography 21. GIA result (average) in geography 22. Number of pupils-winners of regional olympiads, competitions in geography 23. Number of pupils-winners All-Russian Olympiads(international

Slide 15 Conditions for the effectiveness of the implementation of the concept of the subject area "geography" (including key indicators and indicators of the effectiveness of the implementation of the concept, mechanisms for monitoring the results of the implementation of the concept of the subject
area "geography") 9 conditions

slide 16. Roadmap (action plan) for the implementation andapprobation of the draft concept of teaching the subject"geography" in Russian Federation relevance, goals, objectives, prerequisites, directions are available in the appendix (part of the table on slide 17 )

View presentation content
"Overview"

Draft science-based concept for the modernization of content and technologies for teaching the subject "Geography"

short review by Skurikhina D.A. village Artyugino

THE PURPOSE OF GEOGRAPHICAL EDUCATION is the formation of the geographical culture of students as a necessary quality of a person living in a globalized world, as part of a universal culture.

Problems of the system of school geographical education and their ways overcoming

Personnel problems

Technological problems

Content issues

Problems of a motivational nature

Purpose of the Concept: in creating conditions for students with a complete system of geographical knowledge, as well as mastering the system of basic competencies

applied problems of geographical education

theoretical and ideological tasks of geographical education

The main content lines of the subject "geography

Main school

Senior school (profile level)

Course structure

High school ( a basic level of

Course structure

Main school

• Pedagogical technology
• Interactive learning
• Work in small groups (game technology, interactive learning)
• Problem learning.
• Modular learning
• Technology for the development of critical thinking.
• Developmental learning technology
• Design technology.
• Information and Communication Technologies

• The teacher informs students of educational information and determines the ways, forms, means and methods of mastering and acquiring knowledge and skills, directs the research and creative search of students; is an active participant in the formation of their professional choice

TOOLS AND MEANS OF LOGISTIC AND TECHNICAL SECURITIES

• GEF requirements for the results of education (personal, meta-subject, subject) for basic general education programs.
• Requirements for personnel conditions for the implementation of basic general education programs in accordance with the Federal State Educational Standard.

Training and metodology complex

"Polar Star"

Training and metodology complex

classic line of the Drofa publishing house

The line of regional studies textbooks "Bustbusters"

• Description of the most effective approaches to teaching the subject "geography",

factors contributing to the increase

the quality of teaching the subject "geography",

regional specifics.

• Evidence-based proposals for the modernization of the content and technology of education in the subject "geography".

• Organizational scheme for monitoring the introduction of new content and new technologies for teaching the subject "geography".

• Description of the processes of regulatory, scientific, methodological, personnel, material and technical, software and information and resource support educational activities.

The presented concept is written professionally, reflects all aspects of geographical education. The team that compiled this project knows firsthand the problems of geographical education. The authors of the project have deeply analyzed and studied this issue.

The concept shows the importance of geographical education, the problems of studying and teaching geography. The Concept contains the goals and objectives of the project. The main directions of the implementation of the Concept and the expected results are presented.

Everything is written well, “smoothly” and correctly. BUT do not overestimate geographical education and exalt this subject as a subject that solves all the problems of the educational and economic spheres.

The danger is that "make an official pray to God, he will hurt his forehead." A situation may arise that was created with the introduction of the subject of life safety (in all classes), physical education for 3 hours a week, social science (as a subject that teaches everything). Such distortions can lead to disappointment in a favorite subject (geography).

With the introduction of 1 hour per week in grade 5 and 1 hour per week in grade 6 (according to GEF in this moment), it is inappropriate to introduce 2 hours per week in the 6th grade (if 1 hour remains in the 5th grade). I think that students should take an exam in geography at will, and not all of them without exception.

Allocate funds for the development of children's, amateur tourism.

Feedback on the Conceptfor the development of geographical education in the Russian FederationChurlyaev Yu.A. Associate Professor VIRO, geography teacher Lyceum 9 Voronezh

The concept of geographical education in high school

School geography is going through a very difficult period. The prestige of geography is falling. Although in the base curriculum geography is a compulsory subject, the hours for studying it are reduced.

The society is undergoing profound changes in social and economic life. All this and also modern achievements science, demanded the creation of a new concept of school geography. It is necessary to show the importance of geography in the formation of personality, as a unique science, which in a complex shows the unity of nature-society-economy, analyzes cause-and-effect relationships, predicts and suggests ways to solve economic, social and environmental problems.

Without geographical knowledge and skills, without the idea of ​​the Earth as a single whole and at the same time heterogeneous space, without geographical culture it is impossible contemporary activity person.

Goals and objectives of school geographical education

on the basis of specific geographical material, to form a system of principles and views in relation to the Earth, as one's home, the only habitat.

on the basis of an integrated approach to create a holistic perception of the world, to give an idea of ​​geographical objects and phenomena, their diversity in nature and society, to explain their objectivity. Consider each region as a single territorial social system.

pay special attention to the identification, study, analysis of cause-and-effect relationships. Students must understand that everything in the world is interconnected and interdependent, all objects and phenomena develop in time and space. Hence the need to consider everything in historical terms, in development, to be able to predict the consequences, to anticipate the emergence of problems, to be able to offer their solutions.

geography is a territorial science, therefore, it is necessary to link all objects, phenomena and processes to a specific place. This necessitates the ability to use the map as a source of information.

formation ecological culture, understanding the meaning and role of each person in the system nature-man-society.

The main directions of school geography

Humanization (“humanization”). This is knowledge about the role of prominent personalities in the development of geography. Consideration of all objects, phenomena, processes in relation to a person. The influence of nature on the development of material and spiritual culture, the role of nature in the formation of morality, national traditions of nature management and management. The role of man in the formation of modern landscapes.

The local history approach in the study of geography is the maximum attention to one's own region, starting from the surroundings of the school and ending with the territory of one's region (region). Knowledge of the factual material in one's own region and manifestations of general physical and geographical patterns and cause-and-effect relationships in a familiar area are included. It is also proposed to introduce comprehensive courses of local history in grades VI-X.

Ecologization of geography courses based on the education of love and respect for the Earth as a home where we live. The basic principle is: think globally, act locally. The role of each person in solving environmental problems.

Differentiated approach. This is a clear division of geographical content into levels: for acquaintance, basic level, in-depth study. In addition, specialized and profile courses, blocks, etc., for this, alternative programs and textbooks are needed.

An integrated approach to the study of individual regions based on the formed knowledge of general geography.

The structure of school courses

Geography should not be studied in primary school, because there it is taught by non-specialists. They make mistakes that are difficult to correct later. In addition, children get the impression that they have already studied everything, and this reduces interest in geography in high school.

Grade V - the course "Natural History" on the basis of local history.

VI class - physical geography of the world. General geographical patterns, concepts, ideas are studied. On the continents and oceans, 2-3 hours are allotted for a general presentation.

VII class - physical geography of Russia. (Nature of Russia).

VIII class - economic and social geography of Russia.

Grade IX - general physical and economic geography.

X class - economic and social geography of the world.

Material support of the educational process

To ensure the full study of geography at school, a complete set of teaching aids is needed. Each program must have: textbook, atlas, workbook, Toolkit for the teacher contour maps, a book for students, a set of wall maps.

The textbook should not be just a book to read, but a manual for independent work, reflections, formation of general educational and special abilities and skills.

In the same volume, there should be textbooks in their field.

The concept of school geographical education was discussed and approved at a meeting of the IU Geography Cabinet Council.

Kozarenko A.E.

place of geology
in the modern school course of geography

Geology fundamental science closely related to geography. Without geological knowledge, the very existence of geography is impossible. The modern appearance of the Earth cannot be explained without the geological past. The lithosphere is the lithogenic basis geographical envelope. Rocks are the substrate on which various landscapes are formed. They are also subject to human activity, which can result in environmental disasters.

Analysis of modern school programs in geography and related textbooks showed that geological knowledge takes up about 5% of the teaching time allotted for geography. At the same time, for example, the topic “Atmosphere” takes 15-20% of the study time. The number and continuity of geological concepts in school courses geographies are shown below.

About 100 geological concepts are given in grade VI geography textbooks, of which 20 to 50% are retained in grades VII-XI. In class VII textbooks, the number of geological concepts is somewhat reduced. About 30-60% of these concepts are used in grades VIII-XI. Maximum amount geological material falls on the VIII class (about 150). In the textbooks of grades IX XI, mainly the names of minerals are used (16 40 concepts and minerals)

In all geography courses and in almost all existing school textbooks, the concepts of minerals, deposits, the terms “mineral”, “rock”, “geology” and some others are used. Unfortunately, many of the concepts disclosed and used in the VI class are not used in the VII XI classes. IN teaching aids in economic geography, the luggage of the previous classes is practically not used. It is also necessary to note not only the depletion of mineral reserves, but also the ecological consequences of anthropogenesis for the lithosphere.

A large number of various geography textbooks for secondary schools, published recently, reflects the diversity of approaches to teaching geography. However, many of them suffer from inaccuracies and even gross errors in the presentation of geological knowledge. Outdated geological information is often used. For example, it is argued that the pre-biogenic stage in the development of the geographic envelope ended 570 million years ago. However, the huge role of organisms in the formation of the atmosphere, hydrosphere and lithosphere in the Precambrian is known, as pointed out by V.I. Vernadsky.

We offer a scheme and sequence for studying geological knowledge in school geography courses.

VIClass. The origin of the Earth as a planet and its internal structure. The main minerals and rocks that make up the earth's crust. The concept of geotectonics and its methods. Internal geological processes: intrusive and effusive magmatism (volcanism). Metamorphism. Minerals of igneous and metamorphic origin. Structural basic elements of the earth's crust: continents and oceans, platforms and mobile belts. Common features their structure and development. Tectonic maps. External processes: weathering, geological activity of flowing surface waters, underground waters, glaciers, wind, sea. The formation of sedimentary rocks and the most important minerals of sedimentary origin. Participation of living organisms in the formation of the earth's crust, atmosphere and hydrosphere.

VIIClass. Modern ideas about the structure of the lithosphere and the earth's crust. Types of the earth's crust. Basic geotectonic hypotheses. Lithospheric plates: mechanism and causes of their movement. Development of mobile belts and mountain building. Destruction of mountains under the influence of external processes. Formation of platforms. Addiction large forms relief from geological structure earth's crust. Minerals of platforms and mobile belts. Geological cycle of matter.

VIIIClass. Relief and structure of the earth's crust in Russia. Geological reckoning. Geochronology and stratigraphy. Geological table. Geological map and map of Quaternary deposits. The concept of paleontology and the restoration of the physical and geographical conditions of the geological past. General patterns development of the Earth: periodicity and direction of geological processes. Baikal, Caledonian, Hercynian, Mesozoic and Alpine tectonic cycles. Geological history of Russia in the Neogene and Quaternary period. Man as a geological force. The concept of the noosphere V.I. Vernadsky.

IXClass. Mineral resources Russia and the patterns of their distribution. Combustible and ore minerals. Agrochemical and chemical raw materials. Ecological geology is an integral part of geoecology. Ecological functions of the lithosphere: resource, geodynamic and geochemical. Ecological geology of Russia.

XClass. Mineral resources of the world and patterns of their distribution. Global ecological geology and man.

Kornienko E.V.

Moscow, school number 1314

A new approach to teaching geography

The volume of educational material increases every year, and the number of hours decreases, so what should children be taught in this situation?

The main questions that a geography teacher should answer when considering the next lesson are what kind of mental ability can be formed in children by working with this geographical material, and are there any mental abilities that are more adequate to form in geography lessons.

Reflecting on these questions and testing them in practice, I came to the conclusions that I want to acquaint you with.

Geography certainly has its place in common system school subjects. Due to the established grid of hours in different subjects in different classes, it is with geography (natural history) that the course of natural science begins. And this sets the task for the teacher to teach children to distinguish between subject fields. This is not a trivial task at all, because in this case, the child must understand what he is exploring together with the teacher and what methods and means are in the arsenal of this objectivity. The object of research is nature, and the means are data obtained by physics, chemistry, zoology, which children will begin to study later. Thus, at the first stage, geography is designed to equip the child cultural means developed in natural science subjects. This is a system of distinctions and grounds (parameters) for these distinctions, obtained primarily in physics. In other words, the student must master the language of the subject and understand how to obtain parameters (temperature, altitude, movement speed, etc.). IN teaching practice this is called mastery of subject concepts. But it's not. There is a substitution beautiful words real pedagogical activity different type. To master a concept means to know in what real situation a given word arose and what real situation was resolved due to this. You need to be aware that the teacher, as well as the methodologists, do not have such knowledge. This is not taught either at the university or at the pedagogical institute.

Here, a colossal field for creativity opens up for the teacher together with the children. To teach a child to master concepts, and not to know a large number of definitions of concepts - that is the task of geography. In pedagogical activity, it is necessary to strive to create such learning situations in which the student will begin to generate necessary system concepts and thereby master them.

Moscow School No. 1314 (Experimental Methodological College) is engaged in the methodology for creating such learning situations. This methodical form was called the Task Form of Organization of Lessons (ZFO).

The main idea of ​​geographical education is to help the child acquire knowledge, not information. Knowledge is understood not only as knowledge of the language of the subject, but also understanding of the specifics of obtaining (a set of measuring tools) and limitations of knowledge (a set of models). As an example, I will give 2 models. This is the theory of geosynclines and the theory of movement lithospheric plates, which teachers use to explain the features of the relief and the nature of the occurrence of rocks. Each of the models has its own limitations and it is also necessary to acquaint children with this.

Geographic objectivity has a special mental ability - the ability to make a forecast. Therefore, the main goal of geographical education is to form the ability to predict. All of the above is an integral part of the ability to predict.

In this regard, for each subsequent course of geography, its own pedagogical task is determined:

V VI class - Mastering the system of distinctions and the formation of concepts;

Grade VII - Mastering model representations;

Grade VIII - Mastering the ability to predict

At the same time, each course has what is indicated in the previous one, but the emphasis is shifted.

For grades IX-X, didactic work pursues the goal - work with the formation of project abilities and positional analysis various situations. It is in the courses of economic geography that children must work with knowledge systems of various subjects, understand their limitations and be able to use them for forecasts and analyses.

Lobzhanidze A.A.

PhD, Moscow State Pedagogical University

RAUG President

On approaches to the formation of modern
geographical education

The world facing schoolchildren educated in the 21st century will be more life-threatening, environmentally critical, unpredictable in an increasingly competitive and interconnected global economy. In this regard, the importance of geographical education is sharply increasing, which must also undergo certain reforms in connection with the transition to a 12-year school.

In the modern world, geography, as a science, is not limited to collecting various information. Geography deals more with asking questions and solving problems than with remembering isolated facts. Here are the main questions that geographers solve when studying the Earth: “Where is something located?” "Why is it there?" “How did it form there?” “How does it interact with each other?”

What is geography academic discipline? Often it is focused specifically on memorizing facts and collecting geographic information. In the context of the transition to the new Concept of geographical education, it is necessary to move away from the factual approach and strengthen the activity approach, creating the necessary conditions for the implementation of the following basic skills among Russian schoolchildren:

answer geographical questions;

acquire geographic information;

organize (represent) geographic information;

analyze geographic information;

Ability to answer geographical questions and today is one of the basic skills formed in the lessons of geography. However, it is important that students develop geographical questions on their own. Schoolchildren need to be taught to think about possible answers to these questions, because various assumptions lead to the development of hypotheses, which in turn lead to the search for geographic information.

Acquisition of geographic information. To answer geographic questions, students should start collecting geographic information

Students should be able to collect data from various sources: scientific works, field research materials, periodical press materials, various kinds maps, use sources of graphic information, interviews, statistical data.

Sources of geographic information, especially the results of fieldwork performed by students, are important in the geographic exploration of schoolchildren, awaken their curiosity, and make geography a more useful and practical subject. This contributes to the active study of theoretical issues of geography, in order to, by observing, formulate new questions and problems, enhances the perception of natural and social processes.

Organization of geographic information. All collected geographic information must be organized and displayed in various ways through analysis and interpretation. Data should be systematized and presented in visual (graphical) forms: graphs, charts, tables, photographs, cartograms and maps. This approach is especially useful when student-produced visual forms are accompanied by oral or written comments. The creative potential of schoolchildren should be fully manifested in the development of various types of maps, graphs and diagrams (including electronic ones). They best reflect the data collected by the student.

Creating your own maps can mean using sketch maps (schemes), in written work, or as a result of observations in the field. For students, making a map should be as easy and natural as writing a paragraph. Students should be proficient in creating map symbols, using scale, and being able to critically evaluate information displayed on maps.

Analysis of geographic information involves the selection of significant examples or phenomena in the natural or social environment. Analytic processes lead to answers to questions that were originally the goal of the study and should lead to the development of geographical models and generalizations. The development of generalizations and conclusions based on the collected, organized and analyzed data is the pinnacle of the student's research activity.

Skills related to answering geographic questions include the ability to draw conclusions based on information obtained in graphical form (maps, tables, graphs) or in oral and written responses.

Scale is important in developing responses to geographic questions. This skill includes the ability to distinguish generalizations that apply at the local level from those that apply at the global level of a problem.

Developing generalizations requires students to use information that they themselves have collected, processed, and analyzed. Generalizations can be made using inductive or deductive reasoning. Inductive reasoning requires students to synthesize geographic information in order to answer questions and draw conclusions. Deductive reasoning requires students to identify questions, collect and evaluate evidence, and determine whether generalizations are appropriate by testing them in real work.

Schoolchildren, in the course of geographical research, must master a civil position, extending the results of their own research to real actions in the natural and social environment. If a student is able to connect the results obtained, answering geographical questions with life, then this is the ability of a real citizen.

Geographic information can be presented in the form of artistic or literary work, game or video. A wide opportunity for obtaining modern geographical information is provided by computer multimedia programs and the international computer network “Internet”. Choice optimal means providing answers to geographic questions is an important skill for schoolchildren. It is important that students understand that there are alternative ways obtaining geographic information, knew how to use them.

Results of licensing educational activities, certification, state accreditation and inspection of educational institutions and municipal education authorities of the Chelyabinsk region for the 2001-2002 academic year