1. Lesson as the main form of organizing the educational process

1 Lesson as an element of the class-lesson teaching system

The main form of organizing the learning process in our school is the lesson. And this is not accidental: a lesson as an organizational form creates the necessary conditions for combining training and education into a single process, for teaching students knowledge, skills, abilities and for developing their cognitive abilities.

A lesson is an element of a class-lesson teaching system. The classroom-lesson system has significant didactic, general pedagogical, psychological, sociological and economic advantages over any other education system in a comprehensive school. The clarity of the organization of educational work, the teacher’s knowledge of students and each other, the stimulating influence of the class team, the relative continuity of pedagogical leadership in the educational process, economic profitability - all these are the advantages of the classroom-lesson education system.

In lessons, the processes of interaction and communication are based on personal contact between the teacher and the class and are most often carried out in the structure of dialogue, during which the teacher directs and controls the activities of all students without exception, and also supports interaction and mutual control among the students themselves. Consequently, learning in a lesson can be considered as a system of various direct and indirect interactions aimed at achieving certain goals between the teacher and a constant group of students (class), during which the teacher maintains contact not only with the class as a whole, but also with each individual student. All this creates the prerequisites for all students to master the basics of the knowledge being studied and to develop the necessary skills and abilities during the learning process in the classroom.

Thus, a lesson is an organizational form in which a teacher, for a precisely set time, leads in a specially designated place the collective cognitive activity of a permanent group of students (class), taking into account the characteristics of each of them, using types, means and methods of work that create favorable conditions for to ensure that all students master the basics of what they study directly in the learning process, as well as to educate and develop the cognitive abilities of schoolchildren.

In this definition, two rows of characteristics should be distinguished: specific and not specific to the lesson.

The specific ones include: a group of students (class) that is constant at all stages of the learning process, the teacher’s guidance of the cognitive activity of the class, taking into account the characteristics of each student, and the mastery by all students of the basics of what is being studied directly in the lesson. No other organizational form has these characteristics; they reflect not only the specifics, but also the essence of the lesson. If at least one of them is missing, there is no lesson. In turn, these characteristics require the mandatory fulfillment of certain conditions. One of these conditions, for example, is compliance with class occupancy standards. The study of the issue showed that there is a certain norm for the number of simultaneously trained students, at which the teacher is able to direct the cognitive activity of the class, taking into account the characteristics of each student. Exceeding this norm practically excludes the possibility of using a lesson as a form of organizing the learning process.

Non-specific characteristics are presented not only in the lesson, but also in other organizational forms. However, this does not detract from their importance, since only a combination of specific and nonspecific characteristics creates the analyzed phenomenon - a lesson. The latter include: learning objectives; types, means and methods of work; place of study; studying time.

Interacting with the class, the teacher performs a leadership function throughout the lesson: he must act in such a way as to provide favorable learning conditions for all students.

For these purposes, it is necessary to use various types of work organization:

a) general, or collective;

b) individual;

c) group, or specific (groups, units, brigades, pairs, trios, etc.).

Group (or specific) are intermediate, connecting collective and individual types of work organization. Consequently, in the lesson, three leading elementary groupings of students are used in various combinations: the active class, active groups and active individuals.

There are different types of classification of lessons.

I. N. Kazantsev’s classification according to the method of conducting educational classes includes such types as excursion lessons, film lessons, independent work lessons, etc.

The second approach to classifying lessons is based on an analysis of the features of the learning process and its components. Thus, S. V. Ivanov identifies the following types of lessons:

) introductory;

) lesson of initial familiarization with the material;

) mastering new knowledge;

) applying the acquired knowledge in practice;

) skills lesson;

) consolidation, repetition and generalization;

) control;

) mixed, or combined.

The third approach to classifying lessons, which is very close to the second, is classification according to the main didactic purpose of the lesson and its place in the lesson system (I. N. Kazantsev, B. P. Esipov).

The most developed classification here is that proposed by B.P. Esipov, who identifies:

) combined, or mixed, lessons;

) lessons to familiarize students with new material;

) lessons to consolidate knowledge;

) having the main goal of generalizing and systematizing what has been studied;

) having the main goal of developing and consolidating skills and abilities;

) with the main goal of testing knowledge.

One of the objectives of the lesson is to ensure high productivity of students and teachers, that is, obtaining high results with the absolutely necessary investment of time and effort. In this case, we are talking about increasing the efficiency in the work of students and teachers.

In the educational process, three main relationships between results and expenditure of time and effort are possible:

) obtaining the desired results while spending the time and effort of students and teachers beyond the norm (overload of teachers and students);

) achievement of the intended goals with minimal expenditure of time and effort by students and teachers (in such cases, not all requirements for the educational process in the lesson are usually realized, the results are not always achieved in the most appropriate ways and their level is significantly reduced);

) achieving results with optimal, absolutely necessary expenditure of effort and time for teachers and students. The latter ratio of results and costs of time and effort of teachers and students is the most appropriate.

A common element of most modern theories of teaching and learning is the proposition that learning should be a purposeful, active and conscious process. Although all of the listed characteristics are similar in content, each of them has certain specifics. Purposeful learning means that students must clearly understand the goals of all the actions they perform in the educational process; activity - that students do not just follow the instructions and requirements of the teacher, but are themselves proactive participants in the educational process; awareness - that everything learned in class should be deeply understood by each student. Significant prerequisites for stimulating such teaching are laid down in new educational programs, but the organization of training is no less important.

In the educational process in the classroom, one cannot fail to take into account the general dependence of learning on learning ability, on the prerequisites lying in the students themselves. This dependence is quite natural, since educational material is absorbed by specific students who have certain inclinations, abilities, and interests. The latter explains the absence of unambiguous connections between learning and assimilation. School practice and research results show that the same teaching techniques and methods have different effects on students depending on their individual characteristics. Teachers know that if they conduct a lesson in parallel classes according to the same plan and maintaining the same conditions, they never get identical results due to differences in the composition of the classes. Similar differences in learning outcomes are observed among students in the same class, although they are all in relatively the same learning conditions. Consequently, the effective organization of the educational process in the classroom and its rationalization are unthinkable without a clear knowledge by the teacher of the individual characteristics of students, the specifics of classes and taking these characteristics into account in everyday work.

A lesson consists of parts - heterogeneous and homogeneous learning situations, following one after another in a certain order. The sequence and internal connection of learning situations make up the structure of the lesson.

The parts of the lesson should appear in such a sequence and in such a combination that they correspond to the logic of the educational process and help more effectively achieve goals.

2 Teaching aids as one of the main components of the didactic system

Along with the goals, content, forms and methods of teaching, teaching aids are one of the main components of the didactic system; it is a necessary element of equipment for the educational process, which, together with the content of education, constitutes its information and subject environment.

Teaching aids are material and ideal objects that are involved in the educational process as carriers of information and tools for the activities of the teacher and students.

Teaching tools are the tools of activity of the teacher and students, used by them both individually and jointly. For example, demonstration equipment is intended mainly for the teacher, and laboratory equipment - for the student; but chalk and a blackboard or a local computer network can be used by them together.

Tools of cognitive activity increase its effectiveness, since they serve as a means of achieving the goals of educational activity.

The classification of teaching aids can be different depending on the attribute underlying it. For example, they distinguish:

according to the composition of objects - material (premises, equipment, furniture, computers, class schedule) and ideal (figurative representations, iconic models, thought experiments, models of the Universe) teaching aids;

in relation to the sources of appearance - artificial (instruments, paintings, textbooks) and natural (natural objects, preparations, herbariums) teaching aids,

by complexity - simple (samples, models, maps) and complex (video recorders, computer networks) teaching aids;

by method of use - dynamic (video) and static (code-positive) teaching aids;

according to structural features - flat (maps), three-dimensional (layouts), mixed (model of the Earth) and virtual (multimedia programs) teaching aids;

by the nature of the impact - visual (diagrams, demonstration devices), auditory (tape recorders, radio) and audiovisual (television, video films) teaching aids;

by information medium - “paper” (textbooks, card indexes), magneto-optical (films), electronic (computer programs) and laser (CD-Rom, DVD) teaching aids;

by levels of educational content - teaching aids at the lesson level (text material, etc.), at the subject level (textbooks), at the level of the entire learning process (classrooms);

in relation to technological progress - traditional (visual aids, museums, libraries), modern (mass media, multimedia teaching aids, computers) and promising (websites, local and global computer networks, mobile telecommunications, distributed education systems) teaching aids .

The didactic role and functions of each teaching aid are incorporated into them at the design and manufacturing stage. The main didactic functions of teaching aids are:

Compensatory - i.e. facilitating the learning process, reducing the expenditure of time, effort and health of the teacher and students;

Informativeness - transmission of information necessary for learning;

Integrity - consideration of the studied object or phenomenon in parts and as a whole;

Instrumentality is the safe and rational provision of certain types of activities for students and teachers.

In a modern school, there is a system of teaching aids - a set of items of educational equipment that has integrity, autonomy and is designed to solve educational problems.

For each training course there is a list of recommended subject-specific teaching aids that is constantly updated. For example, systems of teaching aids for humanities courses largely consist of printed manuals: educational books, didactic materials, tables, pictures. And natural science courses involve a significant amount of natural objects, models, instruments for observation and experiment.

2. Information and communication technologies

2.1 General information about ICT used in the educational process

The modern guiding idea of ​​the educational process is a closer combination and interaction of technical and natural constituent elements. Informatization and computerization of the educational process in the subjects of the natural cycle act as an interacting integrating phenomenon. Such a connection, i.e. The use of computer technology, compared to traditional teaching, has a number of advantages:

1. The computer is a connecting link that establishes the natural interaction of all forms of educational and cognitive activity of students.

2. Computer technologies help to enhance the cognitive and mental activity of students.

Computer technology contains enormous motivational opportunities. An important motivational factor is the gaming nature of computer technology. Game elements of computer testing are competitiveness, extreme situations that require the user to make extraordinary decisions.

The introduction of computer natural knowledge into the structure expands the opportunities for independent learning of students. The use of computer programs significantly increases the proportion of independent work as a basic component of the entire cognitive process. As is known, in the course of independent advancement from ignorance to knowledge, students are introduced to systematic and purposeful activities to assimilate and creatively apply the acquired knowledge.

What are information and communication technologies?

Information and communication technologies are technologies that use computer technologies (information processes) and means of communication (communications means - the Internet).

Computer technologies include software, hardware and devices operating on the basis of microprocessor and computer technology, as well as modern means and information exchange systems that provide operations for collecting, accumulating, storing, processing, and transmitting information.

Information computer technologies include: computers, personal computers; sets of terminal equipment for computers of all classes, local area networks, information input/output devices, means of input and manipulation of text and graphic information, means of archival storage of large volumes of information and other peripheral equipment of modern computers; devices for converting data from graphic or audio forms of data representation into digital and vice versa; means and devices for manipulating audiovisual information; modern means of communication; artificial intelligence systems; computer graphics systems, software systems (programming languages, translators, compilers, operating systems, application software packages, etc.).

With the help of ICT, the basic principles of teaching are effectively implemented:

· scientific principle;

· the principle of systematicity and consistency;

· principle of activity;

· principle of accessibility;

· connection between theory and practice;

· taking into account the individual characteristics of students;

· visibility.

The use of ICT allows us to optimize the work of the teacher and somewhat facilitate his functions:

1. Control. The teacher is freed from the routine work of questioning students. In addition, the position of a teacher becomes more attractive because control functions are transferred to the machine, and this promotes conflict-free communication.

2. Feedback. The use of a computer allows you to evaluate each stage of a student’s work: the computer corrects errors, comments if necessary, providing the necessary information. Thus, the student gets the opportunity to correct his mistakes in a timely manner.

The use of information and computer technologies in geography lessons not only facilitates the learning of new educational material, but also provides opportunities for the development of students’ creative abilities:

increases students' motivation to learn;

activates cognitive activity;

develops the child’s thinking and creative abilities;

forms an active life position in modern society.

ICT can be used at all stages of the educational process.

Depending on the goals and objectives of the lesson, information technologies can be used in the lesson to study new material, to generalize and systematize knowledge, when performing practical work, creative tasks, and when monitoring knowledge and skills.

When learning new material, a demonstration program is most often used - an electronic textbook or electronic presentation, which presents theoretical material to students in an accessible, bright, visual form.

Educated programs, i.e. electronic textbooks contain video fragments that allow you to demonstrate in class a video clip representing the phenomenon being studied with commentary from a speaker.

During the lesson of consolidating educational material, you can use a tester program or Activote testing devices, which allow you to monitor the assimilation of the studied material.

There are various types of computer programs that a teacher can use in his activities:

Curriculums focused primarily on acquiring new knowledge. Many of them operate in a mode close to programmed learning with a branched program. This group can also include programs for problem-based learning that indirectly control students’ activities.

Training programs designed for the formation and consolidation of skills, as well as for self-training of students. The use of these programs assumes that the theoretical material has already been mastered by the students.

Monitoring programs designed to control a certain level of knowledge and skills. This type of program is represented by a variety of test tasks, including in test form.

Demonstration programs designed for visual demonstration of educational material of a descriptive nature, various visual aids (paintings, photographs, video clips). One of their varieties can be considered geographic interactive atlases, maps of which can be used not only for clarity, but also “overlaid” on each other, arranged, and used interactive and interactive graphics. This type also includes presentation programs that have graphic editing capabilities and are used for students’ creative work.

Simulation and modeling programs designed to “simulate” objects and phenomena. These programs are especially important for geography, when the material being studied is difficult to demonstrate or is abstract.

Information and reference programs designed to display the necessary information with a connection to educational Internet resources.

7. multimedia textbooks - complex programs that combine most of the elements of the listed types of programs.

Multimedia textbooks, or as they are also called, electronic textbooks, are executed in a format that allows hyperlinks, graphics, animation, speaker speech, registration forms, interactive tasks, and multimedia effects.

Electronic textbooks have significant advantages over their paper predecessors. A teacher who has educational information on his subject can quickly structure it in a new way or simply place the material on a website for simultaneous access by everyone: his students.

Electronic textbooks are practically eternal, they are not afraid of wear and tear, take up little space and are very mobile. The electronic textbook is variable in design: it can be given any form convenient for reading (change the background color, text, font size); If necessary, you can use a printer to print part of the textbook, designing it at your discretion.

The inclusion of animation and computer game elements into the textbook enhances its interactivity and appeal. The hypertext structure of the textbook allows for an individual learning path. However, a hypertext navigation system should be built in such a way that logic and systematicity in mastering the content are preserved, and gaps in mastering educational standards are not allowed.

The electronic textbook provides great opportunities for creative work. The teacher and students can participate in the compilation of their own electronic textbook, add materials or tasks to it without significant costs for reprinting. “Paper” textbooks do not provide such an opportunity, and when using them, it is difficult for schoolchildren to construct the personal content of education. The most a student can do is make his own notes in the margins of a “paper” textbook.

Interactive and audiovisual teaching aids in geography lessons can be used in lessons for learning new things and consolidating the material covered, requiring illustrations of the patterns of development of nature and society on specific material of regional content, and as independent work with a computer within the framework of integrated lessons in computer science and geography. In such lessons, students perform practical software work directly on the computer. Let's take a closer look at the various aspects of using a computer in geography lessons.

A computer lecture, developed using MS Power Point, is a thematically and logically related sequence of information objects shown on a screen or monitor. The main task of a computer lecture is to explain new material. But unlike a traditional lecture, a computer lecture has great potential for using illustrative materials. Therefore, a computer lecture should be considered as a new tool in a teacher’s work, allowing him to create visual and information-rich lessons.

Information objects demonstrated during a computer lecture are images (slides), sound and video fragments. Images (slides) are photographs, drawings, graphs, diagrams, diagrams. Video fragments are films included in the lecture in whole or in part, or animations that clearly show processes and phenomena that are often inaccessible to observation. Sound fragments - narration text, musical or other recordings (voices of birds, animals, etc.) accompanying the demonstration of images and video fragments.

Many of the geographical features being studied, such as plains and mountain ranges, seas and oceans, giant industrial plants and vast agricultural lands, cannot be shown directly to students. Therefore, the use of demonstration tools (slides, pictures, animations, videos) in the lesson contributes to the formation of children’s figurative ideas, and based on them, concepts. Moreover, the efficiency of working with slides, pictures and other demonstration materials will be much higher if you supplement them with the display of diagrams, tables, etc.

The Power Point presentation development program allows you to prepare materials for a lesson, combining different visual aids, making the most of the advantages of each and leveling out the disadvantages.

Excel spreadsheets will help the teacher to use cartograms and cartograms in the lesson, built according to the latest statistical data, when explaining new material, to organize practical work in the class on the analysis of statistical data with the construction of graphs and cartograms. In this case, graphs, cartograms and map diagrams function not only as a means of visualization, but also as a source of geographical knowledge.

The Microsoft Word text editor is designed to prepare educational and methodological documentation (thematic and lesson plans) and handouts (task cards, quizzes, crosswords, etc.) quickly and efficiently, to create high-quality documents that satisfy high aesthetic standards. requirements.

Slides with diagrams, diagrams, tables are especially important when studying economic geography, when considering the essence of geographical phenomena and processes, their qualitative and quantitative characteristics.

Videos depicting geographic processes or phenomena and animations are considered as a form of modeling real events, facts, and scientific data. Individual frames collected into a video form a figurative model that gives a certain idea of ​​the original. Like any model, videos and animations do not reveal all the elements of the phenomenon or process being studied, but only the main, most significant ones, revealing the essence of the object to be studied. This simplification facilitates the search for essential features, highlighting its features, originality and originality of the object.

It is necessary to pay attention to a special category of media objects contained in the library - interactive maps and schematic maps. Interactive maps are a new type of interactive geography teaching tools. Interactive maps have the properties of a geographic map, i.e. are a reduced-scale image of the earth's surface using a special language - conventional signs, at the same time, they have a new property that brings them closer to geographic information systems - the ability to change the content of the map.

In addition to all of the above, the specificity of geography as an academic subject is such that it contains a large amount of material. In order to prepare the most complete, interesting and modern geography lesson, the teacher needs to process a large number of different sources, from encyclopedias to newspapers and magazines.

The use of a computer and the Internet makes it possible to reduce the amount of literature used for preparation and reduce the time of searching for the necessary information. The more often you use a computer in the educational process, the more deeply you realize the almost limitless range of its applications.

Thus, the use of information and communication technologies in lessons allows us to make each lesson unconventional and productive. And working with a computer arouses increased interest in students and increases motivation to learn. The use of computer technology and the Internet creates opportunities for access to large amounts of modern and up-to-date information. And the interconnection of animation, music, sound and interactive models expands the possibilities of presenting educational information.

2.2 Modern interactive equipment

At the present stage of development of society and information technology, there is a large-scale introduction of interactive equipment into the educational process of schools in our republic in order to increase the competitiveness of Kazakhstani education. Let's consider the main types of interactive equipment that a teacher can use in his activities.

An interactive whiteboard is a touch screen connected to a computer, the image from which is transmitted to the board by a projector. You just need to touch the surface of the board to start working on your computer. Special software allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes directly over open documents and save information. The interactive whiteboard provides unique opportunities for the work and creativity of teachers and students. Interactive whiteboards improve the efficiency of material delivery.

Interactive whiteboards can change teaching and learning in a variety of ways. Here are three of them:

1. Presentations, demonstrations and creation of models. Using the right software and resources in combination with an interactive whiteboard can improve your understanding of new ideas.

The interactive whiteboard is a valuable tool for whole-class learning. This is a visual resource that helps teachers present new material in a very lively and engaging way. It allows you to present information using various multimedia resources; teachers and students can comment on the material and study it in as much detail as possible. It can make diagrams easier to explain and help you understand a complex problem.

Teachers can use the whiteboard to make presenting ideas fun and dynamic. Whiteboards allow students to interact with new material and are also a valuable tool for teachers when explaining abstract ideas and concepts. You can easily change information on the board or move objects around to create new connections. Teachers can talk aloud and comment on their actions, gradually engage students, and encourage them to write ideas on the board.

Active student involvement. Student motivation and engagement in class can be increased through the use of an interactive whiteboard.

Research has shown that interactive whiteboards, by using a variety of dynamic resources and enhancing motivation, make learning fun for both teachers and students.

Proper use of the interactive whiteboard can help teachers test students' knowledge. Asking the right questions to clarify certain ideas advances the discussion and allows students to better understand the material.

By guiding the discussion, the teacher can encourage students to work in small groups. The interactive whiteboard becomes the center of attention for the entire class. And if all the materials are prepared in advance and are easily accessible, it ensures a good pace of the lesson.

Improving the pace and flow of the lesson. Using an interactive whiteboard can improve lesson planning, pacing and flow.

Working with interactive whiteboards involves simple but creative use of materials. Files or pages can be prepared in advance and linked to other resources that will be available in class. Teachers say that preparing a lesson based on one master file helps with planning and facilitates the flow of the lesson.

On your interactive whiteboard, you can easily move objects and labels, add comments to text, pictures, and diagrams, highlight key areas, and add colors. In addition, texts, pictures or graphs can be hidden and then shown at key points in the lecture. Teachers and students do all this at the blackboard in front of the whole class, which undoubtedly attracts everyone's attention.

Pre-prepared texts, tables, diagrams, pictures, music, maps, thematic CD-ROMs, as well as adding hyperlinks to multimedia files and Internet resources will set the lesson at a brisk pace: you will not spend a lot of time writing text on a regular board or move from screen to keyboard. All resources can be annotated directly on the screen using the Pen tool and saved for future lessons. You can always open files from previous lessons and repeat the material covered.

Thanks to the variety of materials that can be used on an interactive whiteboard, students grasp new ideas much more quickly. Teachers who have been working with boards for quite some time have noticed that the quality of their lessons has noticeably improved.

Of course, it is impossible to say for sure that student results will improve thanks to working with an interactive whiteboard, but many teachers notice that students have become more interested in what is happening in class. They actively discuss new topics and remember material faster.

An interactive whiteboard is essentially a display on your computer. This means that everything that is on your computer can be shown on the interactive whiteboard.

This gives you the opportunity to use a wide range of resources such as:

· presentation software;

· text editors;

· Internet;

· images (photos, drawings, diagrams, screen images);

· video files (excerpts of television programs, VHS video cassettes or digital video images);

· sound files (excerpts of tapes or radio, recordings made by students or other teachers).

Perhaps classes will attract several resources at once, and the teacher will choose what he needs. Many of the above resources use computer capabilities such as color, motion, and sound, most of which are not readily available in a typical classroom setting.

The ease of use of these devices and the variety of resources engage students more than traditional classes. However, teachers often have to spend a lot of time searching for the necessary materials.

There are the following main ways to use interactive whiteboards, which are suggested by fellow teachers from the UK:

· marking and writing over images displayed on the screen;

· demonstration of websites through an interactive whiteboard to all listeners;

· use of group forms of work;

· Collaborate on documents, spreadsheets or images;

· control a computer without using the computer itself (control via an interactive whiteboard);

· using an interactive whiteboard as a regular one, but with the ability to save the result, print the image on the board on a printer, etc.;

· changing the text in documents displayed on the screen using a virtual keyboard, which is configured in the whiteboard software;

· changing any documents or images on the screen, using any notes;

· saving on the computer in a special file all the notes that the teacher makes during the lesson, for further demonstration in other lessons or via the Internet;

· the teacher can transfer the notes saved during the lesson to any student who missed the lesson or did not have time to make the appropriate notes in his notebook;

· demonstration of one student’s work to all other students in the class;

· demonstration of educational videos;

· creating drawings on an interactive whiteboard without using a computer mouse;

· creating drawings, diagrams and maps during the lesson, which can be used in subsequent lessons, which saves time during the lesson;

· with appropriate software, the teacher can display the image of any student's monitor on the interactive whiteboard screen.

What are the main advantages of an interactive whiteboard over a chalk whiteboard? Why are interactive whiteboards becoming more and more popular? Why do schools spare no expense in purchasing such expensive equipment?

· Interactive whiteboards are similar to regular whiteboards, but at the same time they help the teacher use teaching tools easily and naturally, being in constant contact with the class.

· Interactive whiteboards help expand the use of electronic learning tools because they convey information to students faster than using standard tools.

· Interactive whiteboards allow the teacher to increase the perception of the material by increasing the amount of illustrative material in the lesson, be it a picture from the Internet or a large-scale table, text file or geographic map. The interactive whiteboard becomes an indispensable companion for the teacher during the lesson, an excellent complement to his words.

· Interactive whiteboards allow the teacher to create simple and quick amendments to the existing teaching material right in the lesson, while explaining the material, adapting it for a specific audience, for specific tasks set in the lesson.

· Interactive whiteboards allow students to absorb information faster.

· Interactive whiteboards allow students to participate in group discussions, making discussions even more interesting.

· Interactive whiteboards allow students to work together and solve a common problem set by the teacher.

· Interactive whiteboards allow you to test students’ knowledge in the entire classroom at once, and allow you to organize competent “student-teacher” feedback.

· With the full integration of interactive whiteboards into education, the creation of a unified database of teaching and demonstration materials<#"884915.files/image001.gif">

What are the upper and lower boundaries of the biosphere?

Now let’s see what the textbook tells us about such a concept as the biosphere (work is carried out with the textbook on completed semantic fragments, questions are asked to comprehend the material read).

Name the types of living organisms that inhabit our planet.

What does the word “biosphere” mean in Greek?

What is the main feature of living organisms?

What gives living organisms such a property as adaptability?

Why does the distribution of living organisms have certain boundaries?

The boundaries of the biosphere are determined by natural factors affecting the body. The main ones are the effect of ultraviolet rays and temperature.

Primary consolidation of the material: task “Match the correspondence”.

A - Biosphere.

B - Plants, animals and microorganisms

B - Ultraviolet rays and temperature

G - V.I. Vernadsky.

D - Reproduction and adaptability

E - Spheres that make up the biosphere

The shell of the Earth inhabited by living organisms.

Academician, founder of biogeochemistry.

Natural factors affecting the body

Types of living organisms

Almost the entire hydrosphere, lower atmosphere and upper lithosphere

Properties of living organisms

Key: A-1 B-4 C-3 D-2 D-6 E-5

Interrelation of organisms. Biocenosis.

Plants, animals and microorganisms are concentrated in a certain part of land and water.

Let's determine, using the proposed table, how saturated with life the layers of the biosphere are.

Values ​​characterizing the main layer of life (according to V.A. Uspensky)

From the above data it is clearly seen that the concentration of living matter per unit area of ​​the life-saturated layer of the biosphere increases as we move from terrestrial conditions to typical oceanic ones.

What do you think, without which life on Earth is impossible? Why?

… plants

Now, using the textbook material, let’s draw up a diagram of the cycle of matter and energy in nature.

Plants from inanimate nature - mineral salts, water and carbon dioxide, under the influence of sunlight, release substances and oxygen necessary for life. Herbivores eat plants. In turn, predators eat herbivores. After the death of animals and plants, their remains accumulate on Earth. Microorganisms decompose, process them, and they again become suitable for plant nutrition.

Organisms, grouped in a certain natural environment, form living communities. Communities of plants, animals and microorganisms living on Earth in the same natural conditions are called biocenosis (in Greek “bio” - life, “cenosis” - general).

Name examples of biocenosis in nature, territories with the same natural conditions.

... swamps, lakes, meadows, forests, deserts.

Primary consolidation of the material: completing the task “Complete the word.”

Plants, animals and microorganisms are concentrated in a certain part... and.... They can exist among themselves and with the natural environment in close... The basis of this connection is...

Plants from inanimate nature - mineral salts, water and carbon dioxide under the influence ... release substances and oxygen necessary for life.

Organisms, grouped in a certain natural environment, form living communities. Communities of plants, animals and microorganisms living on Earth under the same natural conditions are called... For example, swamps are a biocenosis,...

Mutual check (correct answers on the board)

Key: 1. sushi 2. water 3. unbreakable connection 4. green plants

Sun rays 6. biocenosis 7. lakes, meadows, forests, deserts

METHODS AND PEDAGOGICAL TECHNOLOGIES FOR TEACHING GEOGRAPHY

(The work was carried out on the basis of the methodological manual:

Anokhina G.M. Personally developing pedagogical technologies).

In the “Concept for the modernization of Russian education for the period up to 2010”, the modern quality of education is associated with the formation of “an integrated system of universal knowledge, abilities, skills”, with the experience of “independent activity and personal responsibility of students” capable of “successful socialization and active adaptation in the market labor." That is, we are talking about the formationsystem knowledge, including the main structural components of the system of scientific knowledge, the system of connections between them and real natural processes, events that arise in communication with people and nature. Such knowledge can be obtained as a result of independent analysis of educational information related to the life of students as subjects of learning, mastered by them through their own experience and turned into personal property. The emphasis is on the development of students’ personal qualities: independence, responsibility, creativity, reflexivity, communication skills. The development of these qualities occurs if they are in demand by the student’s life situation and find their application if the pedagogical process creates conditions for their construction. Factors and means that develop personality are found in the environment surrounding the child, but the choice of behavior is up to the individual.

To solve such problems, an abstract knowledge education system is needed, functional teaching of schoolchildren concepts, operations in isolation from their life experience, sociocultural situation, which, in contrast to the existing knowledge model of education, focused mainly on the development of the cognitive sphere of consciousness of students, is aimed at the development of all spheres of consciousness: need-motivational, reflective, cognitive, emotional, volitional, moral. The priority goal is the development of the student’s personality, and the formation of meaningful systemic knowledge is the result of this development.

Each person is individual and unique. A person's abilities for different types of activities are not the same. But a person often achieves success in one or another type of activity, despite low abilities due to high motivation, perseverance, hard work, which depend on the personality and its orientation. Personality orientation is a set of leading motives of an individual: worldview, beliefs, desires, interests, value orientations.

The need for self-affirmation is one of the central human needs. The entire structure of his personality and how its development will proceed largely depend on how it is satisfied, in what a person will seek pleasure.

How a child will assert himself at school, what personal experience he will gain, depends on the pedagogical environment organized by teachers: the nature of communication, the psychological climate and teaching technology. That is why I use modern personally developing pedagogical technologies in my activities.

CONCEPT OF PEDAGOGICAL TECHNOLOGY

Translated from ancient Greek, the word “technology” means “the science of art,” i.e. about the art and skill of a teacher. Teaching technology is a set of methods and means of pedagogical activity, the consistent implementation of which leads to a predetermined goal.

In a broad sense, technology acts as a science, as an applied part of didactics, answering the questions: “How to teach? How to implement the ideal learning process outlined in didactics in the specific conditions of teaching practice?

Didactics is a theory of learning, the subject of study of which is the goals, content, patterns, methods and principles of teaching, i.e. it answers the questions: “why, what, how to teach” any discipline. The teaching methodology of a particular discipline also answers these questions, revealing its specific goals, content, methods, forms, means, including issues of educational policy, including the choice of technology to achieve educational goals. Technology differs from methods in its reproducibility, stability of results, absence of conditions, absence of many “ifs” (if a talented teacher, talented children, a rich school). Especially when it comes to personality-oriented technologies, which are designed based on mandatory conditions (the main one being the provision of an environment for the realization of the properties inherent in any personality), and are oriented towards a given, rather than an expected, result. The given result is the development and self-development of the individual, his personal functions and value orientations (the goal of the technology we are developing).

Each teacher in his own way, based on the characteristics of his personality and creative capabilities, builds the educational process, but always from the belief that educational activity is the sphere of self-affirmation of the student’s personality. Pedagogical technology bears the imprint of the teacher’s personality.

The effectiveness of teaching methods can be brought to the level of pedagogical technology, which is characterized by the integrity and completeness of the learning process, which is a system of methods, forms and means that purposefully change the state of the object (the student), ensuring sustainable, guaranteed effectiveness in educational activities.

Technology criteria:

Purposefulness (clarity and accuracy, didactic elaboration of goals).

Conceptuality (reliance on didactic theory, concept).

Systematicity (goals, content, forms, methods, means and conditions of training are designed and applied in a holistic system).

Diagnosticity (assessment of students’ educational activities from initial, intermediate to final results is of a qualitative and diagnostic nature).

Guaranteed quality of training.

Novelty (reliance on the latest achievements of pedagogy, psychology, didactics).

The task of educational technology mainly comes down to converting the laws and principles developed in didactics into effective teaching and learning methods, as well as creating all the necessary conditions for their best application.

Thus, the introduction of technology into the educational process is an attempt to obtain a guaranteed positive result, mainly on the implementation of successful assimilation of educational material, although the main value of any pedagogical technology lies in the development of a general strategy for personal development and the creation of appropriate methods and means for this.

We cannot achieve guaranteed high results in social pedagogical systems. Human psychology is a factor that needs to be taken into account. Internal conditions (type of nervous system, temperament, motivation, inclinations, abilities, etc.) are different for all students (and teachers), therefore the pedagogical process should be treated as a process of development of the humanitarian system.

The variety of techniques used by the teacher is concentrated in the personality of the teacher. The affective (emotional) element of pedagogical techniques cannot be formalized and reproduced - it is an integral part of the teacher’s art. In this sense, we can talk about proprietary pedagogical technologies. But they can be classified as one or another generalized general didactic technologies (problem-based learning, game-based, communicative, interactive, etc.) depending on what concepts, principles, and methods underlie them.

GAMING TECHNOLOGIES

In my teaching activities, as a means of activating and intensifying the educational process, I use gaming techniques, role-playing and business games, travel lessons, crossword puzzle lessons and other game improvisations that are components of gaming technologies.

It was not by chance that I turned to game forms and methods. The game allows a person to develop the ability to self-determinate in life, engage in existing educational activities and find new forms of communication with other people.

Academic independence and the ability to learn, the subjectivity of the student can be effectively realized through games and gaming techniques introduced into educational activities. The ability to learn, as well as the desire or reluctance to learn, are associated with reflection (self-analysis and self-knowledge, a way of building a person’s relationship to his own life), with independence, initiative, and subjectivity. Both reflection, independence, and initiative are formed in play activities, in which the impact and influence of the teacher on children is indirect, limited, or at least not so noticeable to them.

Play, according to psychologists, is a source of joy for humans, especially for children, because it fulfills a spiritual need and natural interest. During the game, a person relaxes, feels a state of physical and psychological comfort, is emotionally attuned to perception, involuntary attention and memorization, assimilation. In the game, the individual satisfies the needs for self-expression, self-determination, and self-realization. Therefore, the inclusion of games in the educational process brings success in teaching activities. Learning takes place in an atmosphere of ease, spontaneity, without violence and coercion, calmly, naturally, without anxiety and fear. There is no need to repeat the explanation of the same material many times.

Some teachers categorically deny the introduction of game moments into the lesson. “Have mercy! - they exclaim. “Mathematics is a serious science, and learning is not a game.” They advocate for educational work associated only with tension and willpower. Of course, in learning both tension and will are necessary. But to what extent, and at what cost?

Game is one of the effective means of involving children in creative activities, a way of motivating their activity. Pedagogy, which includes play, relieves the student of tension, stimulates and develops personality. The game is aimed at the comprehensive development of personality: the simultaneous development of its intellectual, emotional, and motivational aspects. The game also has the property of being two-dimensional, i.e. the presence of two plans: real and game (conditional). In the game, the student plays a “different” role: he is no longer the student Vanya Podkopaev, but the captain of the ship “Black Pearl”. And then this is not a study, but a game. By putting on a mask and accepting the rules of the game, you can show as many personal qualities as you like, freely, confidently, and joyfully. By entering the role, the student enriches and deepens his own personality, develops imagination, thinking, and will.

Relationships and interactions in the game are managed both in the “student-student” system and in the “teacher-student” system. The authority of the teacher ensures the trusting, informal nature of the relationship with him. The teacher does not point out the mistake: the circumstances of the game will reveal it themselves. The teacher often improvises, based on the general principles of teaching, and manages communication. The activity is creative in nature. The game has the opportunity to reveal the highest achievements of a child.

The conceptual basis of gaming technologies is the psychological theory of activity. Play, along with work and learning, is one of the main types of human activity. In preschool age, play is the leading activity (D.B. Elkonin). In other age periods, its role is not diminished for a person, only its content changes, and with age the game acquires its own characteristics. When playing, a person performs actions only motivated, and not under duress, which means that the goals are significant for the individual in their own internal content. The educational knowledge introduced into the game is absorbed firmly and reliably.

The pedagogical game is based on a clearly defined learning goal associated with the corresponding pedagogical result. The goal and pedagogical result in a game situation for students are characterized by an educational and cognitive orientation.

The implementation of game techniques and situations that act as a means of inducing and stimulating students to engage in learning activities in the classroom usually occurs in the following main areas:

• the didactic goal is set in the form of a game task;
• educational activities are subject to the rules of the game;
• educational material is used as its content, means;
• the didactic task is transformed into a game task due to the introduction of an element of competition;
• successful completion of a didactic task is associated with the game result.

Role-playing games loved by primary schoolchildren and teenagers. Before the game, the teacher explains its rules and shows an example of the game. Role-playing, together with costumes and models, is an important didactic means of enhancing learning activities. Role-playing games generally do not require preparation at home.

In middle and older age they are more often usedbusiness games to solve complex problems of mastering new things, consolidating material, developing general educational skills, and developing creative abilities.

The business game consists of four stages:

1st - preparation: development of a scenario, business game plan, instruction; preparation of material support; study of literature; distribution of roles; formation of groups; working out the rules; consultations.

2nd - carrying out: setting the problem, goals; group work on a task.

3rd - intergroup discussion: presentation of groups, individual participants, defense of the results of the work performed.

4th - analysis and synthesis: expert group assessment, assessment and self-assessment; conclusions and generalizations; teacher recommendations.

Imitation and operational games. They are carried out in conditions that simulate real ones. For example, the skills to conduct “scientific” research are developed, and the corresponding work process is modeled.

Game activities in the learning process perform various functions that ensure the development of students’ personality:

• communicative;
• self-realization in the process of imitation of various human practices;
• diagnostic (self-knowledge during the game, comparing oneself with other participants);
• socialization (learning the norms of human society);
• play therapy (overcoming various difficulties that arise in other life situations);
• entertaining (to bring pleasure, inspire, show interest).

A pedagogical game has a clearly defined goal and a corresponding result (educational, cognitive, educational and developmental).

S.A. Shmakov identifies four main features of gaming technologies:

• creative improvisational nature;
• emotional elation;
• free developmental activity;
• the presence of direct or indirect rules.

The motivation for schoolchildren’s participation in didactic games is great: voluntariness, the opportunity to choose a role, competition, satisfaction of needs for self-affirmation and self-realization.

The structure of the game as a didactic process:

• plot (content) - an area of ​​reality conditionally reproduced in the game;
• roles taken on by those playing;
• game actions as a means of realizing these roles;
• playful use of objects (replacing real conditions);
• real relationships between the players;
• educational, educational and developmental results of the game.

Thus, gaming technologies for a teacher include several stages: defining a goal, planning a plot, implementing a goal, and analyzing the results.

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04/20/17 http://aida.ucoz.ru

04/20/17 http://aida.ucoz.ru In parallel with the work on the immediate educational task, the formation of a favorable communication environment continues: the development of rules of cooperation, cooperation that contribute to, and do not interfere with, the search for a common solution.

Stage IV - presentation of the group solution The organization of the next stage IV - presentation of the group decision - depends on the intended structure of the entire lesson. Presentation of solutions can take one of the following forms: - oral communication; - presentation of structural and logical diagrams; - filling out tables, etc. 04/20/17 http://aida.ucoz.ru

Stage V – reflection on the past lesson. The stage of presentation of group decisions is replaced by stage V, which is exceptional in its significance, which can be defined as a distinctive feature of interactive learning - reflection of the past lesson. The questions may be as follows. For example: Is it easy to work in a group? Who felt uncomfortable and why? Is the one who takes on a leadership role in a group always right? What does a person who is not allowed to speak feel like? What helps and what hinders overall work? What should be the help of a teacher, etc. 04/20/17 http://aida.ucoz.ru

Effectiveness of experience Academic year Number of children studying Performance in the subject in % Number of students achieving grades “4 and 5” Quality of knowledge, % 2007-2008 58 100 41 71 2008-2009 49 100 38 75 2009-2010 52 100 39 78 04/20/ 17 http://aida.ucoz.ru

Winners of Olympiads and competitions 04/20/17 http://aida.ucoz.ru

Step two. Formulate it according to the example. For your attention, I want to provide several methods of interactive learning, and we will try to complete several tasks in practice. 04/20/17 http://aida.ucoz.ru

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PROGRESS OF THE MASTER CLASS (slide No. 1)

Purpose of the class: Demonstrate the practical use of interactive teaching methods in teaching geography (slide No. 2)

Meeting the master class participants.(Slide No. 3)

Master: Good afternoon, dear colleagues! Let's get acquainted. I will say some phrases. The statements, to which of you they apply, go out into the circle.

Phrases:

• Who loves washing dishes?
• Who came in a skirt today?
• Who came to class today in a good mood?
• Who had breakfast today?
• Who has a cell phone?
• Who's birthday is on the 7th?
• Who loves chocolate?

Clarifying the expectations and concerns of master class participants

Participants are asked to trace their palm on a piece of paper. On your palm you need to write the answer to the question “What do I expect from the class?” The answers are then read aloud.

Setting the objectives of the master class

Master: Today at the end of the master class you will be able to: (Slide No. 4)

• explain what interactive learning is;
• see the possibilities of using various interactive methods and techniques in your lessons.

Step one. What it is?

Master: First, let's define the concept of what interactive learning is. (Slide No. 5)

The program for the modernization of Russian education puts forward the task of wider use of active methods of teaching and upbringing that truly reflect the social, economic and political processes of public life. The high level of competition requires a person to master a variety of activities, such as research, design, organization, communication and reflection. These competencies are formed faster and better through active interaction and the use of interactive teaching methods. A school graduate must be able to apply the knowledge and skills acquired at school in real life situations. We must remember that before us is a schoolchild of the 21st century who has broad interests and his own judgments. It seems to me that in order to achieve the quality of educational services, it is necessary to use interactive educational technologies and switch to interactive learning.

Creation of an interactive learning and education environment

(slide No. 8) In the process of teaching geography, I use various interactive methods and techniques. The purpose of these pedagogical techniques:

Give students the opportunity to think

Make, choose and learn on your own.

• (Slide No. 9) the involvement of each student in solving creative problems is not at the end, but at the beginning of the process of mastering new subject content;
• optimization of cognitive activity and interpersonal relationships, leading to the formation of mechanisms for self-regulation of student behavior and personality;
• more productive than before, motivated mastery of operational and technical means of performing new activities;
• the presence of a reflective component of both educational and pedagogical activities.

Slide No. 10 Interactive learning solves three problems simultaneously:

• 1. A specific cognitive task that is associated with the immediate learning situation;
• 2. Communication and development, during which basic communication skills are developed within and outside the given group;
• 3. Socially oriented, cultivating civic qualities necessary for adequate socialization of the individual in the community.

Slide No. 11 Solving these problems in a training session using interactive teaching methods goes through six stages:

• Preparatory stage;
• Stage I – formulation of a problem situation;
• Stage II – formation of study groups;
• Stage III – organization of educational activities of students in a group;
• Stage IV – presentation of group solutions;
• Stage V – reflection on the past lesson.

Slide No. 12 Stage I – formulation of a problem situation.

• At the preparatory stage, the student’s subjective experience is revealed. A student of any age does not begin his studies with a “blank slate”; he already has his own life experience, knowledge, interests, and orientation.
• At stage I the main methods are problem-based methods, and the main task of the teacher is to involve students in solvingproblem situations. A problem is defined as knowledge about ignorance. For example, when working on the lesson topic “Heat Distribution”, students establish that air temperature decreases with height, as evidenced by snow-capped mountain peaks. The contradiction posed in the lesson was that the farther from the surface, the closer to the sun and therefore it should be warmer.

Slide No. 13 Stage II – formation of study groups.

• Having posed a problem situation, we move on to stage II - formation of study groups in order to resolve the contradiction. There are two main principles for forming groups - free (at will) and organized by the teacher. Organized distribution takes place taking into account the psychological characteristics of students and the didactic goals of the lesson:
• cards with the names and surnames of students who should form a study microgroup are laid out on the tables in advance;
• upon entering the classroom, the teacher himself distributes colored cards to students,
  which are a ticket to a particular educational table;
• students already know that there are assignments on the table with the letter “A”
  easier, “B” - a little more difficult, etc. and make their own choice in which group they would like to work.

The master divides those present into groups.(Division into groups: choose a maple leaf of any color, and then group by color and take seats at tables with corresponding signs)

Slide No. 14 Stage III – organization of educational activities of students in a group

At stage III - organization of educational activities of students in the group occurs: mastering the learning task facing the group; the process of searching (discussing) the best solution; summarizing opinions and summing up group work; presentation of a group solution to a given problem within the framework determined by the teacher. Only a non-standard formulation of the problem forces schoolchildren to seek help from each other, exchange points of view - this is how the general opinion of the group is formed. The task for the interactive form of training may be as follows:when studying Eastern Siberia, select from the proposed list of characteristics those that, in the general opinion, most fully characterize the climate, relief features, population of the territory, etc.Let us emphasize once again: in order to determine the general opinion of the group, it is necessary that the task that determines the course of group work be correctly perceived by all members of the group.

Slide No. 15 To implement interactive learning at this stage, I use a variety of technologies: (picture)

Slide No. 16 (children's work)

Slide No. 17 In parallel with the work on the immediate educational task, the formation of a favorable communication environment continues: the development of rules of cooperation, cooperation that contribute to, and do not interfere with, the search for a common solution.

• Slide No. 18 Organization of the following Stage IV – presentation of the group solution – depends on the intended structure of the entire lesson.

Presentation of solutions can take one of the following forms:

• - oral communication;
• - presentation of structural and logical diagrams;
• - filling out tables, etc.

Slide No. 19 Stage V – reflection on the past lesson.

• The stage of presentation of group decisions is replaced by one of exceptional importance Stage V , which can be defined as a distinctive feature of interactive learning, -reflection on the past lesson. The questions may be as follows.
• For example: Is it easy to work in a group? Who felt uncomfortable and why? Is the one who takes on a leadership role in a group always right? What does a person who is not allowed to speak feel like? What helps and what hinders overall work? What kind of help should the teacher provide, etc.

Slide number 20 4. Effectiveness of experience

• The introduction of interactive learning elements into the practice of teaching geography using various methodological forms and techniques has a positive impact on the formation of knowledge, skills and abilities of schoolchildren.(Table)

Slide No. 21 Participation in Olympiads and projects.

Slide number 22 Step two. Formulate according to the example

Task 2 Master: I offer you several methods

Slide No. 23 Cinquain

Slide No. 24 Rules for compiling a syncwine.

Slide No. 25 Example: TOPIC of the lesson “Inland waters of Russia. Rivers"

Slide No. 26 Compilation of a syncwine by participants of a master class on the topic “Africa”

Slide No. 27 "Fishbone" method

Slide number 28 Example.

Slide No. 29 “Cluster” method

Slide No. 30 Compilation of a “Cluster” by participants of a master class on the topic “Climate”. Master class participants work in groups.

Slide No. 31 Thus, educational interaction, built on the basis of the use of interactive teaching methods, contributes to the development of teamwork skills, which ensures the development of communicative competence.

Slide number 32 Step three. Try, invent, dare

Task 3 Master: Come up with several tasks in your subject.

Slide number 33 Step four. Reflection. Summing up the master class

• At the master class I…….
• The most interesting thing for me today was...
• In my future work I...
• I would like to wish the teacher leading the lesson...

Slide No. 34 Creative success, dear colleagues!!!

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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Using information and communication technologies in geography lessons

Tell me and I'll forget

Show me and I will remember

Involve me and I will learn.

Geography teachers believe that the use of ICT and computer technology opens up enormous opportunities, as it allows the use of a completely new teaching method in the school lesson. Computer programs can take on the function of knowledge control, self-control, save time in the lesson, richly illustrate material, difficult to understand moments, show in dynamics, repeat, differentiate the lesson in accordance with the individual characteristics of students. All these methodological problems can be easily solved using a computer. The tasks they set for themselves are quite clear and solvable:

Creating a bank of educational programs that can be used in the classroom.

Implementation of the idea of ​​individualizing learning in accordance with the pace most suitable for each student.

Transferring the load of testing students' knowledge from the teacher to the computer.

Minimizing the likelihood of students developing an “inferiority complex.”

Improving the quality of training.

The experience of innovative work convinces us that the use of ICT in the classroom solves many problems, while the process of learning the material is more efficient.

The practical component of geography software products allows you to introduce and teach children how to work with a map. Students' skills become skills as a result of practical work. The trial and error method, for which no one criticizes, arouses keen interest in the map. Children stop being afraid of her and begin to perceive her as a friend and helper. Geography is very often based on statistical material, so in lessons using ICT you can use a workbook compiled in Excel. It can display statistical material clearly and in full.

The principle of the child’s activity in the learning process has been and remains one of the main ones in didactics. This means a quantity of activity that is characterized by a high level of motivation, a conscious need to acquire knowledge and skills, effectiveness and compliance with social norms. This kind of activity in itself occurs infrequently; it is a consequence of targeted pedagogical influences and the organization of the pedagogical environment, i.e., the pedagogical technology used. Konstantin Dmitrievich Ushinsky once said that knowledge will be stronger and more complete the more senses it is perceived by. Today, with minimal classroom equipment, it is quite difficult to maintain the constant interest of students. Often the equipment in a lesson is texts, a textbook, a notebook, and reproductions. ICT can provide significant assistance in solving this problem. Using ICT in teaching, the teacher sets the following goals:

Effective training based on a scientifically developed program.

Training that takes into account the individual characteristics of the child.

Computers in school classrooms today are no longer perceived as something rare and exotic, but they have not yet fully become a well-mastered teacher's tool, like chalk and a blackboard. But every year there is an objective complication of the educational system, pushed by technological progress, and the load on students who are no longer able to cope with the huge flow and volume of information is growing.

What brought me to the computer class? First of all, the opportunity to somehow enliven the lesson, to arouse students’ interest in the subject being studied. During lessons in the computer class there is no usual silence; while working, children discuss the problem and follow the progress of the lesson with interest. Moving from one group to another, they ask about something, explain something, there is no usual distance - teacher-student. And what is especially important: work in the classroom is not a test of endurance, but a process of conscious assimilation of the material. As the proverb says: “They will tell you - you will forget, they will show you - you will remember, if you do it - you will understand.”

Using ICT in the classroom, we prepare the new generation for life in the information world. The teacher’s task has changed somewhat; now the winner is the teacher who can not only give basic knowledge to students, but can also direct their actions towards independent work. It is not just a certain amount of knowledge that a student should take away from school, but the ability to learn. Knowledge acquired independently is much more valuable and significant for the student than acquired passively, therefore the use of ICT allows one to quite effectively solve many educational and educational tasks, such as:

Training in the perception and processing of information, development of communication abilities;

Development of critical thinking;

Formation of skills to find, prepare, transmit and receive information using a computer, modem, scanner, printer, multimedia, etc.

Formation of research skills and the ability to make optimal decisions.

That is why the use of information and communication technologies in the educational process is an urgent problem of modern school education.

The use of computer technology, multimedia, and interactive teaching programs has a positive effect in the study of geography. A teacher who uses new technologies can make the lesson extremely interesting, the learning process exciting, visual, and dynamic. Information and communication technologies are aimed not only at the formation of knowledge and skills, but also at developing the experience of independent creative work of schoolchildren. In teaching geography, several main areas of use of new information technologies can be identified.

Demonstration of educational materials

As a rule, the main visual aids in geography lessons are wall demonstration posters, diagrams, and geographical maps. These teaching aids cannot fully satisfy the requirements for a modern lesson, and when teaching geography at school, the teacher faces some difficulties:

Students cannot imagine some phenomena, for example, phenomena of the microworld or a world with astronomical dimensions;

When studying a phenomenon in a school, no equipment cannot be used due to its high cost, large size or unsafety;

Some processes cannot be observed at all (for example, the movement of lithospheric plates, the formation of folding, etc.)

Such things are studied at a low scientific level, either explained “at the fingertips”, or not studied at all, and this affects the level of preparation of students.

With the help of multimedia, you can easily demonstrate materials taken from new Russian and foreign atlases, scientific publications, and the Internet. A computer network helps to obtain information in the form of text, sound, image or dynamic model. Multimedia makes it possible to use photographs, slides, video materials, musical fragments, narration, and computer animation, which helps direct children’s attention to the most important objects and phenomena. Even before the advent of information technology, David Treikler stated, “People remember 10% of what they hear, 30% of what they see, and 50% of what they hear and see at the same time.” Modern schoolchildren grew up watching television programs and computer games, and are accustomed to perceive visual images, therefore, material accompanied by colorful illustrations and video sequences arouses greater interest and is better absorbed.

The interactive testing materials from the “Getting Ready for UNT” series are easy to use. Special simulators included in these information products allow children to develop skills in preparing for exams in test form. Information and communication technologies play an important role in preparing students for independent testing. The format of test computer programs makes it possible to test the knowledge, skills and abilities of students using various types of tasks, tests, diagrams, diagrams, graphs, maps.

Control programs provide the student with the opportunity to build his own algorithm of action, thanks to this the student begins to systematize and apply his existing knowledge to real conditions.

soft geography training

Independent work of schoolchildren

Here are some examples of using information technology in the classroom. Students are asked to prepare a report on a specific topic. The student orally prepares a report and accompanies his speech with a presentation that shows pictures, diagrams, maps, and more. Here the student’s work is aimed not only at learning the material, but also at selecting clarity, creating a presentation and taking into account the conditions. As a teacher, I have identified several basic conditions for creating student presentations. This is a minimum of animation, the background corresponds to the topic of geography, the text is only an explanation of the picture or photograph.

The following example is a project and research on problematic issues. For example, in the 9th grade a general lesson was held on the topic: “The most important intersectoral complexes.” The students were asked to answer the questions (What kind of enterprise would you build in Russia? Where would you locate your enterprise geographically?), justify their answers as environmental specialists, economists, geographers, transport managers and sales managers. The students worked in groups, they independently distributed the roles of specialists among themselves, discussed the choice of enterprise, looked for the location of their enterprise (i.e., all the pros and cons) and only then built a project-justification.

I can offer examples of using electronic publications. Very rich material for 7th and 6th grades, where lessons are accompanied not only by pictures, photographs, but also by videos and crosswords. When studying new material, I use a demonstration program of electronic publications, where theoretical material is presented to students in an accessible, vivid and visual form. Educational programs include video fragments that allow you to demonstrate a video with a commentary from a speaker in class. Changing the information received during a lesson from a teacher to a speaker also has its own effect on the perception of information.

It should be noted that the use of information and computer technologies in geography lessons not only facilitates students’ learning of educational material, but also provides new opportunities for the development of students’ creative abilities:

Increases students' motivation to learn;

Activates cognitive activity;

Develops the child’s thinking and creativity;

Forms an active life position in modern society.

Depending on the didactic goals, the following types of computer programs can be distinguished:

Educational

Exercise equipment

Controlling

Demonstration

Reference and information

Multimedia textbooks.

The methods of using ICT that I have proposed do not exhaust their functionality. ICT today is one of the most effective and necessary teaching aids, giving more freedom to both the teacher and the student in choosing methodological paths to achieve the requirements of the curriculum.

Conclusion

The effectiveness of the experience of using ICT in geography lessons can be traced to the following facts:

The level of student learning has increased, as evidenced by the results of the study periods;

Cognitive interest in the subject has increased, which is confirmed by student surveys.

The level of complexity of students' research work on the subject has increased (the quality of presentations performed).

The progress of students in development, positive results, and the high quality of students’ knowledge convinced me of the correctness of the choice and use of innovative ICT materials.

The productivity of the experience lies in the fact that such a system of work allows you to create an atmosphere of cooperation and interaction between the teacher and students, teaches mutual control and self-control, research techniques, the ability to obtain knowledge, generalize and draw conclusions, and influence the emotional sphere of the individual. I am confident that the transition to ICT will create reliable prerequisites for combining training, education and development into a single pedagogical process.

During lessons, I offer presentations created by me, which can be used at individual stages of the lesson, fragments or presentations for the entire lesson. For example, I used a presentation throughout the entire lesson on the topic: “Ural” in 8th grade.

The project method forms the basis of project-based learning technology, the meaning of which is for children to independently master educational geographical material and create a specific product, which allows schoolchildren to experience a situation of success and self-realization. The introduction of educational projects into the educational process helps to solve the problems of developing children's independence, creative attitude to work, and the habit of lifelong learning.

Students are invited to choose the topic and idea of ​​the project on the most relevant and interesting issues of the sections of geography being studied. To defend the project, children create presentations using MS PowerPoint.

Working on creating presentations is a long process that uses not only information from the textbook. This is a kind of synthesis with other sciences, that is, direct subject integration occurs. Involving children in creating presentations is the realization of the creative abilities and capabilities of students. By defending a presentation, the student gains experience in public speaking, which is important for a modern person. Students' works are later used for lessons and extracurricular activities. The children defend their most successful projects at scientific and practical conferences at school and in the region.

Generalization and systematization of knowledge

Analyzing the possibilities of using ICT for generalizing and systematizing knowledge, we can identify three possible directions for their use in the study of geography:

Computer as a modeling environment in business games. For example, during game lessons, discussion lessons, travel lessons, various electronic reference books, encyclopedias, and training programs are used. For example, in geography lessons in high school, interactive educational and developmental programs with a game scenario (game simulators) aimed at schoolchildren in grades 6–9 can be widely used. A training program is a computer program that is designed to develop practical skills. With the help of the training program, the presentation of educational material, its systematization, and its generalization are organized. The educational strategy of a game simulator is the transformation of a learning task into a game situation. To intensify the student’s work, elements of competition are involved here. The plot motifs that form the basis of gaming simulators are very diverse. They successfully combine an exciting game and a geographical encyclopedia. So, for example, when studying the topic “Africa” you can use the program of the same name. In the first lessons, students are introduced to the main content of the program, which includes information about the geographical location, relief and tectonics, climate, natural features of the animal and plant world, as well as practical tasks that are asked to be completed after viewing the topics. All this is accompanied by the words of the speaker and colorful, bright drawings and photographs. By completing tasks, children receive not only theoretical knowledge, but also develop imagination, spatial imagination, memory, thinking, hearing, and gain additional skills (working with a computer is the key to computer literacy).

Computer as a tool for processing statistical information. To solve problems in economic geography, for statistical processing and systematization of data, students use the capabilities of the MS Excel program.

The computer as a source of information, a means of accessing the Internet. During extracurricular hours, students use a computer to obtain information via the Internet when preparing reports, messages, essays and educational projects, and can participate in distance competitions.

To summarize, it should be noted that computers and information technology in general are a convenient tool that, when used wisely, can bring an element of novelty to a school lesson, increase students’ interest in acquiring knowledge, and create a special exciting learning environment. This is probably why schoolchildren are more interested in a teacher who uses information technology in lessons. Such a teacher keeps up not only with the times, but also with the children. Of course, such a movement bears fruit that has a beneficial effect on learning outcomes.

It is obvious that ICT is a powerful pedagogical tool in the hands of a teacher; it must be mastered and widely used in its subject lessons.

References

Magazine “Geography in schools and universities of Kazakhstan” No. 3 2014.

Apatova N.V. “Information technologies in school education.”, Moscow, School-press, 2004.

Guzeev V.V. “Educational technology of the 21st century: activities, values, success”, Moscow, Pedagogical Search Center, 2005.

“New pedagogical and information technologies in the education system,” Ed. E.S. Polat. M.: Academy, 2000.

Robert I.V. “Modern information technologies in education: didactic problems and prospects”, St. Petersburg, School, 2000.

Levanina N.N. “In the new century - with new technologies”, Informatization of the educational process, 2007, No. 7.

Baranov A.S., Suslov V.S., Sheinin A.I. “Computer technologies in school geography”, Moscow, publishing house “Genzher”, 2004

Pankova T.M. “Development of learning resources in a multimedia environment”,

Customs E.A. “Computer technologies: possibilities of use”, Geography at school, No. 4, 2004.

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1. Subject of methodology (technology) for teaching geography.

Learning technology is understood as ways to increase the effectiveness of learning and a design process that has clearly defined material. Educational technology guarantees that students achieve the planned results, because seeks to determine everything that contributes to the realization of a given goal. Teaching technology requires setting an educational goal and constructing a consistent element-by-element procedure, using certain methods and means of teaching and forms of organizing educational activities, specially formed for these purposes, which must be solved by students when performing tests, independent work.

The subject of geography teaching technology is a school discipline, where its content and structure represents a special pedagogical structure, as well as the process of students mastering the content of geographic education through the mutual activities of the teacher and students. The technology of teaching geography provides an answer to the question: “Why teach geography, what should be the content of this school subject, with the help of what means, methods and forms of organizations implement and study this discipline in schools.”

As a science, geography technology has two aspects: theoretical and applied (practical). The fundamentals of the methodology and the theoretical problems it examines include the subject and methods of scientific research, the objectives of teaching the subject, the principles of content selection, and the psychology of the pedagogical foundations of teaching geography.

2. Objectives of teaching geography.

The goals of teaching geography are derived from the main goal of teaching and education at school, i.e. formation of a comprehensively developed personality, taking into account the content of the problems and research methods of geographical science. Geography is the only subject in school, the scope of which includes natural, public, and social objects and phenomena. Thanks to this, the goals are very broad.

1. Expand the geographical map of the world, including nature, population and economy, provide an understanding of the territorial differences in the surrounding world, their objective nature and significance for people’s lives.

2. To develop in students scientific views on the relationship between nature and objects, on the spatial features of this relationship.

3. Contribute to the moral education of students, to form in them a love for their homeland with a broad view of the world.

4. Reveal the natural science, socio-economic foundations of social production, nature conservation and rational environmental management.

5. Is an important condition for mental development.

In the concept of “geographical culture” V.P. Maksakovsky identifies the following main components: geographical picture of the world, geographical thinking, methods of geography, language of geography, which are important as signs for both special and mass geographical culture, but are revealed with different depths for each from aspects.

In a broad sense, a student’s geographic culture consists of the following components:

1. scientific perception of the surrounding world;

2. knowledge of the language of geographical science (concepts, terms, names);

3. developed geographical (analytical) thinking associated with the ability to determine cause-and-effect relationships;

4. developed spatial concepts, the ability to “translate” geographical knowledge onto a map, the ability to use a map;

5. geoecological education, environmental consciousness;

6. the ability to use geographical knowledge in practice, in everyday life.

3. The place of geography.in the curriculum.of a general education.institution.

The curriculum is an element of state educational standards. It shows the number of lessons per week devoted to the study of each academic subject during each year of study.

The curriculum is developed in accordance with the federal component of the state standard of basic general and secondary (complete) general education.

Geography in the basic school curriculum

In the basic school the following distribution of teaching hours for the study of geography is provided: 5 grades (natural history) - 70.6 grades - 35,7,8,9 grades - 70.

Particular attention must be paid to the time allocated for studying geography in the 6th grade. Additional hours have been transferred to the national-regional component: in the 6th grade, 1 hour of instructional time is allocated for teaching the integrated educational subject “Local History”.

The place of geography in the curricula of a full (secondary) school.

In high schools, specialized training is introduced.

During specialized training, it is necessary to take into account that its goal is to satisfy and develop the cognitive interests of schoolchildren, deepen their knowledge in areas of interest in the discipline being studied, develop practical skills, and help in choosing a future profession. The place of geography in a specialized school among the compulsory subjects is determined by the development of the entire school, its individual curriculum.

The scientific content of geography can be revealed through special courses (elective subjects), which were previously tested in electives and special courses within the educational institution component in grades 10-11. For example, in the socio-economic profile, geography can be represented by commercial geography, in the physico-chemical and chemical-biological classes - the basics of geoscience. At the present stage of school development, the attitude towards local history is changing. It becomes one of the ways to implement the regional component. Highlighting separately the problem of creating and understanding by students the integrity of a certain territory, one should point out two ways of studying local history in school practice. Local material, used in most cases as additional information on the subject, due to its significance, can become the basis for the development of the regional component of geographical education. At the same time, local history material remains an additional source for the formation of basic concepts and ideas of geography.

Thus, geography, despite the pronounced tendency to reduce teaching hours in the federal component of the basic curriculum, has significant prospects in the regional component and the component of the educational institution, primarily due to the strengthening of the local history component.

4. Standard of secondary geographical education

At the moment, the basic content of secondary geographical education has been developed in Russia. The standard of geographical school education presents the features of diversity, variability and differentiation. Every student should receive the basis or base of the knowledge that should be present in every curriculum and program. The GShK standard is a scientific and methodological basis for constructing the content of school geography.

The standard consists of 2 sections

1. description of the base

2. requirements for student preparation in the subject

The following lines are distinguished in the SGShK:

1. scientific foundations of the content of the educational field of the Earth including basic skills and theory

2. methods of geographical research

3. natural and socio-economic objects, reflecting the spatial heterogeneity of the earth

4. processes and phenomena on the planet, both natural and socio-economic, including anthropogenic factors of both positive and negative nature

5. material and spiritual cultural values ​​reflecting the experience of knowledge and human existence in space and expressed in the material and cultural culture of the people.

6. standard structure of the geographical characteristics of the territory, the mastery of which by schoolchildren will contribute to the knowledge of territorial systems and their interaction

5. Geography teaching aids and their classification.

Teaching aids are necessary for the formation of genuine scientific knowledge about nature and society, for solving the main tasks of teaching and educating schoolchildren. One of the main functions of teaching aids is to provide clarity during the acquisition of knowledge.

Teaching aids serve as one of the most important sources of knowledge. Work with which develops cognitive abilities, their thinking, speech.

All teaching aids are divided into 4 groups:

1. natural objects: a) natural objects and objects (collections, herbariums); b) natural objects and subjects studied on excursions

These teaching aids serve the purpose of forming direct ideas about the studied objects and phenomena, their properties and connections.

2. Image of natural geographical objects and phenomena: a) three-dimensional models; b) illustrative aids (maps, shovels)

3. Description and depiction of objects and phenomena using conventional means (words, signs, numbers): a) verbal (textbooks); b) cartographic aids; c) schematic aids; d) statistical manuals (graphs); d) verbal (textbook)

4) objects for the reproduction and analysis of natural phenomena.

6. Methods and stages of scientific research in the technology of teaching geography.

Methods for studying geography: cartographer, statistical, observation, compare, field geographical research.

1.Theoretical: used at the stage of understanding the facts and building a theory. Literary, historical, comparative, system-structural, statistical and mathematical.

2. Empirical: used at the stage when facts about the problem are being accumulated, laboratory research, observations, questioning, studying and summarizing the experience shared, studying school documents, conversations.

3. The experiment is distinguished:

1) by duration of action (long-term and short-term)

2) according to the composition of the study of phenomena (simple and complex)

3) by organization (laboratory and natural)

4) by goals. The most common observation method

The first and indispensable condition of any research is the beginning of identifying the problem, which begins with familiarization with the literature. An analysis of methodological literature is used to find out what has already been achieved on this problem. In order to take into account the results of the experiment, a statistical and mathematical method is used. The comparison method is used to conduct a critical analysis of individual knowledge systems. The essence of the systemic-structural issue is that the subject of research is considered in a holistic system, consisting of the interconnection of elements developed not just by one lesson, but by a whole system of lessons. The object of observation can be methods of educational work, organizing students’ independent activities in class, setting homework, etc. Questioning. Development of questionnaires for methodologists, teachers, students in order to collect information on various problems. Methods for studying the school's best practices include: conversation, study of school documentation, results of teacher certification, results of mass inspections.

7. School curriculum in geography

Explanatory note

The geography course is structured in accordance with the current basic curriculum and the draft Standard for School Basic Education. It is designed to study geography in grades 5–9 for 306 hours (in grade 5 – 35 hours, in grades 6–9 – 70 hours each year).

The school geography course includes the following sections:

1. How people studied the Earth and created a map. 35 hours (5th grade).

2. Geography. World of Earth. 70 hours (6th grade).

3. Geography. Earth is a planet of people. 70 hours (7th grade).

4. Geography of Russia. 140 hours (grades 8–9).

The program is compiled in accordance with the Educational Program “School 2100”. Within the framework of this program, each school subject, including geography, with its goals, objectives and content of education should contribute to the formation of a functionally literate personality, i.e. a person who can actively use his knowledge, constantly learn and master new knowledge throughout his life.

The proposed program is aimed at identifying the degree of understanding of four cross-cutting areas that permeate the entire geographical science:

· humanization, which is associated with the turn of geographical science to man, to the spheres and cycles of his life, to the problems of survival of the human race. In modern conditions, the study of relationships in the triune territorial system “nature - population - economy” is increasingly increasing;

· sociologization, associated with increased attention to the social aspects of development, to the study of the characteristics of the material and spiritual culture of the population of different territories, their resettlement, which is necessary to increase the efficiency of the economy, improve the quality of life of the population, and maintain the state of the natural environment;

· greening, presupposing a consideration of man in inextricable connection with his habitat, the conditions of reproduction of life. Greening is aimed at universal improvement of farming, conservation of nature, and maintaining an ecological balance between nature and society. Thus, greening contributes not only to the formation of a knowledge system, but also value orientations, environmental responsibility of the individual and society for the condition and improvement of the socio-natural environment;

· economization, associated with the formation of quantitative ideas about socio-economic objects and processes, with the identification of patterns, conditions and features of the development and location of the economy of the world as a whole, individual regions and countries.

8. School textbook

A geography textbook is a comprehensive teaching tool, a book containing a systematic presentation of an academic subject or part of it in accordance with the program. When working with it, techniques for working with words (textbook text), cartographic and statistical materials, diagrams, drawings, photographs, etc. are combined.

Successful organization of work with a textbook is possible only if the teacher is well acquainted with its content, design features and knows how to work with this teaching tool. In textbooks, two structural “blocks” are distinguished: educational text and extra-textual components.

The basis of the textbook is the text, organically connected with extra-textual components.

Most of the terms denoting concepts are highlighted in font; definitions of many concepts are given, that is, their essential features are named.

The explanatory material is intended to reveal geographical connections. Often the explanation in the text is problematic in nature, which contributes to the development of creative thinking in schoolchildren.

The presentation of educational material in the text of textbooks is accompanied by a large number of logical connectives such as: therefore, thus, means, if, therefore, etc. Throughout the text itself, there are often tasks like: explain why; tell me how it affects; think about why, etc.

Understanding text is a complex process. It depends, in particular, on the students’ availability of the necessary knowledge, on the ratio of the number of familiar and unfamiliar words, and on the level of development of reading skills.

The extra-textual components of the textbook perform both teaching and monitoring functions. Each textbook contains several hundred questions and tasks aimed at mastering concepts.

Questions and assignments are located in different places in the textbook. The tasks preceding the paragraph are designed to activate previously acquired knowledge in geography and other subjects. Questions and tasks placed in the text help guide students’ mental activity as they learn new educational material, and those at the end of paragraphs require the application of acquired knowledge and skills and control the assimilation of new material.

Illustrative material has a varied appearance and form: maps of various contents in the text, on the flyleaf, charts and graphs, diagrams and tables, drawings and photographs. .

A study of the practice of mass schools shows that the majority of teachers correctly understand the functions of geography textbooks and widely use them at all stages of education, especially when studying new material. There are typical shortcomings in working with a textbook: teachers most often turn to illustrative material, but do little to organize students’ work with text. Teachers do little to develop students’ ability to work with textbooks. As a result, many schoolchildren often work with the textbook irrationally, spending an excessive amount of time preparing lessons.

9. Educational functions of geographic maps

A geographical map is a drawing of the earth's surface, built on a plane (mathematically accurate), giving a reduced, planned, conditional, generalized image of objects and phenomena in order to accurately convey their location.

A map differs from other visual aids (for example, from paintings) in that natural phenomena and objects are shown on it not in their natural form, but with the help of conventional signs. School geographical maps are adapted to the age and development of students, which is achieved by simplifying them and increasing their visibility.

School maps are divided by method of use (wall, insert, attached to the textbook, contour, relief and atlases), by scale (large-scale and small-scale), by content (general geographical and special), by load and design.

I. I. Zaslavsky points out that in teaching practice one should distinguish between four basic concepts that make up “map knowledge”: 1) building a map, 2) reading it, 3) understanding and 4) understanding the spatial distribution of geographical objects and phenomena on the surface of the Earth . He also notes that the concept of “reading a map” is subordinate to the concept of “understanding a map,” although they are often wrongfully confused, since in order to read a map, you need to know its symbols, and in order to understand, you must be able to read and have the ability to do so. and a certain amount of geographical knowledge.

- by territorial coverage: world maps, maps of continents, maps of states, etc.;

- by scale: large-(at 1:200000 and larger), medium-(at 1:200000 and up to 1:1000000 inclusive) and small scale maps(at 1:1000000 and smaller);

- by appointment: reference, educational, tourist maps.

Modern geography teaching in school is divided into:

1. study of types of maps, atlases

2. mastering the map language

3. ability to work with maps

10. Visual aids

Visualization is one of the basic principles of teaching academic subjects.

Any geography lesson is unthinkable without visual aids.

Most used: paintings, tables.

Depending on the method of presentation, tables are divided into 1) illustrative, 2) graphic, 3) mixed.

The main function of visual methods is to provide specific figurative material for the processes of forming theoretical knowledge, and when studying individual objects and territories, to ensure the formation of ideas about geographical objects (mountains, rivers, landscapes of natural areas, cities, etc.).

Visual aids in teaching geography are of great importance, especially since most geographical objects and phenomena are inaccessible to the direct perception of students. It is impossible to teach geography without visual aids, since even the most colorful verbal descriptions will not give anything to a mentally retarded student if he does not have an image of the object.

Pictures, dummies, educational films and other visual aids help to form a clear idea of ​​the subject in the minds of children and consolidate knowledge of the map.

In geography lessons, geographical pictures are most widely used, illustrations from the textbook. With their help, students get acquainted with individual geographical objects, phenomena or a whole complex of phenomena. For example, such paintings as “Niagara Falls” introduce children to the appearance of these phenomena, and the paintings “In the Tundra in Spring” and “In the Desert” introduce them to a complex of phenomena. These visual aids provide concrete ideas that help students develop general geographic concepts.

Paintings, photographs, and illustrations are used by the teacher both when explaining new material and when repeating and questioning students. Reproductions from paintings by famous artists: Shishkin, Levitan, Aivazovsky can also be good visual aids.

Work based on the painting is connected with the map (for example, determine from the map where the place depicted in the painting is located, in what thermal zone). It is useful to invite children to verbally supplement the content of the picture.

By working with a picture, students develop thinking, attention, and observation skills, create a clearer idea of ​​what they are studying, and develop aesthetic feelings.

Volumetric visual aids(models, layouts, collections of minerals, herbariums) in comparison with other visual aids give students a more complete understanding of the objects being studied. There are usually significantly fewer of these aids at the teacher’s disposal than pictures.

11. Methodology for working with pictures and screen aids

The teacher can begin to familiarize children with individual details of the picture, and then lead them to reconstruct in their minds the content of the picture as a whole.

School paintings can be divided into groups: 1. Wall paintings. 2. Albums of small paintings. 3. Stereoscopic pictures. 4. Handout small paintings, postcards, photographs. 5. Sets of illustrations from magazines, books, newspapers. 6. Textbook drawings.

All these paintings, used for educational purposes, have their own requirements. Paintings can depict either a view of a geographical object from life, or an imaginary type of object, for example, a typical view of the steppe, taiga, etc.

The teacher guides the process of perceiving the picture through questions. So, when hanging a picture, the teacher asks the whole class what do they see in the picture? There is a pause to give students time to examine the picture independently. Individual students are then called upon and asked to tell what they see. One student complements the other. The questioning continues until the picture as a whole and in detail is characterized. By asking questions, the teacher mobilizes students’ attention to the content of the picture and further guides their observation, awareness and interpretation of what they see. All examination of the picture must certainly end with a generalization, summing up. When showing the picture again, you can do without a detailed analysis of it.

When should painting be used when teaching geography? The use of the painting must be creative. The teacher himself must decide when it is more appropriate to include a picture in the pedagogical process.

Methodology for using screen-based learning tools

Technical means can be used practically at all stages lesson: when checking homework, updating basic knowledge, motivating learning activities, presenting and mastering new material, generalizing and systematizing the material being studied. Content screen aids and methods for using them determined by didactic purpose the structural element of the lesson in which they will be used. In the lesson, static screen aids rarely used independently, usually combining them with other technical means (cinema, sound technology) or traditional visual aids. They most often perform the functions of illustrating educational material in the process of studying, summarizing and systematizing it. They are used as a visual support for subsequent independent work of students, as interview aid, they can serve material for testing students' knowledge, for conducting oral and written essays.

The use of screen media in the lesson requires a certain organization of the corresponding stage of the lesson. First of all, you need to prepare your children for viewing. The most effective form of preparation is a conversation in which the teacher, with skillfully posed questions, helps children remember everything they know on a given topic. The introduction before showing the on-screen aid should not be very long, a few minutes is enough. For example, when showing the nature of distant countries, the teacher compares it with native nature, talks about differences associated with climate, etc. The more accessible the content, the shorter the introductory speech.

After the demonstration, the teacher conducts a conversation, during which he finds out how the material has been learned, clarifies and complements the ideas received. At this stage, it is advisable to use other visual aids. The duration of the presentation of the manuals is determined depending on how much time students have time to understand each frame and, if necessary, work with it.

Stages of frame perception:

1) holistic coverage of the entire frame. It is necessary to communicate the name of the frame and give it for holistic perception, after a pause;

2) consideration. Frame explanation;

3) synthesis of parts. Return to holistic perception after analysis.

When preparing for the lesson you must:

1. Determine the place and time of demonstration of the on-screen aid.

2. Designate stopping places for conversations, interviews, independent work and other types of work.

3. Identify and select other types of teaching aids for possible integrated use.

4. Identify places where additional explanations need to be given during the demonstration.

5. Determine the content of educational work in the classroom and at home that precedes the demonstration of this screen aid, during the demonstration and after completion.

12. Characteristics of forms of testing knowledge and skills

Types (current, thematic, final), forms (oral, written, individual, compact survey) of knowledge testing.

Characteristics of forms of testing knowledge and skills.

1) Theoretical foundations of skills and abilities. Skill - methods of activity, assimilated by students, performed with reflection on the action; skill is a way of activity that is performed automatically.

Source of knowledge: 1. teacher's word. Ability and skills: Listen, delve into, highlighting the main thing, record the lecture.

3. Textbook text Highlight the main points, make tables.

5. Objects of nature and economy Conduct observations, explain the reasons, draw conclusions.

6. Instruments Be able to use instruments and take readings.

7. Visual aids Extract information, analyze, draw conclusions, compose an independent description

2) Formation of knowledge about geographical patterns. The process of assimilation of patterns is characterized by greater complexity, generalization of theoretical knowledge. This knowledge is not acquired simultaneously, but in stages. a) Observation of objects and phenomena, patterns - a connection of repetitions, therefore its assimilation involves the study of a number of geographical objects and phenomena. b) Isolation of various connections that have a general regular character. c) The assimilation of patterns ends with its application, concretization.

Discovering and assimilating patterns involves the use of various methods and techniques for the work of the teacher and students. The most common

2. Empirical: laboratory, observations, questionnaires, study and generalization of the transferred experience.

17. Classification of teaching methods according to the nature of cognitive activity

1. Explanatory - illustrative is intended for the transmission of educational information by the teacher, which involves organizing the assimilation of knowledge using visual aids. With the help of this method, the main stock of theoretical knowledge is laid down, on the basis of which it is later possible to organize the independent work of schoolchildren. The teacher explains and shows, using all available visual teaching aids, and the students perceive, comprehend, remember, i.e. take passive part.

2. Reproductive method aimed at consolidating knowledge and developing skills. The role of the teacher is that he organizes the activities of schoolchildren with a system of tasks to repeatedly reproduce knowledge and skills. In this way, the teacher organizes and encourages students to engage in activities. Children repeat, perform their actions according to a model (reproduce), the logic of their reasoning is determined by the plan and instructions.

3. Method of problem presentation aims to show students the complex path of knowledge, movement towards the truth, to demonstrate an example of an evidence-based solution to any complex issue. The teacher himself poses the problem, clearly formulating it in front of the students, and solves it himself. Children follow the course of reasoning, comprehend and remember, receiving an example of scientific reasoning.

In existing programs there are topics with a problematic presentation of material that can be used when applying the method under consideration, since it is still of little use in teaching.

4. Partial search method aims to teach students how to find a solution to a problem or its individual stages. The teacher’s task is to teach schoolchildren to independently apply knowledge and search for new ones. This method is used when relying on the knowledge and skills students already have, acquired in previous topics. A major role in this method is played by heuristic conversation, which is a system of logically interrelated questions, connected in such a way that each subsequent one logically follows from the content of the answer to the previous question.

5. Research method. The essence of this method is that students independently study material that is new to them, engaging in creative activity. In practice, the technology for using this method looks like this: children observe and study facts, pose a problem, put forward a hypothesis, build a solution plan, implement this plan, formulate the results, check them, and draw a conclusion where the results of the research can be applied.

In the real educational process, this method is used extremely rarely, since it requires a lot of time and students’ readiness for research work through increasingly complex tasks.

18. Thematic planning

It starts with planning educational work. It includes a thematic, lesson plan. Selection of educational literature, equipment. Thematic plan – not breaking down a multi-hour topic into separate lessons, but planning systems of lessons connected by a common goal, common content, and logical structure. By developing a thematic plan, the teacher implements his ideas and goals for teaching geography and outlines ways to achieve them.

1. Lesson topic. 2. Calendar period. 3. Educational tasks. 4. Lesson type. 5. Basic content issues. 6. Basic knowledge and skills. 7. Independent and practical work. 8. Questions for consolidation. 9. Equipment.

Drawing up a lesson plan and lesson notes: outline of a traditional combined lesson: 1. Lesson topic. 2. Goals: educational, educational, developmental. 3. Equipment. 4. Lesson type. 5. Lesson progress: a) lesson plan b) student activities c) teacher activities. When preparing a lesson, it is necessary to take into account the content of traditional and modern lessons, based on the degree of activity and independence of the teacher with students, aimed at solving modern learning problems

19. Modern geography lesson. Requirements for its implementation.

When preparing for a lesson, the teacher must carefully consider the structure of the knowledge in geography that the students will master, highlight the key ideas around which all other knowledge will be grouped.

An important requirement for the content of the lesson is the accessibility and feasibility of geographical material for children. Violation of this requirement leads to misunderstanding, to mechanical memorization of knowledge of regional geography, to a weakening of interest, and to a delay in the overall development of students.

Development is also harmed by too light, everyday material, chewing on the known, leading to marking time. Pedagogy has proven that it is necessary to teach at a high but feasible level of difficulty.

By researching and studying the requirements for the content of a modern geography lesson, we came to the following conclusions:

1. The lesson remains the main form of organization of the educational process, but its content and structure change over time.

2. The main goal of the lesson is not the transfer of knowledge from the teacher to the students, but the introduction of schoolchildren to systematic independent research work of a creative nature.

Indicators of the quality of a lesson cannot only be the erudition and methodological skill of the teacher. Its main indicator is the organization of students’ activities, which should help prepare them for life, for observing the rules of behavior in their native nature, at work and in society as a whole.

The main features of a modern geography lesson: 1. Aimed primarily at shaping the student’s personality (worldview, value orientations, motivation for activity, creative qualities). 2. The teacher acts as an organizer of the student’s educational cognitive activity, as their assistant and consultant. 3. The style of communication between student and teacher is cooperation, co-creation. 4. The central place in the lesson is occupied by the application of knowledge and skills in the process of solving educational problems, and at all stages of the lesson. 5. Organization of collective learning activities and communication between students in the process of educational work. 6. The lesson is closely related to other forms of educational organization: excursions, workshops, work on a geographical site and ecological trail, etc. 7. Combination of lesson elements with elements of other forms of teaching: test lesson, conference lesson, game lesson. Conducting interdisciplinary lessons taught by 2-3 teachers of different academic subjects. 8. Students transfer part of the teacher’s functions: testing and assessing knowledge and skills, counseling, elements of goal setting and work planning.

20. Types of geography lessons and features of their structure.

The authors classified lessons differently, based on teaching methods (I.N. Borisov), the method of organizing educational activities (D.M. Kiryushkin), from the content and methods of conducting the lesson (I.L. Kazantsev), from the didactic goal (I.T. . Ogorodnikov) and from the main stages of the educational process (SV. Ivanov). According to the purpose of organizing classes, lessons are classified as follows: learning new material, lessons in deepening knowledge, strengthening skills, repetition and generalization, lessons in monitoring and evaluating the learning process and its result. Based on the nature of the content of the material being studied and the level of students’ learning, all lessons can be divided into: lessons for learning new material (type 1), improving knowledge, skills and abilities (type 2); generalizations and systematization (type 3); combined (type 4); control and correction of knowledge, skills and abilities (5th type).

Among theorists and practitioners, the classification of lessons based on such characteristics as the didactic purpose and the lesson’s place in the overall system has received significant support. Based on this provision, the following list of main types of lessons can be identified:

1) lessons in learning new knowledge;

2) lessons in developing new skills;

3) lessons in generalizing and systematizing what has been learned;

4) lessons of control and correction of knowledge and skills;

5) lessons in the practical application of knowledge and skills (G.I. Shchukina, V.A. Onishchuk, N.A. Sorokin, M.I. Makhmutov, etc.);

6) combined (mixed).

The most common type in pedagogical practice is the combined lesson type. In its structure, it combines all the main elements of training: organization of a training session; repetition and testing of students' knowledge; learning new educational material and developing new skills; consolidation of acquired knowledge; defining homework, explaining its essence, commenting on its completion; summing up, assessing student success in combination with correction of knowledge and skills.

This type of lesson allows you to achieve multiple goals at the same time. Various combinations of lesson elements and their transition into each other provide flexibility and mobility of its structure, solving many educational problems. The disadvantages of a combined lesson include lack of time.

Let's imagine the essence of some types of lessons.

1) A lesson in learning new knowledge.

The main time is devoted to the transfer and assimilation of new knowledge, skills and abilities. In this case, the time for other stages of the lesson is reduced. Such lessons are used to convey voluminous material, demonstrate technological processes, and new phenomena. Forms such as lecture, teacher explanation, conversation and discussion of individual issues, heuristic conversation, independent work, experimentation, etc. can be used.

2) Lesson on improving (consolidating) new knowledge and skills:

a) to systematize and generalize knowledge and understand it more deeply; b) the objectives of lessons of this type are aimed at the development and formation of skills and abilities in the process of educational and practical activities; c) consolidation of previously acquired knowledge and organic connection with new ones; d) correction of knowledge and skills.

In such lessons, the teacher’s classical explanation of the material is almost never used. New information, explanations, and individual messages are made by students directly in the course of completing the planned work. When preparing for a lesson, the teacher selects appropriate material and types of work, and poses questions for the lesson. Repetition of previously studied material is not isolated as an independent stage and logically fits into the content of the main exercises of the lesson.

3) Lessons in generalizing and systematizing what has been learned.

Didactic objectives of lessons of this type:

a) to form in students a system of theoretical knowledge on the main topics or sections of the academic subject;

b) highlight the key points studied in previous lessons, show the relationship of the studied facts and events, form concepts, systematize knowledge;

c) check and record knowledge, skills and abilities on the topics, sections studied, and all educational material studied for a quarter, half a year, or a year.

4) Lessons on control and correction of knowledge and skills.

Such lessons are used to determine and evaluate the quality of mastery of theoretical knowledge, ideological and spiritual-moral values, views of the world, way of life, systems of scientific concepts, methods of creative activity, and their preparedness for life and work. Assessment of students' knowledge and skills shows their quality and reflects the degree of mastery of program material and training. A system of student relationships to learning and to various aspects of educational activity is revealed, which contributes to the use of a person-centered approach, making changes to the learning process and adjustments to the organization and content of learning.

Tests include lessons on writing a test and a test lesson.

21. Triune didactic goals of a geography lesson, their characteristics

A geography teacher needs to know the goals of teaching geography in general and for each course, which helps to correctly determine the goals of studying individual topics and lessons.

In terms of the breadth and variety of learning objectives, geography occupies one of the leading places among other academic subjects in school, as a consequence of the fact that the scope of its consideration includes both natural and social objects and phenomena. For convenience, the objectives of teaching geography can be divided into three groups.

I. Educational goals:

To give students knowledge of the basics of physical and economic geography, cartography and other geographical sciences; reveal the natural scientific and technical and economic foundations of nature conservation and rational environmental management, which is necessary for successful participation in production, public life and the use of free time;

Promote economic, environmental and polytechnic education of schoolchildren;

Reveal the role of physical economic geography as fundamental sciences;

To equip schoolchildren with accessible methods for studying physical-geographical and economic-geographical objects and phenomena;

To form a geographical culture among students by teaching them to use maps, reference books, and apply geographical knowledge when reading periodicals; prepare schoolchildren for self-education in the field of geography and related sciences.

II. Educational goals:

Contribute to labor education and career guidance by teaching schoolchildren to navigate the complex system of modern production; help in choosing a life path;

Cultivate a love of nature and native land.

Contribute to the education of patriotism, a sense of pride in one’s country, a moral, aesthetic and emotional-value attitude towards nature, a sense of responsibility for its condition, and the geographical and ecological culture of students.

To promote understanding of the idea of ​​the integrity of the world; contribute to the ideological formation of the geographic culture of the individual.

III. Development of students' cognitive abilities:

Arouse cognitive interest in geographical knowledge and problems;

To promote the development of students' abilities such as observation, imagination, memory, thinking, speech;

To teach schoolchildren to solve geographical problems accessible to them, to develop in them an integrated, synthetic approach to facts, phenomena, processes, the ability to think spatially, “tying” their judgments to a map.

Learning goals can be achieved if the content of geographical education is characterized by a high scientific level, is closely related to life, and includes environmental, polytechnic and economic knowledge. The goals presuppose the active nature of learning, the formation in students of not only knowledge, but also skills, and the development of their cognitive independence. Thus, the definition of learning goals is directly related to the development of programs and the creation of textbooks, as well as to the organization of the geography teaching process.

22. Lecture-seminar-credit system of teaching geography.

The lecture-seminar system of teaching geography is best practiced in grades 9-10, and its individual elements in grades 6-8.

The ability to listen is necessary for every person in any life situation, and this must be taught. Listening to a lecture is a complex creative process for which students need to be prepared from the 6th grade, gradually increasing the time for explanation and story, while giving certain tasks taking into account the age and preparation of the students.

Listening to a lecture means understanding the content, memorizing it, highlighting the main thing in the content with short notes, drawing up a plan, a graphic outline. Lectures usually lead to rearrangement of the material. Educational topics should be given in large blocks.

In the context of the lecture-seminar system of teaching students in grades 10-11, the study of geography, a separate topic or section, is structured according to the following scheme, in the following sequence:

Lesson-lecture

Workshop lesson

Lesson-seminar

Lesson-consultation

Test lesson.

Depending on the number of hours of a given topic, on its originality, the number of certain forms of lessons and their sequence changes. But the general scheme from lecture to test must be followed.

Initial introduction takes place in the first lesson. In all subsequent sessions, the topic is again considered as a whole, but from lesson to lesson it becomes more and more in-depth. As a result, students return to the material they have studied many times, but each time they come to it in a new and deeper way.

This allows:

1. Perceive a unified picture of the phenomena being studied.

2. How to understand, assimilate and consolidate.

3. Realize the connections between phenomena when analyzing material from different points of view.

A variant of this teaching system:

Stage 1: In the first lesson on the topic, the teacher explains its content as a whole. The lesson is conducted in the form of a lecture. Particular attention is paid to explaining the main, main thing.

So, in the 10th grade, you can conduct lesson-lectures on the topics “Interaction between society and nature”, “Earth population”, “Geography of industry”, “General characteristics of the economy of Latin America” and others.

Stage 2: Following the lectures, seminars are held, the number of which depends on the complexity and scope of the topic being studied. During these lessons, students independently study the material and perform exercises using a textbook or reference book.

At the seminar, as a result of preliminary work on the program material, students solve problems of a cognitive, developmental and educational nature. According to the level of cognitive activity of schoolchildren, traditional and problem-based seminars are distinguished.

At a traditional seminar, high independent activity is observed only in those children who present messages and discuss them, so preference should be given to problem-based seminars.

Problem-based seminars give each student the opportunity to defend their point of view and make decisions. So, for example, in the 10th grade, when considering the topic “Urban and rural populations,” the following discussion questions can be brought up for discussion:

Is urbanization good or bad for the planet?

How can we feed the ever-increasing population of the Earth?

Stage 3: Workshop – these are lessons in the formation of skills and abilities, in which students learn to conduct observations, experiments, and draw conclusions. Various practical work is carried out here.

Stage 4: Solving problems on the topic in order to deepen and develop knowledge.

Stage 5: Test, here the mastery of the educational material is checked.

Test on the topic: it consists of two parts

The training part (up to 10 minutes) during this part, typical errors and shortcomings are analyzed based on the results of the test work at the seminar.

The control part (up to 35 minutes) students take a test or complete a test.

Stage 6: The final lesson is a lesson of interesting messages - the practical application of the studied material is considered.

23. Forms of organizing educational activities of schoolchildren in geography lessons

In addition to training, there is also training organization. Organization of learning involves organizing the activities of children and teachers, putting the educational process in order, giving it an appropriate form.

In the search for ways to more effectively use the structure of lessons of different types, the form of organizing students' learning activities in the classroom becomes especially important.

3 main forms - frontal, individual and group. The first involves the joint actions of all students in the class under the guidance of the teacher, the second - the independent work of each student individually; group - students work in groups of 3-6 people or in pairs. Tasks for groups can be the same or different.

Frontal form of training organization can be implemented in the form of a problematic, informational and explanatory-illustrative presentation and be accompanied by reproductive and creative tasks.

The frontal form of educational work has disadvantages. Students with low learning abilities work slowly, learn the material worse, they need more attention from the teacher, more time to complete assignments, and more different exercises than students with high learning abilities. Strong students do not need to increase the number of tasks, but to complicate their content, tasks of a search, creative type, work on which contributes to the development of students and the acquisition of knowledge at a higher level.

Individual form of work organization students in the lesson. This form of organization assumes that each student receives a task for independent completion, specially selected for him in accordance with his preparation and educational capabilities. Such tasks may include working with a textbook, other educational and scientific literature, various sources (reference books, dictionaries, encyclopedias, anthologies, etc.); solving problems, examples, writing summaries, essays, abstracts, reports; carrying out all kinds of observations, etc.

Equally important is the teacher’s monitoring of the progress of assignments and his timely assistance in resolving students’ difficulties.

This organization of students’ educational work in the classroom allows each student, due to his or her capabilities, abilities, and composure, to gradually but steadily deepen and consolidate the acquired and acquired knowledge, develop the necessary skills, abilities, experience of cognitive activity, and develop their own needs for self-education. But this form of organization also contains a serious drawback. While promoting students' independence, organization, and perseverance in achieving goals, the individualized form of educational work somewhat limits their communication with each other, the desire to transfer their knowledge to others, and participate in collective achievements. These shortcomings can be compensated for in the teacher’s practical work by combining an individual form of organizing students’ educational work with such forms of collective work as frontal and group work.

Group form of organizing students' educational work.

The main signs of student group work in the lesson are:

The class in this lesson is divided into groups to solve specific learning problems;

Each group receives a specific task (either the same or differentiated) and performs it together under the direct guidance of the group leader or teacher;

Tasks in the group are carried out in a way that allows the individual contribution of each group member to be taken into account and assessed;

The composition of the group is not permanent; it is selected taking into account that the educational capabilities of each group member can be realized with maximum efficiency for the team.

The size of the groups varies (3-6 people). The composition of the group is not permanent. It changes depending on the content and nature of the work ahead. At the same time, at least half of it should be students who are able to successfully engage in independent work.

Schoolchildren of different levels of training and compatibility of students are selected for the group, which allows them to mutually complement and compensate for each other’s strengths and weaknesses. Homogeneous group work involves small groups of students completing the same task for everyone, and differentiated work involves performing different tasks in different groups. During the work, group members are allowed to jointly discuss the progress and results of the work and seek advice from each other.

24. Forms of organization of teaching geography

By definition B.T. Likhachev, “the form of teaching is a purposeful, clearly organized, content-rich and methodologically equipped system of cognitive and educational communication, interaction, relations between teacher and students. The form of education is implemented as an organic unity of purposeful organization of content, teaching tools and methods.”

The lesson is traditionally the main form of teaching. It represents a complete, integral element, both temporally and organizationally, in the system of the educational process. It is a universal system of interaction between teachers and students, working towards the assimilation of knowledge, the acquisition of skills and abilities, the development of their abilities, moral, spiritual and physical perfection. A lesson is a didactic structure in which the goal and result, organizational form and content, the subject and object of communication, the personal and professional qualities of the teacher, his skill and creativity, the process and methodological support intended to implement the goals and objectives of teaching are presented in unity and interconnection. , development and education.

Lesson-seminar. Allows you to include the entire class in active independent work, stimulate the assimilation of material, and accustom them to self-education. Promotes the development of independence, awareness, systematic generalization and acquisition of knowledge in various educational and life situations.

Lesson-excursion. Depending on what stage of studying the topic the excursion is conducted - before, during or after, there are introductory, ongoing, final, and final excursions. The objects of the excursion are museums, exhibitions, various enterprises, etc. They provide students with direct acquaintance with the phenomena of the surrounding life in their statics and dynamics, relationships with other phenomena.

The laboratory-practical lesson is aimed at combining knowledge with practical independent performance of various exercises, workshops, experiments, and problem solving. Tasks can be performed individually or in groups, with each person required to complete the intended amount of work. Conducting such lessons contributes to the development of skills in independent acquisition of knowledge, professional orientation of students, initiative and creativity in the search for their own solutions.

Currently, elective courses aimed at working with children who excel in certain academic subjects have become widespread in school practice. Classes are held at the request of the children. They differ:

Supportive and stimulating activities. Organized for low-performing students as additional classes in the subject. During the classes, students work through material that they have not mastered, and previously received unsatisfactory grades are corrected. Such classes also help students who are significantly behind in their studies to achieve better results.

Groups and leveling classes are organized for special classes with low-performing students. They were first organized in Estonia and Perm. And in the 60-70s, an experiment was carried out in Lipetsk to transfer a number of schools to a 5-day school week, the sixth day was used to work with those lagging behind. Such leveling classes include students of the same parallel and study according to an adapted program. Closing knowledge gaps allows students to return to their classrooms.

Other forms of educational activities include consultations and individual lessons, student research groups, clubs, laboratories, tutoring (individual or group additional lessons on individual topics, or an entire academic course, on school educational courses). Thanks to this form of classes, gaps in children’s knowledge and development are eliminated, and a higher level of training, development of special abilities and talents is achieved.

The types and types of lessons traditionally used in school practice with their established structure could not fully satisfy the needs of schoolchildren for new knowledge, for the development and independence of thinking and judgment, and for diverse cognitive interests; ensure the formation of a creative personality, the realization of spiritual and professional needs. All this did not satisfy the creative nature of the teacher, educator, and master. In turn, this led to a search (by both theorists, teachers and practitioners) for optimal types and forms of educational work, and the inclusion of creative tasks in the traditional educational process. The search for ways to enhance the cognitive activity of students through involvement in independent research of scientific sources, based on the potential use of children’s existing educational and practical experience, was continued.

25. Environmental education of students in geography lessons (6, 7, 8classes to choose from).

The level of environmental culture is one of the criteria for the civilization of a society. A kind of indicator is how much a person is ready to sacrifice his interests for the sake of the interests of his descendants.

The formation of environmental thinking is a continuous process, which includes: family, preschool institutions, school, university. At school in the primary grades, during the lessons of the surrounding world and natural sciences, the child expands his knowledge about the components of nature, about the cyclical nature of phenomena in the natural environment. At the middle level of school, when abstract thinking is formed, he realizes the need to solve environmental problems, the diversity of relationships between man and nature, and the consequences of these relationships. In high school, mastering such mental operations as analysis, generalization, comparison, etc., a student can evaluate human economic activity, not only recognize the presence of environmental problems, but also identify the causes of their occurrence, propose and justify solutions.

Almost any geography lesson needs to address environmental issues. The main goal of such lessons is to develop an ecological worldview among children and help them become an environmentally literate person. Below, as an example, is the development of an environmental lesson in the 6th grade.

The goal is the formation of an ecological worldview and ecological culture of students.

Objectives: 1. Mastering the basic concepts of geoecology.

2. Development of the need for participation in environmental activities.

3. Formation of skills to establish cause-and-effect relationships between the occurrence of environmental problems at various levels and human economic activities, to solve these problems at a level accessible to students.

4. Formation of confidence in the need and possibility of solving environmental problems.

Methods and techniques used in the work: observation, monitoring, analysis, synthesis, generalization, modeling projects for solving environmental problems, questioning, survey, conversation.

Techniques: working with facts, using additional literature, comparative characteristics of objects, establishing cause-and-effect relationships, tasks of a problematic nature, development and defense of a project, research tasks, essays and abstracts, excursions, practical work, working with maps, role-playing games.

Technologies: person-centered learning, communicative and dialogue activities, developmental learning.

Environmental education consists of:

1. Systems of knowledge about the relationships between nature and humans.

2. Attitude to nature as one of the main values; environmentally appropriate behavior and activities.

3. Awareness of the causes of environmental problems, analysis of situations from ecological-geographical and socio-economic points of view, the ability to find ways to solve problems at the local level.

4. Systems of skills and abilities in environmental activities.

Basic terms and concepts: types and consequences of anthropogenic changes in the natural environment, types of environmental and legal liability, the influence of natural conditions on economic activity and human life, geoecology, geographical environment, natural and anthropogenic landscapes, cycle of matter and energy in nature, geoecological health factors , environmental monitoring, medical geography, rules of behavior in nature, ways to solve environmental problems at various levels, rational and irrational use of natural resources, forms of environmental activity, environmental problem, environmental imperative, ecological potential of the landscape, ecological-geographical situation, environmental aggression, environmental social movements , environmental assessment.

Ecological content of school geography. Main themes:

Conservation of living and inanimate nature.

Resource use.

Protection of the environment of life and human activity.

26. Preparing the teacher for the lesson. Lesson planning.

Lesson summary: The content of the lesson summary is any accepted form that reflects all the components of the methodological system: goal (to focus on the didactic goal of the lesson, with a specific “decoding”/detailing of tasks based on the results of the lesson: know, be able to, understand, research);

· the methodology itself (a detailed lesson script containing the correct answers to planned questions and completed tasks; provide possible answers and solutions from students);

· teaching aids (posters, stands, training programs; special attention to the system of questions, examples, exercises, tasks; their correct formulation and formulation).

Types of lessons 1. Lesson studying and primary consolidation of new knowledge. Type of training sessions: lecture, excursion, research laboratory work, educational and labor workshop. The goal is the education of students and the initial awareness of new educational material, comprehension of connections and relationships in the objects of study: 1. Organization of the beginning of the lesson. 2. Checking homework. 3. Preparing students for mastery. 4. Study of new material 5. Primary test of knowledge acquisition. 6. Primary consolidation of knowledge. 7. Control and self-test of knowledge 8. Summing up the lesson. 9. Information about homework. 2. Lesson to consolidate knowledge. Type of training sessions: workshop, excursion, laboratory work, interview, consultation. The goal is a secondary comprehension of already known knowledge, the development of skills and abilities for their application. 3. Lesson on the integrated application of students' knowledge of learning. Type of training sessions: workshop, laboratory work, seminar. The goal is to assimilate knowledge independently, apply knowledge, skills and abilities in a complex manner, and transfer them to new conditions. 4. Lesson of generalization and systematization of knowledge. Type of training sessions: seminar, conference. The goal is to assimilate knowledge in their system. Preparing students: communicating in advance the topic (problem), questions, literature. Arming students with the necessary material during generalizing activities in the lesson: tables, reference books, visual aids, generalizing diagrams. The most important thing in the generalization technique is the inclusion of parts into the whole. 5. Lesson on checking, assessing and correcting students’ knowledge of learning. Type of training sessions: test, colloquium, public review of knowledge. The goal is to determine the level of knowledge, the formation of educational standards, and their comprehensive application. Consolidation and systematization of knowledge. Lesson objectives: 1. Educational 2. Educational 3. Developmental.

Lesson planning. It starts with planning educational work. It includes thematic, lesson-based. Selection of educational literature, equipment. Thematic plan – not breaking down a multi-hour topic into separate lessons, but planning systems of lessons connected by a common goal, common content, and logical structure. Use recommendations from the magazine “Geography at School”. By developing a thematic plan, the teacher implements his ideas and goals for teaching geography and outlines ways to achieve them.1. Lesson topic. 2. Calendar period. 3. Educational tasks. 4. Lesson type. 5. Basic content issues. 6. Basic knowledge and skills. 7. Independent and practical work. 8. Questions for consolidation. 9. Equipment. Drawing up a lesson plan and lesson notes: outline of a traditional combined lesson: 1. Lesson topic. 2. Goals: educational, upbringing, development. 3. Equipment. 4. Lesson type. 5. Lesson progress: a) lesson plan b) student activities c) teacher activities. When preparing a lesson, it is necessary to take into account the content of traditional and modern lessons, based on the degree of activity and independence of the teacher with students, aimed at solving modern teaching problems.

27. Extracurricular forms of organizing geography teaching.

These forms are developed and improved in parallel with the lesson. Among extracurricular forms, observations and practical work on the ground, including on the school site, geographical site, ecological trail, in a micro-reserve, in the territory of parks adjacent to the school, nature reserves, regional and state national parks and reserves, acquire special importance in the process of teaching geography. The organization of observations and practical work on the ground is a feature of teaching geography, a necessary condition under which the teacher controls the process of students’ perception of the world around them. At the same time, schoolchildren enrich their life experience; They develop concrete-figurative and then abstract thinking as the basis for mastering theoretical knowledge (concepts, connections, patterns). Extracurricular work has various forms: individual-self-activity; mass - calculated to reach many students at the same time, typically affecting the emotions of students (holidays); circle - able to identify interests and creative abilities in a certain field of science.; uniting children's clubs, museums. A geographical circle is one of the main forms of geographical events. goal: satisfying the cognitive interests of students who are interested in geography. When drawing up a plan, the teacher takes into account the interests of the students, their preparedness, and the location of the school. Geographic evenings are a mass event that allows you to use individual and collective activities in the preparation process. Geography week is held after school, during the week. Of particular interest to schoolchildren is the work on the ground to equip an ecological trail in a nearby park, square, or forest. Excursions are one of the most important forms of organizing geography teaching. This is a form of organizing classes in nature, as well as at enterprises in both the production and non-production spheres. The importance of excursions lies in the implementation of the local history principle of education, as well as environmental and economic principles. In addition, excursions play a big role in familiarizing schoolchildren with research methods of geographical science and in developing their cognitive independence.

28. Methods of teaching an initial course in physical geography.

In the initial physics course. Geography, for the first time, the concepts of the natural complex are revealed to students, an idea is given of the interconnection of their components, of the integrity of nature. complexes, as well as about the geographer. shell as the largest natural land complex. This is preceded by familiarity with its constituent components: litho-, hydro-, atmospheric and biosphere. The section “Lithosphere” examines the development of this shell under the influence of external influences. and internal processes. Here students get the first idea of ​​one of the important patterns of geographical development. shells – the cycle of matter using the example of the cycle of solid matter. In the “Hydrosphere” section, they study the water cycle in nature (small and large), as well as the interactions between shells. A number of examples of the interaction of the atmosphere and lithosphere are given in the “Atmosphere” section: the dependence of air temperature on the height of the place and the nature of the relief, atmospheric pressure on the absolute height. Knowledge of the components of geogr. shells and the relationships between them allow students to master the concept of “natural complex” and give the first elementary idea of ​​the geographical shell, which is the result of the interaction between the litho-, hydro-, atmospheric and biosphere. It is also indicated here that a change in one component leads to a change in the other. In order for students to better understand the material, it is necessary to conduct excursions and conversations about their materials.

Geography course in 6th grade. has the goal of giving students knowledge about geospheres, the main components of the natural complex and the mutual connections between the components and laying the foundation for geography in grades 7–8. Beginning physics course Geography contains rich opportunities for developing a dialectical-materialistic worldview among schoolchildren, because it introduces students to the material world, in which the phenomena of reality are interconnected with each other and are in continuous movement and change. In the process of studying this course, schoolchildren develop abstract thinking, learn to derive general concepts based on the received ideas and individual concepts. The purpose of the initial physics course. geogr. to lay the foundations for instilling in students a caring attitude towards nature as the source of all the benefits that people use, as the environment for their lives, to show the importance of geographical science in the assessment and correct use of territory in the interests of the national economy. The essential role of the initial physics course. geogr. in the formation of many skills necessary for observing natural phenomena, as well as for desk and field research of nature. These are visual observations of objects and natural phenomena, recording and processing of observations, etc.

29. Methods of teaching a course on the physical geography of continents and oceans.

Objectives: Geography of continents and oceans - 1st school course of regional physics. geogr. - to form knowledge about physicography. features of the continents as a particular

We will evaluate them from the standpoint of realizing the modern goals of secondary geographical education - to teach schoolchildren to learn, to ensure the formation of their cognitive independence, and to prepare them for self-education. Many years of experience in teaching geography at school confirms the effectiveness of classifying methods according to sources of knowledge. In this classification, three groups of methods are distinguished: verbal, visual and practical. It was formed on the basis of historical stages in the development of schooling. However, for the methodology of teaching geography, such a classification is important not only on this basis. The school subject “geography” is closely related to geographical science in structure, content and methods. It is known that the results of scientific geographical research are reflected in descriptions and characteristics of objects and phenomena, individual territories, in the formulation of scientific concepts, principles, patterns, in diagrams and sketches, in models (maps, profiles, statistical indicators, etc.), and also in the characteristics of methods used in scientific research.

Techniques for familiarizing students with the general characteristics of countries. Identification in the economic geography of each country of those features that are inherent in it as a representative of a certain socio-economic type; consideration and explanation of the individual characteristics of the country. A typical plan for the economic and geographical characteristics of a country, the development of a problem-oriented area in geography and its reflection in school geography.

30. Methodology for studying the course of physical geography of Russia.

Physics course geographer. Russia is of particular importance in the geographical education of students. This course completes the study of school physics. Geography and creates background knowledge for the economics course. geography of Russia. The educational goal of the course is to develop knowledge about the natural conditions and natural resources of our country and also to improve the ability to compose a physical-geographical description and characteristics of individual components and geographical features. objects. while studying a physics course. geogr. The mental development of students continues and, above all, the development of their “geographical orientation of thinking”, when the studied territory and individual components of nature are considered in a complex with the constant establishment of cause-and-effect relationships between them. The course has important educational goals: to promote the development of patriotism and foster respect for nature. The goals of the course that completes the student’s physical-geographical education. Structure and content of the course. Three main sections: “General physical and geographical overview of Russia”, “Natural conditions and natural resources of large territories”, “Nature of its area”; their content and relationship. Introduction of new general physical and geographical concepts as a condition for increasing the scientific level of the course. Resource approach to the study of nature. The PTC of large territories and their internal differences are the main subject of study of the regional part of the course. Educational complex on physical geography of Russia.

Formation of knowledge and skills. A typical scheme for considering each of the components of nature. Introducing students to new thematic maps. System of software practical works, their complication. Using partial search and research methods, a problem-based approach. Working with a new source of knowledge - complex physical-geographical profiles. Studying the topic “The nature of your area.” Various options for a possible place to study your area in the course of physical geography of Russia. Concretization and application of general concepts and knowledge of general geographical patterns in this topic. Attention to the study of the PTC rank of landscapes, natural resources and measures to protect and transform the nature of the region, human economic activities. Organization of independent work of students with a set of atlas maps of their region.

31. Methodology for studying the course “Economic and Social Geography of the World.

Goals of teaching economic and social geography of the World. Structure and content of the course. Reasons for the increase in the share of the General Economic and Geographical Survey of the World relative to the regional part as the course develops. Topics of the general part of the course and their significance for the subsequent study of countries and regions of the world. The generalizing and ideological significance of the topic “World Economic Relations”... An educational complex on the economic and social geography of foreign countries. Formation of knowledge and skills. Involving geographical knowledge to explain modern life, problems and features of the development of countries and regions of the world. Practical work system. Study of regional topics. Techniques for familiarizing students with the general characteristics of countries. Identification in the economic geography of each country of those features that are inherent in it as a representative of a certain socio-economic type; consideration and explanation of the individual characteristics of the country. A typical plan for the economic and geographical characteristics of a country, the development of a problem-oriented area in geography and its reflection in school geography.

32. Geography in a specialized school

School education plays a leading role in the socialization of the individual, in the formation of his moral principles, views on the world and his sense of self in this world. Studying in a comprehensive school is the first and at the same time the last period in a person’s life when the formation of views occurs under the influence of general cultural, intellectual, ideological ideas that are not yet related to professional interests

Profile training will allow students to discover those aspects of geography that are most interesting, attractive, understandable to them, or are assessed by them as necessary knowledge.

33.Motivation of students' educational activities

All learning, in its essence, is the creation of conditions for personal development. The organization of educational activities is such that knowledge has a personal meaning, while taking into account the individual characteristics of students. This requires a person-centered approach to learning, the condition for the implementation of which is the differentiation of the learning process and the motivation of learning activities.

Motivation– a general name for processes, methods, and means of encouraging students to engage in productive cognitive activity and actively master the content of education. Since we are talking about learning motivation, educational motivation is the inclusion of learning and learning activities in activities. There are 3 types of attitude towards learning – positive, indifferent and negative. A positive attitude towards learning is characterized by the activity of students in the educational process, the ability to set long-term goals, foresee the result of their educational activities, and overcome difficulties on the way to achieving the goal. A negative attitude of schoolchildren towards learning is a lack of desire to learn, weak interest in success, focus on grades, lack of ability setting goals, overcoming difficulties, negative attitudes towards school and teachers. The process of developing motivation should become a significant part of a teacher’s work. For this purpose, I diagnose the formed motivation of 7th grade students; the choice of group is determined, first of all, by the fact that it is during this period that a decrease in the effectiveness of students’ educational activities is most often observed.

34. Levels of mastering knowledge and skills of students

Essentially, learning is process of assimilation(mastery) of knowledge, skills, abilities at the required level for a certain period.

The level of mastery is understood as the degree of mastery of the activity achieved by the student as a result of training.

For thousands of years, only the subjective opinion of the teacher was used to assess the level of mastery. The first serious taxonomy of educational tasks was undertaken by the American scientist B. Bloom.

“Taxonomy” means the classification and systematization of objects, which is built on the basis of their natural relationship and uses for description categories arranged sequentially, in increasing complexity, that is, according to hierarchy.

Why is it necessary to create a reliable, reliable system for assessing mastery levels?

Ordered, hierarchical classification is important primarily for the practicing teacher for the following reasons:

1. Concentration of efforts on the main thing. Using taxonomy, the teacher not only identifies and specifies the learning goals, but also organizes them, defining priority tasks, order and prospects for further work.

2. Clarity and transparency in the joint work of teachers and students. A specific classification makes it possible to explain to students the guidelines for educational work and discuss them.

3. Creation of standards for assessing learning outcomes. Appeal to clear statements of goals, which are expressed through performance results, lends itself to more reliable and objective assessment.

Using the taxonomy of educational tasks, it is possible to construct a system of tasks to fulfill the set didactic goals, diagnose the knowledge and level of formation of students’ educational actions, and also predict the progress of learning, taking into account the degree of complexity of tasks and the degree of load on all types of cognitive activity.

To date, a large number of different taxonomy options are known. The most famous approaches are those of B. Bloom, V.P. Bespalko, D. Tolingerova.

The disadvantages of the considered taxonomies are:

· excessive detailing of sublevels of reproductive activity to the detriment of other levels;

· substitution of the level of activity for the typification of the tasks to be solved (and there can be a lot of them for each individual subject area);

· poor discernibility of signs of assimilation levels and, as a consequence, low diagnosticity.

35. Main components of the content of geographical education.

Knowledge- ideal reproduction of objective reality. theoretical empirical This is generalized knowledge. They reflect the essence of objects and phenomena, determine their features, internal connections and relationships. (Laws, theories, cause-and-effect relationships, concepts, patterns). Reflect the external features of phenomena and objects. (Perceptions, facts). Today, the scientific level of school geography is being improved by increasing the share of theoretical knowledge. Concepts- a form of logical thinking that reflects the essential properties, connections and relationships of objects and phenomena. General - through which homogeneous objects and phenomena are thought. They form the scientific foundation of geography. Single - concepts about specific phenomena and objects that have their own geographical name. They serve as the basis for geographical descriptions and characteristics. 1. o physical geographer. Objects 2. about economic geographer Objects 1. about physical geographer. Objects 2. about physical geographer. Objects 3. about the relationships between various natural elements, 3. about continents and natural areas, 4. about countries and peoples. 4. about geogr. map, ways of depicting objects and phenomena. Representation– visual images of geographical objects associated with concepts. Spatial representations play a leading role. Representations of memory Representations of imagination Based on direct perception of an object Based on descriptions reflecting reality Cause-and-effect relationships– express causal relationships between objects, phenomena, processes. Patterns- reflect the most significant, recurring and stable connections between geographical objects, phenomena, processes. Theories– a generalization of the experience of social, industrial and scientific activities of people, expressing the basic patterns of development in a particular area of ​​nature and society. Data– geographical nomenclature, information, data In psychology, pedagogy and methodology, there is no unambiguous definition of the concepts of skills and abilities. Therefore, we will consider the concept of E.N. Kabanova-Meller on generalized methods of mental development of students.

In this concept "techniques of educational work" are the ways in which students solve learning problems. They can be presented in the form of instructions, rules. Skills– these are the methods of activity through which students operate with acquired knowledge, acquire new ones and apply them in solving educational problems. Their use requires thought and is not automatic. Skill It is characterized by automaticity; it is based on a teaching technique, the use of which does not require thinking. Thus, skill is the first stage of skill formation. An indicator of mastering techniques, skills and abilities is their transfer, i.e. use in solving new problems. A complex transfer requires a restructuring of the technique to solve the problem. The basic skills that schoolchildren must master are set out in the standard of geographical education. Worldview ideas is an ideological generalization of existing specific geographical knowledge. An example is an idea that reflects dialectical views on nature - the close interconnection of all components of nature, the constant development and change of nature. Ideas reflecting the role of the anthropogenic factor in the formation of the environment and the need for its protection.

36. Software training in geography lessons and the use of computers .

The increase in mental load in geography lessons makes us think about how to maintain students’ interest in the subject being studied and their activity throughout the lesson. Using a computer in teaching allows you to create an information environment that stimulates the child’s interest and inquisitiveness. At school, the computer becomes an intermediary between teacher and student and allows you to organize the learning process according to an individual program. A student studying at a computer console can choose the most convenient speed for him to present and assimilate the material. This shows the main advantage of the computer in the learning process: it works with each student individually. It is clear that individualization of training improves the quality of training. This is achieved through live feedback, which is established during the dialogue between the student and the personal computer. Depending on the nature of the answers to the test questions, the computer can offer guiding questions, give hints, or slow down the pace of learning.

It is advisable to use a computer in the following cases:

diagnostic testing of the quality of material assimilation;

in training mode to practice basic skills after studying the topic;

in training mode;

when working with lagging students, for whom the use of a computer usually significantly increases interest in the learning process;

in self-learning mode;

in the mode of illustrating the material being studied.

37. Features of using technology for educational and gaming activities in geography lessons.

A system of creative tasks can form the basis of a system of educational games.

The game ensures the active nature of mastering knowledge, skills and abilities. It is in the game that a relaxed relationship between student and teacher is built, when the teacher is focused not only on the school subject of geography and the functions of the student, but also on the personality of the child as a whole. Thus, business games mobilize reserves of mental activity because strengthen the cognitive-evaluative perception of information and fill knowledge gaps through a comprehensive vision of micro-problems that arise during the game, which expands the range of thinking.

38. Features of modular technology

also applicable in teaching geography. A module is a special functional unit in which the teacher combines the content of educational material and the technology for mastering it by students. The teacher develops special instructions for independent work of schoolchildren, which clearly indicate the purpose of mastering certain educational material, gives precise instructions on the use of information sources and explains how to master this information. The same instructions provide samples of test tasks (usually in the form of tests).

39. Technology application of logical reference notes in teaching geography.

The technology is based on the idea of ​​relying on a visual image (schemes on a board).

LOC is a special form of organizing coded educational information.

Technology Features:

1. Identification of stages in studying the material

2. Manifestation of creative techniques, expression of educational material in symbols and drawings.

When constructing a LOC, it is advisable to comply with a number of conditions:

1. Define goals, how to plan results

2. Divide the lesson material into semantic blocks. Think about ways to display the content of each block.

3. Connect all semantic blocks among themselves in content and create conditions for identifying cause-and-effect relationships between the studied objects and phenomena

4. Depict the general outline of the lesson content in the form of a single logical supporting outline.

Requirements for LOC:

1. Conciseness (no more than 80-100 characters)

2. Structurality (must consist of blocks)

3. Emphasizing the main meaning (color, font)

4. Unification of symbols

5. Originality

6. Connection with the text of the textbook (pages can also be indicated)

· Text (detailed lesson plan)

· Graphic (diagrams, tables)

· Cartographic (map diagrams)

40. Features of technology of project activities schoolchildren.

A project is any idea, development, set of goals, methods, teaching aids, criteria for assessing student activities.

One of the methods of teaching students can be the project method. The project method fits organically into the system of student-centered learning and promotes the organization of various independent activities of students, but does not exclude or replace other teaching methods. This teaching method can be used in the study of any subject and can be used both in class and in extracurricular activities. It is focused on achieving the goals of the students themselves, and is therefore unique. The project develops an incredibly large number of skills and abilities, and therefore it is effective. It provides much-needed activity experience for schoolchildren and is therefore indispensable.

In teaching geography, the project method occupies an important place. Its essence lies in the independent mastering of educational material in geography by schoolchildren and obtaining a specific result in the form of a specific product. It makes it possible to bring the learning and educational activities of schoolchildren closer to solving practical, socially significant problems, which implements the idea of ​​bringing school education closer to life, making the learning process active and personally significant.

The main goal of using the project method is for schoolchildren to independently comprehend vital geographical problems.

The main idea is to stimulate students' interests in certain educational problems, the solution of which involves mastering a certain amount of knowledge, as well as showing the practical application of the acquired knowledge.

Types of educational projects in geography

- By dominant activity: informational (collection of information about an object), research (a clear definition of the subject and methods of research), creative, applied or practice-oriented (the real result of the work is of an applied nature);

- By subject area: single-subject (geographical), interdisciplinary and supra-subject (beyond the school curriculum)

- By duration: from short-term ones, when planning, implementation and reflection of the project are carried out directly in the lesson or in a paired training session, to long-term ones - lasting from a month or more.

- By number of participants: individual, group, collective.

Stages of work on the project:

1. Preparatory stage (define and formulate the topic, goal, objectives, methods, sources of information and ways to present results)

2. Research stage (independently or with a teacher)

3. Final stage (the teacher helps to analyze, summarize the results, draw conclusions, give grades - the student defends)

41. Unified state exam in geography.

The experiment on organizing the Unified State Exam (USE) began in 2001. The point of the experiment is to combine the final certification of graduates of general education institutions and entrance tests for admission to state universities in Russia. Assessment of educational achievements is carried out in a standardized manner: in the most homogeneous conditions and using the same type of examination materials.

The examination paper is based on material from all basic school geography courses. The content and structure of the work correspond to the main regulatory documents and reflect the requirements of basic programs in geography for courses in basic and secondary (complete) schools.

Among specialists, the examination work is called testing and measuring materials of the unified state exam (KIM Unified State Examination).

USE KIMs are divided into blocks:

1. Globe, geographical map, area plan (incl. 3 tasks) - cartographic tasks aimed at testing the understanding of the concepts of “geographic map”, “terrain plan”, “scale”, etc., as well as the ability to determine directions from maps and plans , distances, azimuths, geographic coordinates.

2. Nature of the Earth (incl. 7 tasks) - geological structure of territories, external relief-forming processes, climate-forming factor, patterns of distribution of heat and moisture over the surface of the Earth, climatic zones and types of climates, features of internal waters, soil and vegetation cover, fauna, zonal natural complexes.

3. World population (incl. 4 tasks) - knowledge about the world population: numbers, gender and age structure, patterns of distribution, urbanization processes, features of national and religious composition.

4. World economy (incl. 6 tasks) - the sectoral and territorial structure of the world economy, its current state, as well as changes under the influence of the scientific and technological revolution.

5. Environmental management and geoecology (incl. 4 tasks) - problems of interaction between nature and society. Its contents are natural resources, their classification, ways and means of rational use, regional environmental problems.

6. Regional studies (incl. 8 tasks) - the main features of large countries and regions of the world (nature, population, economy). In addition, knowledge of the political map of the world and the typology of countries is tested.

7. Geography of Russia (incl. 18 tasks) - geographical features of Russia, its regions, economic regions. Attention is drawn to the history of development and research of the country's territory, its political and administrative division, the main features of nature, population, economy, and environmental problems.

All blocks contain tasks to test knowledge of geographical nomenclature.

The exam tasks are focused on testing knowledge and skills at three levels: 1) reproduction of knowledge; 2) application of knowledge and skills in a standard situation; 3) use of knowledge and skills in a new situation.

Reproduction of knowledge involves testing the assimilation of facts, simple cause-and-effect relationships, concepts, and, in addition, the ability to find and identify important geographical objects on a map. The application of knowledge involves tasks that involve explaining the distribution and characteristics of geographical processes and phenomena, identifying objects based on identifying their essential features, etc.

Thus, the examination paper implies testing of most components of school geographical education: empirical and theoretical knowledge, skills and, to a certain extent, experience in creative activity.

The examination paper consists of three parts, which differ in the number of tasks and their type.

The first part includes closed-form test tasks.

The second part consists of test tasks of various forms.

The third part contains tasks that require a detailed, reasoned answer to the question posed.

42. Educational excursions in geography, their significance and methodology, examples.

Excursions are one of the most important forms of organizing geography teaching. This is a form of organizing classes in nature, as well as at enterprises in both the production and non-production spheres. The importance of excursions lies in the implementation of the local history principle of education, as well as environmental and economic principles. In addition, excursions play a big role in familiarizing schoolchildren with research methods of geographical science and in developing their cognitive independence. The traditional geography program, which schools followed for many years, included both autumn and spring excursions into nature. The purpose of these excursions is to consolidate and concretize the educational material already studied and accumulate data about natural and economic objects and phenomena to support the study of theoretical material. During excursions, a targeted study of the reality of their locality takes place, which prepares schoolchildren to understand the main content of school geography.

Most geographical objects are distinguished by considerable extent, complexity and diversity. They can only be viewed at their usual location. To directly familiarize students with them, it is necessary to conduct excursions.

Educational value of geographical excursions.

Pedagogical theory and practice confirm that the excursion form of school work has great educational effectiveness, and its use is directly necessary in teaching geography. Without excursions, teaching geography inevitably takes on a verbal and bookish scholastic character. Excursions are one of the means of overcoming formalism in teaching geography. Thanks to the excursion, the highest form of clarity in teaching geography is achieved.

The excursion raises the vitality of children, invigorates them, creates an elevated, cheerful mood, enhances the cognitive process in children, and develops their powers of observation.

It has long been noted that nothing brings teachers and students closer together than an excursion. The excursion strengthens the teacher’s love for the students and disposes and binds them to the teacher.

The excursion introduces children to nature and the surrounding reality. It brings them closer to life, instills in them the skills to scientifically study the real world, connections and interdependencies of objective phenomena.

The excursion introduces children to their region, its diverse natural resources and the beauty of individual landscapes. On excursions, students have the opportunity to see with their own eyes the transformative impact of collective labor on nature, the use of the forces of nature, minerals, and land by socialist society.

Geographical excursions and their divisions.

Geographical school excursions are divided by location, by age of students, by purpose, by content, and by methods.

It is important to divide excursions according to the method of conducting them. In this regard, excursions can be:

a) demonstrative, aimed at showing the object of the excursion, accompanied by explanations (for example, a school excursion to a lime quarry);

b) illustrative, in which the teacher explains a question to the students, illustrating his story with the object of the excursion;

c) research excursions, on which students, to one degree or another, independently carry out research tasks.

Conducting an excursion.

Each excursion must be deeply thought out, clearly targeted and strictly coordinated with the entire system of school work.

The tour is divided into three parts:

1) preparation for the excursion;

First you need to determine the target setting of the excursion, what educational goals it is desirable to achieve.

Preparation for the excursion ends with the preparation of an excursion plan, which the teacher introduces to the students. He will warn them about shoes, clothing, and also indicate what they need to take with them.

2) carrying it out;

All further work will consist of implementing the excursion plan.

Conducting an excursion consists of going to the excursion site, conducting educational work based on familiarizing students with the objects of the excursion, collecting samples, etc.

Students independently, but under the supervision and guidance of the teacher, complete tasks. After this, the students and the teacher return to school.

When conducting an illustrative excursion, of course, the course of classes will be different. The teacher will position the students so that they can clearly see the objects of the excursion. He will then explain the program topic based on inspection of these objects.

The excursion into nature is accompanied by the collection of samples, sketches and reporting essays.

3) processing of excursion material and educational use of its results.

Processing of materials consists of transforming samples brought from an excursion into a form in which they are best viewed. Samples are determined. Labels are written on them, indicating the name of the sample, where, when and by whom it was taken.

The excursion route and the location of the objects studied are shown on maps or plans. Drawings and drawings of excursion objects are made. Reports are written on the topic: “What we saw on the excursion.”

Excursions to the museum.

School excursions to the museum require their own methodology. In a museum, the objects studied are not in natural, but in artificial conditions, at exhibitions in a very concentrated state in the form of exhibits. A school excursion to the museum should be thematic, if possible linked to the topic covered in the class. The museum's overview is limited to only individual rooms and exhibitions that are relevant and understandable.

Many methodologists are inclined to have the teacher himself give explanations during the excursion. A museum worker knows the museum material well, but a teacher knows better than him what and how to explain to students.

It is good to link a visit to a local history museum not only with the program theme, but also with familiarizing students with their region.

43. Environmental education of students in geography lessons (grades 9, 10 to choose from).

The ecological content of school geography is most fully covered in the works of T.V. Kucher, N.N. Rodzevich, S.V. Vasilyeva, T.V. Vasilyeva and S.I. Makhova.

School geography courses contain laws and concepts that are fundamental to geoecology. These include, first of all, laws on the holistic and interconnected development of nature, the cycles of substances in nature, as well as the most important concepts about natural complexes, the biosphere and the geographical envelope. At the same time, in programs and textbooks there are actually environmental concepts related to the theory and practice of rational environmental management and nature conservation (concepts about anthropogenic landscapes, environmental problems, predicting changes in nature under human influence and various forms of environmental management.

The most important component of the environmental content of school geography is environmental skills: cognitive, evaluative, prognostic and ecological-cartographic.

These types of environmental skills (according to S.I. Makhov) are divided into types: the ability to explain the characteristics of natural resources, the ability to assess natural resources, the ability to predict the consequences of human impact on nature, and others.

Formation of environmental knowledge and skills when studying geography

The formation of geoecological concepts and skills of students occurs in all geography courses.

In the 9th grade, in the geography course, students study various national economic complexes and economic regions, gain knowledge about the characteristics of specific types of labor, their impact on nature and the main environmental problems. Of great importance for the development of environmental thinking is the acquisition of the ability to assess natural resources. The studies carried out (I.A. Obukh, S.I. Zair-Bek, D.P. Finarov) showed the feasibility of developing in students the concepts of environmental and economic content and the skills of environmental and economic assessment of natural resources. A significant difference between an environmental-economic assessment and an economic assessment is that its implementation takes into account not only the economic, but also the environmental consequences of the use of a particular natural resource.

In the 10th grade geography course, global problems of interaction between nature and society are studied. The study of global environmental problems contributes to the formation of new thinking with a focus on the priority tasks of preserving and prospering life on Earth, eliminating environmental and nuclear disasters. Awareness of the complex international and economic processes that cause environmental disasters for millions of people has acute humanistic significance. Vivid examples are needed to show the capabilities of human society in preventing negative environmental consequences. The regional part of grade 10 geography provides such examples for both developed and developing countries. Thus, in the USA, a lot of work has been done to restore the water quality and coast of the Great American Lakes (Erie, Ontario and others). To clean sea waters, special vessels have been created that are used in various areas of the World Ocean.

A very illustrative example of the leading role of geographical science in preventing environmental consequences is the refusal to transfer part of the flow of northern rivers of Russia to the Caspian Sea. It is known that this project has been developed for a long time by various organizations. Thanks to the analysis of domestic specialists (A.V. Shnitnikov and his students) of fluctuations in climatic conditions, it was found that since the 70s of the last century there has been an increase in humidity on the Russian Plain, which will continue for at least 12-13 years. This is what actually happened. Since 1977, moisture has increased, and the amount of water entering rivers and reservoirs has begun to increase. By 1998, the water level in the Caspian Sea had risen by almost 2 meters. It is difficult to assess the magnitude of the negative environmental consequences in the basins of the Volga, Northern Dvina, Onega and Pechora rivers, where it was planned to create entire cascades of reservoirs to transfer the river flow of northern rivers into the Volga basin.

44. Local history approach to school teaching of geography. Contents of geographical local history.

Local history- a comprehensive study by students of the nature, population and economy of their region. Geographical local history becomes part of regional geographical education. In establishing a connection between the material studied at school and the knowledge and skills that are acquired as a result of studying the native land, scientists and teachers saw the essence of the local history principle (K. F. Stroev) and noted its great importance in teaching (A. S. Barkov, N. N. Baransky, V. P. Golov, A. V. Darinsky, I. S. Matrusov, D. A. Mirsky, M. A. Nikonova, K. V. Pashkang, N. N. Rodzevich, V. A Shchenev, etc.).

Speaking about the problem of creating and understanding by students the integrity of a certain territory, it is necessary to highlight two ways of using local history in school practice.

Firstly, local material, used in most cases as additional information, due to its significance for a particular region, can become the basis for the development of a regional component of geographical education.

Secondly, local history material remains an additional source for the formation of basic concepts and ideas in geography and an important element of the regional component of geographical education.

At the present stage of development of school education, the content of regional courses is based on the optimal balance of general local history and regional knowledge. In this regard, regional courses are being created based on the unity of goals, content and organization of training, aimed at developing a regional understanding of the specifics of the region, i.e., a comprehensive study of the territory on a geographical basis.

The regional geography course in the system of geographical education, on the one hand, is integrated into the general system of geographical training of schoolchildren, and on the other hand, it solves its own specific tasks in teaching. The course expands the boundaries of school geography, increases the effectiveness of the general system of school education, education and development of students.

The main objectives of the regional geography course are to study the geographical, economic, environmental, socio-cultural, historical and national characteristics of the region; intellectual and emotional knowledge of nature, economy, population, culture, ecology of the territory. This corresponds to the main objectives of the basic geography course. The regional course allows you to:

Explain the features of long-term processes and phenomena in the geographic environment at the planetary, regional, and local levels;

Understand the territorial aspects of the problems, causes and consequences of modern society using the example of regional characteristics;

Develop an idea of ​​the integrity, unity of geographical phenomena and processes, including the map of the region;

Show the diversity and originality of the spiritual traditions of the region, form a personal attitude towards your locality, the region as a part of Russia;

To cultivate respect and love for your small Motherland through active knowledge and preservation (protection) of native nature, history and culture.

Regional geography contributes to the formation of such important personality qualities as patriotism, citizenship, and responsible attitude towards the environment.

When studying the geography of the region, teachers use an educational and methodological complex (UMK), which includes a textbook on the geography of the region, an atlas, a workbook, a methodological manual, and a set of regional wall and contour maps. The development of textbooks that implement the national-regional component of the curriculum is the responsibility of regional and local authorities.

Educational and training complexes have been created in almost all regions of the Russian Federation. At the same time, in the republics of the Russian Federation, through courses from grades 1 (5) to 9 predominate, and in the regions the regional course is designed for grades 8 (9). In most old regional textbooks, the specifics of the regions were poorly reflected, and they mainly illustrated globally natural and economic-social processes and phenomena using local examples. In recent years, the content and methodological apparatus of textbooks have improved markedly. Their content has become more scientific, with rich statistical material. More attention began to be paid to personalities significant specifically for this region: outstanding geographers and geologists.

Textbooks include a description of natural phenomena and processes, the life and everyday life of peoples, unique geographical objects of a given region, often using toponymy and interpretation of names. The methodological devices of textbooks help organize independent work of schoolchildren, both in the classroom and at home.

Atlases and geographical maps of regions should reflect not the individual components of the region and the properties of their nature, but the complex as a whole and be accessible to direct perception by students. A local history map should help students form an image of the territory in accordance with existing real observations and knowledge. One of the main aids in studying regional geography can be the exposition of a local history corner or museum created by teachers and students.

45. Test control of learning results. Basic forms of test tasks.

By test we must understand a system of tasks of a specific form that allows us to assess the degree of student mastery of educational material. Of course, tests are not the only form of testing the mastery of material. At the same time, compared to other forms of control, they have a number of advantages, both from the point of view of both the teacher’s activity and the activity of students.

Tests are an effective task for self-control. They help the student understand what he knows and what he does not know. With incorrect answers, there is a need to clarify, find the correct answer, and then defend your point of view. It can be argued that completing test tasks contributes to the formation of a learning motive.

Information about the degree to which students have mastered the educational material is also necessary for the teacher. Using data on control results makes it possible to build training based on these results, which makes it possible to improve its quality. Since tasks are usually carried out individually, this makes it possible to create variants of tasks of different levels of difficulty, change the time for completing each of them, that is, use elements of a differentiated approach.

One of the most important advantages of test tasks is the high degree of objectivity of the grades given, since it is possible to accurately count the number of correct and incorrect answers. Under normal conditions, the assessment of a student’s answer is influenced by a number of random and subjective factors: the teacher’s personal attitude towards the student and the class as a whole, discipline and mood of the student, teacher, etc. Sometimes the student only thinks that his answer was assessed incorrectly, but often schoolchildren are correct , notice the lack of clear criteria when grading.

Tests today are a form of control that can be carried out using computer technology. Their use is of immediate interest, frees the teacher from the hard work of checking students’ written work, and saves teaching time.

Test items have a specific form and must be a statement to which an answer is added. As a result of this, it turns into a statement that turns out to be true or false and is easily diagnosed (true, false). It is inappropriate to use questions in a test task, since the question can be neither true nor false.

Basic forms of test tasks.

The most common is closed form. There is a series of answers, one of which is correct, the answers are generally similar. With a closed form, it is important to choose the wrong answers correctly: they must be incorrect, but generally plausible.

In the second form of test tasks ( open form) there are no ready answers. The student must come up with the answer himself and write it in the designated space. This form is the most convenient way to check students' understanding of the definitions of concepts. The instructions for students look like this: complete.

The third form of test tasks allows establish compliance between elements of two sets. This is one of the most common forms. The instructions in this case are as follows: establish a correspondence. This form is good because it is difficult to guess all the correct answers at once.

The fourth form of test tasks is used to establishing the correct sequence between elements of a single set.

Types of tests, types of test tasks.

In the USA, Canada and a number of European countries, various types of tests are used.

· Essay- a detailed written answer to the question posed.

· Multipol choice- each question is given 3-4 answer options, from which you need to choose the correct one.

· Question and answer test - Students receive a list of questions that require a laconic, unambiguous answer or a list of tasks that need to be completed.

Test tasks can be used after studying the material on individual topics, after completing preparation for individual sections. Tests can be training tests that carry out current and final control.

46. ​​Educational functions of geographic maps, their classification, techniques for teaching understanding of maps.

Understanding a map means mastering the main properties of that rather complex work of science and technology that geographic maps are in our time.

To know a map means to remember, to clearly imagine from memory, the location, relative sizes and shapes of objects studied in a geography course.

A geographical map is a reduced conventional image of the surface of the globe or part of it on a plane.

Geographic maps are divided into:
- by territorial coverage: world maps, maps of continents, maps of states, etc.;
- content: general geographical and thematic maps;
- by scale: large-scale (1:100000 and larger); medium-scale (from 1:100000 and up to 1:1000000 inclusive); small-scale (smaller than 1:1000000).
- by purpose: reference, educational, tourist maps.

Using a map, you can determine the geographical location of any point on earth: how far it is from the poles, from the equator, in which thermal zone and zone it is located, what is its relationship to the sea, its connection with economic, political and cultural centers.

The map shows the location of objects of interest to a person on the surface of the earth, gives an idea of ​​​​the relative position of rivers, seas, oceans, mountains, plains, countries, cities, etc.

On the map you can see the interconnection and dependence of the elements of individual geographical complexes and landscapes.

The map shows the location of mineral resources, climatic zones, soil and plant zones, the concentration of human settlements, especially large cities, communications, agriculture, industrial enterprises, etc.

Geographic maps are used to one degree or another in all spheres of human activity. Their value as guides to the area is well known. In industrial, energy and transport construction, they are the basis for research, design and transfer of an engineering project to reality. In agriculture, geographic maps are necessary for land management, land reclamation, and in general for accounting and the most rational use of all land funds. Maps serve as an important tool for school and out-of-school education, for disseminating knowledge about the world and for raising general culture.

Techniques for teaching map understanding

In elementary school, they acquire primary knowledge and skills in orienting the area using the Sun and compass. To study the plan, children learn to depict on paper directions on the sides of the horizon and distances on a scale, and become familiar with plans. Finally, they draw plans of the school environment “by eye” and develop some navigation skills. Then they learn to read the site plan included in the textbook and in the atlas. Most of these activities are carried out in the form of practical work under the guidance of a teacher. All of the listed works lead children to understand the map. To correctly understand the meaning of each symbol on the map, it is necessary that children have specific ideas about the corresponding real object. Such ideas are accumulated during excursions around the school; films, paintings, modeling from plasticine, and working with sand are also used for this. In the fifth grade geography course, cartographic issues are given a significant place. The theme “Image of the Earth on the globe and maps” is dedicated to them. Much attention is paid to using visual aids and drawing. The widespread use of drawings and drawings by the teacher and students is a powerful means of enhancing learning.

In grade VI, in addition to consolidating knowledge and skills, students acquire skills in determining distances without a scale, using a grid along the meridians and the equator, and learn to determine the approximate scale in various parts of the map using a geographic grid.

In the process of teaching geography, the map plays a very important psychological and pedagogical role - it helps organize knowledge, marks its assimilation and memorization. Working with maps promotes the development of imagination, memory, logical thinking and speech of students, the ability to analyze, compare, contrast and draw conclusions. The map is the most accessible and very effective means of enhancing learning in the sense of developing students' independence, arousing their interest in the subject and establishing connections between school geography and life. For example, frontal and individual practical work of various content and form can be carried out with maps in any geography lessons.

47. Main types of monitoring the results of teaching geography.

Types of control: preliminary (used to identify students’ preparation for the start of the school year in a new class); current (during work, to identify the acquisition of knowledge, abilities, skills), periodic (after studying a section, program; taking into account the data of current control, thematic control is used to identify skills, knowledge on each topic of study of the subject at the end of the quarter); final (at the end of the academic year). Functions: controlling (gives the teacher information about the progress of students’ cognitive activity, how learning is progressing, to promote the study of program material, serve as a means of identifying teaching methods and techniques), teaching (promotes deep assimilation of the material, systematization of knowledge is carried out, consolidation, the student learns to critically evaluate ), educational (teaches discipline, a system in work, responsibility, etc.) Control requires skill and tact, developing, associated with training and education (in the process of completing tasks, students independently draw conclusions, generalizations, apply knowledge in new situation, they learn to highlight the main thing: Control should stimulate the development of students, it is necessary to take into account the level of development of schoolchildren.) In the field of control it is necessary: ​​for the student to understand what is required of him; so that he does not doubt the need for knowledge; was convinced that he could comprehend the requirements, that the mark depended only on him, his diligence.

48. Geographical concepts and their role V geographical education.

A geographical concept is a thought about a geographical object, reflecting it from the side of its essential features, or a thought about a whole group of objects or phenomena, reflecting them from the side of general and essential features. In geography there are three main types of concepts: individual, collective and general.

I. Individual concepts are thoughts about individual objects, considered from the perspective of their essential characteristics. These are the concepts of the Volga River, Lake Ladoga, the city of Kaluga, the Moscow region, etc. Both ideas and concepts can be formed about these objects. Individual ideas and concepts can have varying degrees of complexity and be in different relationships with each other: subordinate and subordinate (Kaluga and Tula regions).

II. Collective concepts denoting a group of homogeneous objects, for example: cities of Kazakhstan, mountains of Siberia. As the self-name indicates, these concepts include a collection of homogeneous individual objects, and these objects have not lost their individuality. Thus, the judgment will be correct that the rivers of the European part of the CIS are distinguished by a slight slope. This property is derived based on average (statistical) values. But within the European part of the CIS there are individual rivers that have a very large slope.

III. General geographical concepts are thoughts about groups of objects, considered from the point of view of their common and essential characteristics; for example, lake, sea, mountain, ravine, city, village, etc. can be subjects of general concepts. Individual objects that fit the general concepts have lost their individual features. Unlike collective concepts, what is stated about a general concept applies to each individual item that fits under that concept. General concepts are different. It is also useful to distinguish between them.

a) Specific general concepts. These are concepts about specific
subjects, for example: general concepts of a river, mountain, city, etc.

b) General concepts about individual elements of geographical
objects, for example: riverbed, river mouth, seashore, mountain slope
etc.

c) Abstract concepts that reflect the properties, qualities, actions of geographical objects, geographical processes. Examples: river depth, flow speed, continental climate, erosion, etc.

49. Lecture-seminar-credit system of teaching geography using the example of studying the geography course “Economic and Social Geography of the World”.

50. Geography office, requirements for its equipment and layout.

Modern schools do not have premises built specifically to accommodate geography classrooms. As a rule, rooms are allocated for classrooms based on local conditions. When planning the placement of equipment and the design of the office, it is necessary to take into account the features of this room. The following zones must be allocated and equipped according to their functional purpose:

§ teacher’s workplace;

§ student workplaces;

§ storage areas for training aids;

§ places for exhibiting exhibition materials.

On the front wall there is a chalkboard, a device for displaying maps with a built-in hanging screen, drawers for storing tables and pictures.

Prefabricated sectional cabinets are installed at the back wall of the office. In the central part between them there is a map storage room. In front of the sectional cabinet there is a mobile stand for projection equipment.

On the side wall of the office, opposite the windows, there are boards with replaceable display material. Portraits of travelers and geographers-researchers are attached above the stands.

Modern geography classrooms, taking into account sanitary and hygienic standards, should have an area of ​​60-66 m2. For paintings, tables, diagrams, applications and albums, you need to install 2-3 drawers near the wall where teaching aids are located.

A necessary condition for ensuring the working capacity of the teacher and students is compliance with sanitary and hygienic conditions in the office. The office should have instruments for measuring temperature, pressure and air humidity. Correct and sufficient lighting is also one of the important conditions for the active working capacity of students. In accordance with sanitation requirements, offices must have a high coefficient of natural and electrical lighting. Color design, improving the quality of lighting, improves perception, reduces visual fatigue, and creates a working mood. Strong color stimuli cause a backlash, distracting students' attention. In this regard, when choosing the color design of an office, it is important to avoid excessively bright colors, as well as color monotony.