The concept of the development of geographic education in the Russian Federation presentation. The concept of geography education in high school. The influence of Orthodox culture on spiritual life in Siberia in the 17th and early 20th centuries

High school geography education concept

School geography is going through a very difficult period. The prestige of geography is falling. Despite the fact that geography is a compulsory subject in the basic curriculum, the hours for its study are reduced.

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

Modern human activity is impossible without geographical knowledge and skills, without an idea of \u200b\u200bthe Earth as a single whole and at the same time heterogeneous space, without geographical culture.

Goals and objectives of school geographic education

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

on the basis of an integrated approach to create a holistic perception of the world, to give an idea of \u200b\u200bthe geographical objects and phenomena, their diversity in nature and society, to explain their objectivity. Consider each region as a single territorial social system.

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

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

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

The main directions of school geography

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

The local lore approach to the study of geography is the maximum attention to one's region, starting from the school environment and ending with the territory of one's region (region). Included is knowledge of factual material on its edge and the manifestation of general physical and geographical patterns and cause-and-effect relationships in a familiar area. It is also proposed to introduce complex local history courses in grades VI-X.

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

Differentiated approach. It is a clear division of geographic content into levels: introductory, basic, in-depth. In addition, specialized and profile courses, blocks, etc., this requires alternative programs and textbooks.

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

Structure of school courses

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

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

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

VII grade - physical geography of Russia. (The nature of Russia).

VIII class - economic and social geography of Russia.

IX grade - general physical and economic geography.

X class - economic and social geography of the world.

Material support of the educational process

To ensure a full study of geography at school, a complete set of teaching aids is required. Each program should have: textbook, atlas, workbook, teacher's guide, outline maps, student book, set of wall maps.

The textbook should be not just a book for reading, but a manual for independent work, reflection, the formation of general educational and special skills and abilities.

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

The concept of school geographic education was discussed and approved at the meeting of the Council of the Cabinet of Geography of the IUU.

Kozarenko A.E.

Geology site
in modern school geography course

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

An analysis of modern school geography curricula and related textbooks showed that geological knowledge occupies about 5% of the study time allocated to geography. At the same time, for example, the topic "Atmosphere" takes 15-20% of the study time. The number and continuity of geological concepts in school geography courses are shown below.

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

All geography courses and almost all existing school textbooks use the concepts of minerals, deposits, the terms "mineral", "rock", "geology" and some others. Unfortunately, many concepts disclosed and used in the VI grade are not used in the VII XI grades. In textbooks on economic geography, the baggage of previous classes is practically not used. It is also necessary to note not only the depletion of mineral resources, but also the ecological consequences of anthropogenesis for the lithosphere.

The large variety of high school geography textbooks released recently reflects the diversity of approaches to teaching geography. However, many of them suffer from inaccuracies and even gross errors in the presentation of geological knowledge. Outdated geological information is often used. For example, it is argued that the prebiogenic stage in the development of the geographic envelope ended 570 million years ago. However, the huge role of organisms in the formation of the atmosphere, hydrosphere and lithosphere in the Precambrian is known, as pointed out by V.I. Vernadsky.

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

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

Vii class. Modern ideas about the structure of the lithosphere and the earth's crust. Types of the earth's crust. Basic geotectonic hypotheses. Lithospheric plates: mechanism and reasons for their movement. Development of mobile belts and mountain building. Destruction of mountains under the influence of external processes. Formation of platforms. Dependence of large landforms on the geological structure of the earth's crust. Mineral platforms and mobile belts. Geological circulation of matter.

VIII class. Relief and structure of the earth's crust in Russia. Geological chronology. Geochronology and stratigraphy. Geochronological table. Geological map and map of Quaternary deposits. The concept of paleontology and restoration of physical and geographical settings of the geological past. General laws of the Earth's development: the frequency and direction of geological processes. Baikal, Caledonian, Hercynian, Mesozoic and Alpine tectonic cycles. Geological history of Russia in the Neogene and Quaternary. Man as a geological force. The concept of the noosphere V.I. Vernadsky.

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

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

E.V. Kornienko

Moscow, school number 1314

A new approach to teaching geography

The volume of educational material is increasing every year, and the number of hours is decreasing, so what to teach children in this situation?

The main questions that a geography teacher should answer when pondering the next lesson are - what kind of thinking ability can be formed in children by working with this geographical material, and are there thinking abilities that are more adequately formed in geography lessons.

Reflecting on these questions and testing them in practice, I have come to the conclusions with which I want to acquaint you.

Geography undoubtedly has its place in the general system of school subjects. Due to the prevailing grid of hours in different subjects in different classes, it is from geography (natural history) that the course of natural science begins. And this poses the task of the teacher to teach children to distinguish between subject fields. This is not a trivial task at all, since in this case, the child must understand what he is exploring together with the teacher and what methods and means are in the arsenal of this objectivity. The object of research is nature, and the means are the data obtained by physics, chemistry, zoology, which children will begin to study later. Thus, at the first stage, geography is designed to equip the child with cultural tools developed in natural science subjects. This is a system of distinctions and bases (parameters) of these distinctions, obtained primarily in physics. In other words, the student must master the language of the subject and understand the ways of obtaining parameters (temperature, altitude, speed of movement, etc.). In teaching practice, this is called the mastery of subject concepts. But this is not the case. There is a substitution of beautiful words for real pedagogical activity of a different type. To master a concept means to know in what real situation a given word arose and what real situation due to this it was possible to resolve. It is necessary to realize that the teacher, as well as the methodologists, do not possess such knowledge. This is not taught either at the university or at the pedagogical institute.

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

Moscow School No. 1314 (Experimental Methodological College) deals with the methodology for creating such educational situations. This methodological form was called the Task Form of Organization of Classes (ZFO).

The main idea of \u200b\u200bgeography education is to help the child acquire knowledge, not information. Knowledge means not only proficiency in the language of the subject, but also understanding of the specifics of obtaining (a set of measuring tools) and limitations of knowledge (a set of models). I will give 2 models as an example. This is the theory of geosynclines and the theory of the movement of lithospheric plates, which teachers use to explain the features of the relief and the nature of the occurrence of rocks. Each of the models has its own limitations and it is also necessary to acquaint children with this.

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

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

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

Grade VII - Mastering model concepts;

VIII grade - Mastering the ability to predict

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

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

Lobzhanidze A.A.

ph.D., Moscow State Pedagogical University

President of RAUG

About approaches to the formation of modern
geographic education

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

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

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

answer geographic questions;

acquire geographic information;

organize (present) geographic information;

analyze geographic information;

Ability to answer geographic questionsand today it is one of the main skills formed in geography lessons. However, it is important that students develop geographic questions on their own. It is necessary to teach students to think about possible answers to these questions, because various assumptions lead to the development of hypotheses, and these, in turn, lead to the search for geographic information.

Acquisition of geographic information. To answer geographic questions, students must begin collecting geographic information

Students should be able to collect data from various sources: scientific papers, field research materials, periodicals, various types of maps, use sources of graphic information, interviews, statistical data.

Sources of geographic information, especially the results of fieldwork performed by students, are important in the geographical research of students, arouse their curiosity, and make geography a more useful and practically significant subject. This promotes the active study of theoretical issues of geography in order to observe, formulate new questions and problems, enhances the perception of natural and social processes.

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

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

Analysis of geographic information includes the selection of significant examples or phenomena in the natural or social environment. Analytical processes lead to answers to questions that first formed the purpose of the research and should lead to the development of geographic models and generalizations. The development of generalizations and conclusions based on the collected, organized and analyzed data is the pinnacle of the student's research activity.

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

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

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

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

Geographic information can be presented in the form of a work of art or literature, a game or a video. Computer multimedia programs and the international computer network “Internet” provide a wide opportunity for obtaining modern geographic information. Choosing the best means of providing answers to geographic questions is an important skill for students. It is important that students understand that there are alternative ways to obtain geographic information, and know how to use them.

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

New concept of geography education

in high school in Russia

Unfortunately, the interest of schoolchildren in geography is steadily declining. School geography does not provide for the formation of the geographic, political, economic, ecological culture of children. The school's geography rating is extremely low. Sadly, this attitude of schoolchildren is shared by many adults. If only it is necessary to take the teaching hours from somewhere in the school in the interests of this or that “fashionable” subject, then, first of all, geography suffers. A non-priority attitude to geography is also characteristic of some people who are at the helm of Russian education. This refers to the Moscow Education Committee, which tried to exclude geography altogether from grades VI and X, some employees of the Ministry of Education, and others.

The question arises as to why geography is turning into an unloved school subject. The answer, in my opinion, is threefold: over the past 10-20 years radically:

the world has changed, including our country;

children have changed;

geographical science itself has changed.

At the same time, secondary education in geography has not fundamentally changed for many decades, although "cosmetic repairs", of course, were carried out: something was removed, something was added, somewhere the accents changed.

Therefore, we urgently need a new federal concept, a new strategy for the development of secondary geographic education, radically different from the one that has existed for more than half a century. Only after the adoption at the federal level of the concept of an average geographiceducation, it will be possible to start developing state standards,new programs, textbooks, etc., but in no case vice versaas they are trying to do now. In addition, the new concept should take into account the world experience in the development of geographic education, focused in the relevant documents of the International Geographic Union.

I believe that the current program (the concept, it seems to me, does not exist at all) of secondary geographic education suffers from the following disadvantages:

1. The entire course of geography is excessively difficult, lengthy and academic; it does not correspond to the age characteristics of children. There are many repetitions in it, many rather difficult and at the same time secondary questions for the student.

2. The transition from primitive natural history in grade 5 to a very complex course in general physical geography in grade 6 is extremely painful for children.

3. There is a “gulf” between physical geography, studied in VI-VIII grades, and economic and social geography, studied in IX-X grades.

4. The courses of physical and economic geography of Russia are too isolated, they seem to pull Russia out of the world community, are given in isolation from world processes and phenomena. One of the fundamental principles of geographic research is missing: comparison. This refers to the comparison of processes and phenomena in Russia with similar manifestations in different regions of the world. This approach is the inertia of the old thinking, when the former USSR existed in a closed bloc system.

5. The course of economic and social geography of the world, on the contrary, is given without Russia, which in the context of the intensifying integration processes, Russia's entry into the world economy, also raises serious doubts.

6. Geography courses are oversaturated with rather narrow issues, while such priority areas as regional studies, geoecology, geopolitics, global studies, the concept of sustainable development and a number of others are extremely poorly covered.

7. Geography courses are in no way consistent with the world experience in geography education.

8. Textbooks on geography are objectively very good, but they do not correspond to either the level or the needs of the average Russian schoolchild, who, as a rule, is not used to working with literature. Textbooks in their form remained at the level of the 50-70s, while foreign textbooks (even from former socialist countries) have undergone fundamental changes.

Taking into account the stated shortcomings, the following conceptual structure of secondary geographic education (for a 12-year school) is proposed.

1. In order to ensure a painless transition from elementary school to the study of geography as a science, it is proposed to start the study of geography at an older age, and it is desirable to “build” a kind of “bridge” from primitive natural history to very difficult questions of geography, at the same time to interest the children and teach them work with maps. As such a bridge inVii class is offered the course "History of geographical ideas and discoveries."In passing, we note that such an important cultural layer as the history of geographical discoveries and the settlement of the Earth in the courses of geography and history is given superficially, without any systematicity.

2. At an older age, i.e. inVIII the class is offered the course "General Geography",significantly simplified compared to the current program, where general physical and geographical concepts are given over three years.

3. INIX X classes, an integrated course "Country Studies" is offered,which includes the theme "Russia" (entirelyX class)... It studies both individual regions and some countries that play a significant role in international relations or somehow stand out from other countries. In each region, nature, population, its traditions, life, economy, social problems will be studied. The emphasis will be placed on the most characteristic features inherent in this region. Undoubtedly, the physical-geographical and economic-geographical components are reduced when considering Russia and, on the contrary, the ethnographic, geopolitical, geodemographic, geoecological and socio-geographical components are increasing. The main strength of this course is its complexity so that the student feels the “portrait” of a region or country, while priority is naturally given to Russia.

4.In XI and partly inXII classes offered a much more complex course - "Geography of the modern world." Unlike the current course "Economic and Social Geography of the World", the proposed picture of the world is given through the prism of global problems, while Russia is a full-fledged, if not the main, participant in this "picture". This course will greatly reduce the sectoral and regional components. At the same time, problematic, even philosophical issues of concern to humanity are intensifying. The last two courses - "Country Studies" and "Geography of the Modern World" are based on the conceptual idea of \u200b\u200ba single, indivisible and at the same time contradictory world, where Russia takes its rightful place. Having studied a course in geography, a student should feel not only a citizen of an open, free Russia, but also a citizen of the planet, responsible for its safe and “sustainable” future. The gap between physical and economic geography is also closing; starting from the 9th grade, children actually study simply “geography,” while its social vector is clearly strengthening. Finally, the concept implies the creation of appropriate programs and textbooks. They should be simpler and easier to understand. More colorful vibrant cards, charts, graphs, tables, photos, drawings and even comics.

The total number of hours allotted to geography - 374 hours - has not changed compared to the current program. This Concept is offered as an alternative.

Zorin Yu.V.

research teacher
school number 102, Perm

To the question of the concept of renewal of geographical education
in a Russian school on the threshold of the 21st century

Undoubtedly, it is relevant to raise the question of the need to revise the content of geographic education, its goals and objectives.

Geography is a classical school discipline involved in the formation of the scientific picture of the world of the earth. At the same time, geography is distinguished by its wide scope of problems, interdisciplinary nature and methodology, which can be seen from natural to social sciences.

Thus, in the conditions of a modern school, geography should become that link, practically the only one, which helps students to understand the close relationship of natural and social disciplines, nature and society as a whole.

The structure of school geography should contribute to solving these problems.

The study of geography should help to change the consciousness of students, rethink personal responsibility for everything that happens in this world.

The renewal of the content of geography education should start from primary school. Children are open to new knowledge and skills, which is why the study of other peoples, their culture, way of life, places of residence should begin at this stage, naturally, at a highly generalized figurative-descriptive level accessible to the child.

Particular attention should be paid to the subject of natural history studied in grades IV (V). It should be saturated with geographic information. Perhaps, it is in this course that schoolchildren should begin their acquaintance with the history of geographical discoveries, the studies of our planet.

The further structure of training can be represented as follows:

In the 6th grade, on the basis of local history material, students are introduced to the elements of the geographical envelope and the geographical map.

In the 7th grade, the study of the geography of Russia begins and at the same time, the study of the basics of general geography continues using examples related to their country.

VIII-IX classes. Study of continents, oceans, countries of the world on a territorial basis. The characteristics of the features of nature, resources, population, lifestyle, economy, both in individual regions and in individual states, are given.

At the beginning of the course, certain theoretical material should be given, which should help a better assimilation of some questions of economic and social geography.

In grade 10, it seems to me, a course of the type proposed by V. Gorbanev is needed (Geography in School, No. 6, 1996, under the code name "Modern World"). In it, among other things, students will get an idea of \u200b\u200bsubjects that are not studied in most schools, for example, sociology, political science, etc., which will help them in their further career choice.

I am conducting a similar course this year in the 11th grade of school No. 102 in Perm for students who are deeply involved in geography according to my program.

The course is called "Territorial organization of society." The course program was approved by Doctor of Geology, Head. Sharygin, Department of Economic and Social Geography, Perm State University.

I really wanted a place for geography to be found in the final grade XI. This suggests a course that summarizes everything previously studied at a higher theoretical level. Such a course would help the formation of the scientific outlook of schoolchildren. I would create a holistic view of the patterns of location of the economy and society, the role of geographical sciences in optimizing the relationship between man and nature.

Ivanov Yu.P.

Pedagogical Institute, Novokuznetsk

Contemporary problems
school geographic education

Modern geographical science is undergoing a revolutionary information revolution, reinforced by other achievements of scientific and technological revolution. There is a rethinking of the place of geography among other earth sciences, a restructuring of its theoretical basis. The revolutionary transformations in geography are far from complete, and the coming millennium is likely to be marked by major discoveries in geographical science, in particular at the intersection of geography with biology, chemistry, physics, ecology, astronomy, psychology, medicine and other sciences. The "grounding" of geographical science is in conflict with the range of its interests. Through extensive research, the comic nature of geography has become more apparent.

The school course "geography" is undergoing a rapid transformation, which is mainly associated with a general restructuring of the education system. The substantive plan of school geography remains largely the same. The descriptive and explanatory direction of school geography remains dominant.

The activity approach in teaching geography, started by V.P. Sukhov. (1997), finds more and more supporters every year. However, the methodological provision of the educational process remains extremely unsatisfactory. Person-centered learning, as it were, tangentially bypasses school geography, which indicates that the reassessment of values \u200b\u200bassociated with the reorientation of education is largely not over. School geography remains, as before, not a means of learning the world around for students, but a subject that loads the student with information about geographic objects, phenomena, processes. The traditional orientation of students to the principle "we are taught" inhibits their cognitive activity. The knowledge gained does not become part of the student's personality, therefore it is easily forgotten. The calls of enthusiasts to transform the educational process into research activity remain largely unclaimed, since many do not understand why this is necessary. "Any attempt by a teacher educator to introduce knowledge and moral norms into a child, bypassing the child's own activity to master them, undermines the very foundations of a healthy mental and moral development of a child, education of his personal properties and qualities" (1).

New tasks cannot be solved by old methods. The goal of the school is personal development. This has become an axiom, but is it comprehended? The personality is brought up by the personality, therefore, when discussing the developing personality of the student, we should not forget about developing personality of the teacher himself... A geography teacher not only expounds material, how much organizes knowledge. This leads to the need to revise programs, textbooks, the entire educational and methodological complex in geography. Big problems arise in connection with the training and retraining of teachers of geography, as well as teachers of pedagogical universities.

The dynamically developing education system and revolutionary changes in geographical science lead to the fact that teaching aids in many ways have time to become outdated even at the production stage. To this can be added the flow of information increasing every year with which the teacher has to work.

The teacher's functions have become more complex: the student-centered approach involves taking into account the individuality of each student, which causes difficulties with traditional means of teaching geography. In the classroom, students often encounter unfamiliar processes and objects in their immediate sensations. Knowledge that is not supported by emotions is perceived superficially, does not arouse interest, and therefore does not become part of their personality.

The above problems can be solved with the help of new information learning tools, which are currently only partially used. The paradox of the current situation is that there are practically no manufacturers of educational programs in geography in Russia. Known only "pirate" encyclopedias, reference books, collections of primitive maps, illustrations of the most general content.

At the EGF NGPI since 1995. work is underway to create an electronic geography textbook. As a result of 3 years of work, a working model of an electronic textbook was created. It was based on the manuscript of the textbook on the initial course of geography by V.P. Sukhov, an abridged version of which has already been published by the Prosveshchenie publishing house.

In the course of a small experiment (school No. 8 in Novokuznetsk), we obtained the first results of using an electronic geography textbook. In particular, it has been established that the impact of the "revived" geography of the planet with the help of multimedia is very great. For example, students were given the opportunity to observe the dynamics of the ozone hole over Antarctica in different rays of the spectrum.

“A bad teacher teaches the truth, and a good teacher teaches to find it” this statement of A. Disterweg is known to everyone. However, is this provision fully applied to school geography? The “nomenclature” direction of school geography, which was sharply criticized by V.P. Semyonov-Tyan-Shansky, still has a very strong position.

An appeal to the personality of a student cannot by itself lead to the implementation of the ideas of developing education in geography lessons. The amount of knowledge given to a student outside of his activities, without taking into account his "internal" content, cannot lead to the development of personal qualities, especially the creative abilities of the student. The goal of the modern school is not so much the enrichment of knowledge as the mastery of methods of activity. In the normative documents, the provision “students must know and be able to” is still invisibly valid. Doesn't this sound like an echo of the old political system? It's time to understand the student owes nothing to anyone.

For the successful cognitive activity of students, first, it is necessary for their natural initial interest in the world around them to transform their personal conviction of its active cognition. The principle of "small geographical discoveries", discoveries not for the sake of evaluation, but "for oneself", should become fundamental in the new concept of school geographic education.

But what do students want to learn in geography lessons, and in what form? How do the educational and cognitive motives of students change with age, how does the factor of “small geography”, the personality of the teacher himself, affect their activity? At present, insufficient research has been carried out that can fully answer these and other questions that are very acute in school geography. Without the participation of most geography teachers in research on the development and experimental testing of the main provisions of the new concept of school geography, these problems are insoluble.

Literature

1. Rubinstein S.L. Problems of general psychology. M., 1976

Ivanova T.V.
methodologist of CRO, Vyborg
Epshtein E.A.
school teacher 1243, Moscow

Why spend today
school geography olympiads

School Geography Olympiad, for what purpose is it necessary to hold it right now?

The question posed has three levels of answers. One is from the perspective of geography teachers; the other is from the students' point of view; third, from the point of view of all levels of education management.

The separation of these levels allows for a better understanding of the functions performed by geography olympiads and to give a scientifically grounded answer to the question regarding the role of school geography olympiads.

From the perspective of teachers, we see three main functions:

1) stimulating students' interest in geography;

2) identification of students interested in geography in order to improve the quality of the enrollment in geographical faculties and economic faculties of higher educational institutions;

3) determination of the most typical mistakes made by schoolchildren in order to correct their teaching methods.

From the point of view of students, we can talk about two main functions of the Olympiads:

1) the possibility of self-expression with the simultaneous receipt of relatively objective information for self-assessment of their intelligence;

identifying their suitability for a particular type of activity.

From the point of view of educational authorities, two main functions of school Olympiads can be distinguished:

1) fiscal, which allows to obtain an objective assessment of the quality of work of teachers (at the level of the school director), schools (at the level of district and city education departments), territorial education departments (at the level of the Ministry of Education of Russia;

2) corrective - to adjust the course programs, textbooks and teaching methods of the subject at school; to identify territorial differences in the state of teaching school geography, its personnel and material base.

It is clear from what has been said that Geography Olympiads (as well as in other subjects) cannot be a private affair of a teacher, headmaster, or territorial administration of education. Olympiads should be a mandatory element of state policy in the development and management of school education. This means:

1) the obligation to hold Olympiads on the existing list of subjects in each school;

2) the unity of the methodology for constructing questions with a simultaneous diversity of the nature of the formed Olympiad questions, based on the specifics of the territory;

3) the appropriate procedure for financing the Olympiads, including all levels;

4) the methodology for analyzing the results of the Olympiads by the higher levels of education management for the implementation of their control functions;

5) we consider it unacceptable to combine in one parallel questions for grades 8-9, as well as grades 10-11, with the possible exception of the All-Russian Olympiad, because the level of training of one and the other is different;

based on the foregoing, we believe that a clear, stable regulation on the Olympiads is needed for the school, district, city level, similar to the existing provisions on the Olympiad at the regional and federal levels;

7) it seems to us that it is necessary to recommend that the organizers of the Olympiads be sure to provide information to the local press about the Olympiads and their winners in order to once again draw the attention of higher authorities to the activities of educational institutions and, most importantly, so that students feel the attention of society.

At the same time, the analysis of Olympiad works cannot be turned into a club that punishes teachers. It is important to always distinguish between the causes of mistakes made by students participating in the Olympiad.

low quality of teaching by a particular teacher;

low level of the material and technical base of teaching geography in a particular school (lack of textbooks, atlases);

financing of teacher training);

frequent illness of teachers or his children;

the level of mental development of the main contingent of students in a given school, and its ability to master the modern school curriculum in geography;

miscalculations of the developers of the questions themselves, the organizers of the Olympiad;

miscalculations of the school curriculum itself, which does not aim the teacher at carrying out practical work of a generalizing nature, namely, generalization questions are most common at the Olympiads and the answers to them cause the greatest difficulties for the overwhelming majority of schoolchildren.

All this should be taken into account in the Regulations on School Geography Olympiads. They, in particular, should stipulate:

who can be the organizers of Olympiads of different levels and who should compose questions for each of these levels;

how to differentiate tasks and methods of their assessment for students of different types of schools (with in-depth study of individual subjects, gymnasiums and lyceums, on the one hand; general education schools, on the other);

how to analyze the results of Olympiads for educational authorities at different territorial levels. At the same time, take into account the current state of the material and technical base of schools of different types of schools in different regions of Russia, as well as in terms of the quality of school programs.

The Regulation should indicate the obligation to inform teachers of geography of the results of geographical Olympiads, analysis of the results and available proposals for improving the methods of holding Olympiads of different levels and the content of school programs.

In addition, this Regulation should formally provide for an appeal to teachers with requests to transfer to the organizing committees their proposals to improve the teaching of geography and the conduct of the Olympiads themselves.

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

The role of geography as an academic subject in the new conditions of development of society is changing. The contribution of geography to personal development is unique! Geography is a way of looking at the world. Geographic culture is part of the general culture of a person. Geography is one of the oldest and most traditional subjects in the Russian school; it began to be taught at the turn of the century.

The period of modernization has been going on for more than ten years and is characterized by the adoption of the Education Standard, the introduction of the Unified State Exam, changes in the goals, structure and content, means and methods of teaching.The main task of education is to ensure quality based on maintaining its fundamental nature and meeting the needs of the individual, society and the state.

Modern school geography is a special didactic construction of scientific knowledge. What are the successes and losses of our subject during the period of modernization? Place in curriculum - lost hours. The structure of the subject (options) In 5 cl. - "How people studied the Earth and created a map" Geography, regional studies, national studies; world geography

Goals of school geography Learning goals are a system of values, a general guideline for constructing the content of a subject. The strategic goal is the formation in the minds of students of a system of views, principles, norms of behavior in relation to the geographical environment, readiness to be actively involved in a rapidly changing world.

School geography and geographical science Updating content based on an integrated approach is consistent with the development of modern geography, which seeks to integrate its two branches and puts at the center of its research the fundamental laws of the spatial organization of GO, the interaction of nature and society.

Changes in means and methods Many teaching aids have been transferred to electronic media, they expand the possibilities in organizing cognitive activity of students. Teaching methods have moved into the category of pedagogical technologies, which requires correlating the objectives of the lesson with the assessment of learning outcomes. Introduction of the Unified State Exam in Geography.

Negative aspects of modernization of education The variability of education has led to the creation of several programs and many textbooks. Strengthening complex regional studies can lead to a decrease in the scientific level of the subject, the foundations of science are replaced by a descriptive approach. The ability to screen most of the content of a subject limits the practice of learning in the environment.

The main ideas of the textbook The textbook implements a new concept of the content of geography education - the transition from separate study of physical and socio-economic geography to an integrated course, i.e. transition from a component-wise study of the territory to a comprehensive one.

Formation of a geographical picture of the world Understanding the integrity of the surrounding world; The ability to think comprehensively; Formation of cartographic literacy. Elements of this culture are implemented in the textbook: The scientific basis of the content is preserved. Strengthened link with the previous course in Basic Geography.

The redistribution of educational material between general geography and regional studies of the course was carried out. The country-specific component was strengthened, which led to a change in the structure. The historical-geographical approach has been implemented (the change in the relief, climate and other components of nature over time is considered).

Countries are studied as regions or one country is considered separately. In total, schoolchildren are invited to get acquainted with 50 countries, a little more of them are mentioned in the order of names (for example, 5 countries are briefly described as part of the Central Asia region).

Orientation apparatus These are fonts, signals, symbols. The text of a paragraph is divided into parts, each part is in a font. Questions in the text are in italics. Each paragraph ends with short conclusions. At the end of each section there are recommendations for the use of Internet resources.

Practical orientation .. Practical work is an integral part of the content of school geography. When they are carried out, the methods of geography are used: cartographic, comparative, descriptive, etc. Set the correspondence of the precipitation diagram to the climatic zone

Practical activity is provided with: a) textbook tasks; b) study books; c) workshops; d) assignments to contour maps The teacher has the right to choose the number and nature of practical work of students to achieve practical results. (GSh, g., P. 67).

How to study countries Forming the image of the country Overlaying maps (physical, climatic and others with political) An integrated approach to characterizing the country Special attention to the consideration of the population. The population is the main link in the system of interaction between nature and economy.

How to study countries? Country studies integrates knowledge from many sciences, uses an integrated approach, studies the territory as a whole. The most important function of geography is the development of ideas about the unity of mankind, the diversity of countries and peoples inhabiting them (V.M. Kotlyakov)

Criteria for selection of countries Size of territory and population Features of SOE Nature of social system Historical and geographical features Features of nature and resources Population and economic activity New events in nature and economy Contribution to world civilization.

Formation of the country's image An image is a stable spatial representation, a symbol, compact models of a certain geographic space. (Ya.G. Mashbits, N.S. Mironenko, D.N. Zamyatin) Geographic image is a set of bright symbols, key representations of real space.

The image reflects the unique, special, individual. It cannot be abstract, divorced from the territory The formation of the country's image increases interest in the subject, reflects the personal interests of the student. The image is drawings, poems, stories, "letters" from the country, etc.

Methods for studying countries When considering the general features of the nature of the Earth and continents, mention the names of the country, their GP. When studying the components of the nature of the continents, overlay the political map with thematic ones. Compile complex descriptions and characteristics of countries using various sources of information.

In early November, the second All-Russian Congress of Geography Teachers was held in the Lomonosov building of the Lomonosov Moscow State University.
More than 550 geography teachers, methodologists, high school teachers, representatives of the regional branches of the Russian Geographical Society, the Russian Association of Geography Teachers from all regions of our country took part in the work of the congress.
The head of the Department of Geography of KSU named after V.I. K.E. Tsiolkovsky O.I. Aleinikov, teacher of the village of Nizhnie Pryski, Kozelsky district of the Kaluga region, winner of the competition "Teacher of the Year - 2016" in the Kaluga region B.M.Sergeev and our fellow countryman, teacher of geography of the Kremen secondary school, deputy chairman of the teachers' association geography of the Kaluga region E.A. Krasnov.
The organizers of the Second All-Russian Congress of Geography Teachers were the Lomonosov Moscow State University, the Ministry of Education and Science of the Russian Federation, the Russian Geographical Society, the Russian Academy of Education and the Russian Association of Geography Teachers. The main topic of the congress was the discussion of the Concept for the development of geographic education in Russia.
Opening the congress, the rector of Moscow State University, academician of the Russian Academy of Sciences V.A.Sadovnichy admitted: “A threat looms over geography because of ill-considered reforms in the school. At the same time, geography has been and remains a subject that forms the consciousness of a person and his attitude to life. Geography as a science shapes the consciousness and attitude of a person to life. Every second of our life we \u200b\u200bare in this environment - in the environment of nature, in the human environment, and all this requires deep study, fundamental knowledge. "
A.A. Lobzhanidze, President of the Russian Association of Geography Teachers, Head of the Department of Economic and Social Geography, Doctor of Pedagogy, Professor of Moscow State Pedagogical University, acquainted the participants of the congress with the results of the discussion of the main provisions of the Concept of Geographical Education in
regional offices of RAUG.
The head of the Federal Service for Supervision in Education and Science S.S. Kravtsov noted that a small percentage of graduates choose geography for the USE, and in 2016 only about 18 thousand schoolchildren, or 3% of USE participants, passed the USE. This academic year, all-Russian geography tests are planned for 11th grade on a voluntary basis.
First Vice-President of the Russian Geographical Society, President of the Faculty of Geography of Lomonosov Moscow State University, Academician of the Russian Academy of Sciences N.S. Kasimov also spoke about the work of the regional departments of the Russian Geographical Society on discussing the main provisions of this Concept.
After the plenary session, eleven round tables discussed the main provisions of the draft Concept for the development of geographical education in the Russian Federation: modernization of the content of geographical education, problems of teaching methods of geography, the system of additional education and school geography, geographical education and popularization of geography, a system for assessing the quality of geographical education and etc.
On the second, final day of the congress, the plenary session, which was also opened by the rector of Moscow State University, V.A. Sadovnichy, was addressed by the President of the Russian Geographical Society S.K.Shoigu. He noted the importance of the participation of the scientific, expert and pedagogical community in the work on the draft Concept and the role of the Russian Geographical Society in the popularization of geography among the youth. S.K.Shoigu also reminded all delegates and participants of the congress about the All-Russian Geography Dictation on November 20, 2016, urged everyone to take an active part in its preparation and conduct.
The role of the subject of geography in the formation of personality and civil identity and the need to create well-equipped geography classrooms in schools was noted by the Minister of Education and Science of the Russian Federation O.Yu. Vasilyeva. She also supported the initiative to introduce a compulsory exam in geography in the 9th and 11th grades and stressed the importance of conducting All-Russian geography examinations in educational institutions.
In conclusion, the First Vice-President of the Russian Geographical Society, Academician of the Russian Academy of Sciences N.S. Kasimov read out the resolution of the Congress on the adoption of the Concept of Geographical Education. As a result of the work, the delegates and participants of the congress adopted it unanimously.
Geography is an important subject in the curriculum of the modern school, which allows students to form an understanding of the integrity of the modern world, to study nature in the totality of natural complexes, various sectors of the economy, economic and
geographical features and global problems. Let's hope that the past congress will help school geography regain its former high status, and for our schoolchildren to become the most exciting, useful and relevant school subject.

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

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"Obzor"

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

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

Geographic culture- an integral part of a well-rounded
personality. Geographic culture is a historically formed
social experience of humanity associated with knowledge, development and transformation
geographic space. UNESCO has classified geography as
four leading school subjects, which have a special responsibility not
only for the formation of a humanistic worldview in future generations and
socially responsible behavior in the modern world.

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

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

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

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

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

Slide 4. In order to further develop cognitive interest and enhance motivation in
studying geography in educational institutions, identifying and providing assistance
gifted students, increasing the prestige of the subject, as well as raising the level
teaching this discipline requires a system of Olympiads in the subject of geography

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

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

theoretical and ideological tasks of geographical education

applied problems of geography education

Slide 6. "geography".

Studying Geography in Basic School - Objectives and Blocks

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

Slide 7. Priority areas, teaching methods:

Pedagogical technology

Interactive learning

Work in small groups (game technology, interactive learning)

Problem learning.

Modular training

Critical thinking development technology.

Developmental learning technology

Design technology.

Information and communication technologies

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

Slide 9. Logistics tools and meanssecuringprovided in the form of a table, which contains the name, the required quantity and a note (part of the table).

Slide 10. The main forms and types of educational activities.

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

Slide 11.

FSES requirements for educational results(personal, metasubject, subject) onbasic general education programs

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

Requirements for personnel conditions of implementationbasic general education programs inaccording to the Federal State Educational Standard

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

Educational-methodical complex "Polar Star"

Educational-methodical complex "Sphere"

Educational-methodical complex of the classical line of the publishing house "Drofa"

Revealed the features of teaching materials

The answers to the following questions are given: What are the innovative features of the modern teaching and learning method in geography?

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

Slide 13. Description of the most effective approaches toteaching the subject "geography", factors that contribute to improving the quality of teachingsubject "geography", recommendations for theiruse taking into account regional specifics

Today there is a fairly large number of pedagogical
learning technologies, both traditional and innovative. It is impossible to say which one
better for positive results. The choice of a particular technology depends
on many factors: the contingent of students, their age, level of preparedness, topic
classes, etc

In the context of the implementation of the requirements of FGOS LLC, the most relevant
technologies like:

Information and communication technology;

Critical thinking development technology;

Design technology;

Developmental education technology;

Problem learning technology;

Game technology;

Modular technology;

Workshop technology;

Case technology

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

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

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

Purpose, objectives and criteria.

General educational organization criteria: 17. The number of teachers trained in other regions 18. The number of teachers trained in other regions 19. The place of organization in the regional assessment of the quality of education by
regional (all-Russian) competition for the current year 20. The result of the USE (average) in geography 21. The result of the GIA (average) in geography 22. The number of students-winners of regional Olympiads, competitions in geography 23. The number of students-winners of the All-Russian Olympiads (international

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

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

View presentation content
"Obzor"

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

a brief overview of D.A. Skurikhina p.Artyugino

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

Problems of the school geographic education system and their ways overcoming

Personnel problems

Technological problems

Substantive problems

Motivational problems

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

applied problems of geography education

theoretical and ideological tasks of geographical education

The main content lines of the subject "geography

Primary school

High school (profile level)

Course structure

High school (basic level

Course structure

Primary school

• Pedagogical technology
• Interactive learning
• Work in small groups (game technology, interactive learning)
• Problem learning.
• Modular training
• Critical thinking development technology.
• Developmental learning technology
• Design technology.
• Information and communication technologies

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

INSTRUMENTATION AND TOOLS OF MATERIAL AND TECHNICAL SUPPORT

• Federal State Educational Standards (FSES) requirements for educational outcomes (personal, metasubject, subject) for basic general education programs.
• Requirements for personnel conditions for the implementation of basic general education programs in accordance with the Federal State Educational Standard.

Training and metodology complex

"Polar Star"

Training and metodology complex

the classic line of the "Drofa" publishing house

The line of regional studies textbooks "Bustards"

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

factors contributing to increased

the quality of teaching the subject "geography",

regional specifics.

• Scientifically grounded proposals for the modernization of the content and technologies of teaching in the subject "geography".

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

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