Advanced training courses for geography teachers on the topic “Main directions of modernization of school geographical education: prospects for the transition to the second generation standard” at the Naberezhnye Chelny Institute of Socio-Pedagogical Technologies and Resources of the Republic of Tatarstan, Naberezhnye Chelny, 108 hours. Certificate No. 1706, issued on May 31, 2012. Advanced training courses for geography teachers on the topic “Use of digital educational resources in organizing student research activities in ecology” at the municipal institution “Information and Methodological Center” of the Republic of Tatarstan, Naberezhnye Chelny, 36 hours. Certificate No. 1181, issued on January 24, 2011. Advanced training courses for geography teachers on the topic “Use of information technologies by teachers in subject-related activities” at the Federal State Budgetary Educational Institution of Higher Professional Education “Naberezhnye Chelny Institute of Social Pedagogical Technologies and Resources” of the Republic of Tatarstan, Naberezhnye Chelny, 108 hours. Certificate No. 6723, issued November 28, 2011.

“Activation of cognitive activity of students in geography lessons”

(Prepared by reader of geography Gainutdinov G. A.)

P L A N

I.

INTRODUCTION c. 3 II.TECHNOLOGY OF DEVELOPMENT

c. 4

LEARNING IN THE PROCESS OF STUDYING

1. Research Institute of Geography

2. With. 5 Lesson in VI class on the topic: “Weathering”

With. 7 III. APPLICATION OF TECH ELEMENTS

With. 10

NOLOGIES PROSPECTIVE – OPEN

CUTTING TRAININGS. N.

LYSENKOVA IV.TECHNOLOGY PERSONALLY ORI-

With. 13

CENTERED TRAINING V.TECHNOLOGY PERSONALLY ORI-

. DIFFERENTIATED APPROACH

TO THE STUDY OF GEOGRAPHY VI.EXAMPLES OF TYPES OF GEOGRAPHICAL

With. 16

TYPE OF TASKS USED IN

LEARNING ACTIVITIES

VII. CONCLUSION p. 19 VIII.REFERENCES

With. 20 I.

INTRODUCTION

Society has always needed creative, harmoniously developed individuals. Currently, there is an increased interest in the problems of identifying, training and development of children.

Human thinking and the ability to create are the greatest gifts of nature. The most complete disclosure of the intellectual potential of children is an urgent task of modern education.

Therefore, the goal of a teacher working with children is to create an educational space that would ensure the development of children’s abilities and, consequently, their individual personal growth.

In the created developmental space, the child’s personality is considered by us through the categories of sub

project, freedom, self-development, integrity, self-education, self-realization. The educational process itself, its categories - goals, content, methods, forms, means - as personally significant for students, being a product of their personal experience. This educational space helps to build the fundamental ideas of S.L. Rubinstein about activity and personality. How is this space organized? What are its structure, goals, objectives, content?

All work can be presented in the following stages:

I stage – Preparatory.Includes:

* Diagnostics of child development

Observation of children in class activities (attitude to the subject, level of speech development, activity of thinking.)

Analysis of children's performance of problematic geographical tasks involving a creative approach

Tracking the results of children's participation in geography weeks, school subject Olympiads, and conferences.

INTRODUCTION c. 3 stage – Program implementation.The program includes:

* Formation of motivation.

Among children there are always those whose interests and abilities are not limited to geography, so the teacher must interest and captivate the child with his subject. The teacher builds a perspective for the child, shows how he will develop while studying geography, what geography will give him.

*Organization of activities

The educational program is presented in two blocks:

*Theoretical block.

Target : Deepening and expanding knowledge in the main sections of school geography courses, based on the principles of horizontal and vertical enrichment, their systematization.

Forms of work:

Lectures

Problem discussions

Research work in the library with literature

*Practical block.

Target : Formation of relevant practical skills.

Forms of work:

Practical exercises with cartographic and statistical materials

Solving geographical problems of Olympiads of various levels

Practical work on the ground

Stage III - Reflection. Very important. At this stage, not only the tasks that the children are faced with are analyzed, but self-analysis of the movement of one’s own thoughts, feelings, knowledge, success and failure is necessarily carried out. Reflection implies the study of activities already carried out in order to record its results and improve efficiency in the future. The results of reflection help to think about and plan future activities.

II.Technology developmental education

in the process of studying geography

The process of teaching geography to schoolchildren should be considered as a process of developing in them a certain system of knowledge, skills and abilities that form part of common system natural scientific and socio-economic knowledge. The task is to organize the learning process in such a way that it ensures the mental development of students, that is, to make learning developmental.

Technology of developmental education, which is based on a method of teaching aimed at turning on internal mechanisms personal development schoolboy.

The purpose of developmental training:

- creating the necessary conditions for the formation of motivational activities and the development of creative abilities of students, providing assistance in the formation and development of self-control and self-esteem skills;

- increasing the level of professional competence of teachers to ensure reflective activity of students;

- development of the educational potential of the educational environment.

One of the features of the developmental education system is the recognition of the leading role of theoretical knowledge. This presupposes a much clearer structuring of the content of the academic subject than with the traditional system, systematicity and integrity of its construction in compliance with the principle of accessibility in teaching.

One of the central tasks of updating the content of a school geography course is to highlight the system of theoretical concepts as a central component of the content of the academic subject. The implementation of the principles of developmental education requires the teacher not so much to present students with ready-made knowledge, but to organize the mental activity of children aimed at acquiring new knowledge in the process of performing various educational tasks.

In the study of geography, a greater role than in other subjects is given to various means of visualization - educational drawings, diagrams, graphs, and especially geographical maps. Within the framework of the traditional teaching system, these visual aids often serve only as illustrations to the text of a textbook or a teacher’s story and do not rise to the role of an actual source of new knowledge about the objects and phenomena being studied, which they are called upon to perform in the system of developmental education.

An important component of the developmental education system is the need for students to understand the learning process. The teacher organizes the activities of his students, who become active subjects of the educational process.

Another important condition for organizing developmental education in teaching geography is providing schools with appropriate textbooks. Unlike traditional ones, a new textbook should be not so much a carrier of information, but rather an educational book that organizes the mental activity of students.

1. Developmental learning is impossible without a map

The teaching methods used by the teacher play a huge role in the development of the child’s intellectual sphere. By purposefully forming methods of mental activity, we simultaneously develop the activity of thinking, its independence, depth, breadth, speed, criticality, flexibility, and systematicity. At the same time, the student’s attention, memory, imagination and fantasy are improved and developed.

The homework I propose as an individually isolated form of education is important in that it teaches children individual work and represents great opportunities for independent work, promotes the development of independence in students and serves as preparation for self-education. It contributes not only to the conscious and lasting assimilation of knowledge, skills and abilities, but also to the formation of such valuable personality qualities as independence, organization, persistence in achieving goals, perseverance, and responsibility for carrying out the assigned work. Since the assignment deadline is 2 weeks, each student works at an individual pace.

“A map is a source of new knowledge about the objects and phenomena being studied, and since there are no corresponding teaching aids, the role of maps can hardly be overestimated.” For my homework, it is important that the textbook cards* contain additional information that expands the required material, increases the volume of information, helps to better understand the main material, and makes the overall picture more complete.

I offer schoolchildren work that is aimed at searching in each map of the textbook for information about Ufa, and in IX in class during lessons« Geography of Bashkortostan» information about the village of Kuryatmasovo.

The work is presented in the form of the following table:

YaYaT; &yaya;P> &a;n, pack no. pages	Card name	Information about Ufa

I think this type of work has many advantages for students and for teachers.

Specific goals for its implementation, developing into results:

1. Prevent ignorance of the material.

2.Repeat the material covered.

3. Eliminate possible gaps in knowledge.

4.Continue to study and analyze thematic maps.

5.Teach how to receive implicit information from the card.

6.Continue to learn to translate cartographic information verbally.

7.Learn to format work in tabular form.

· Rakovskaya E.M., Barinova I.I. “Nature of Russia” 8th grade. – M. Education, 1994.

When explaining how to work, I was met with the fact that in a number of cases the guys had doubts and questions: “Is there information about Ufa on this map?” In this situation, I teach children to formulate the opposite: “Ufa is not located in the steppe zone” (example).

After practicing this material, students are asked to think and answer the question: “What map about the Republic of Bashkortostan is not in the textbook?” Those who wish can “create” what they think is a missing map.

I think that such work allows us to see the material being studied in all its diversity of connections and relationships with other phenomena and facts, and gives a much more complete picture of the geography of the capital of the Republic - Ufeya - about the village.

2. Lesson in 6th grade on the topic:

"Weathering. Formation of sedimentary clastics rocks”

Lesson objectives:

Expand children's understanding of the process of rock weathering

Form a concept about sedimentary clastic rocks

Development of cognitive processes

Lesson characteristics:

type – a lesson in learning new material

basic knowledge and skills - weathering (natural history course 5th grade), the ability to describe rocks (6th grade)

leading concepts – physical weathering, organic weathering, sedimentary rocks, clastic rocks

Equipment : rock collection

Methods: problematic, research, educational dialogue, independent work, reflective.

Techniques: pedagogical theater, group work, work with the concept.

Lesson steps

Stage I. Organizational. Motivation. Goal setting.

Lesson epigraph:

“The ability to see miracles in the ordinary -

an unchanging sign of wisdom.”

Ralph Emerson.

What wonderful words!

What do the words miracle, miracles, miraculous mean to each of you? What about wisdom?

According to the dictionary of S.I. Ozhegova is a miracle - something amazing, surprising in its extraordinaryness. Wisdom is deep intelligence based on life experience. But for me, a miracle is our huge planet, and miracles are all the natural processes that take place on it. I invite you to talk about one such amazing process today. But first, let's find out what the process is.

A pedagogical theater is performed with the participation of children (the characters are a giant, the sun, the wind, the rain). Teacher's words:

“Many millions of years ago, when dinosaurs walked the Earth, there lived a beautiful, huge giant. He did not have a home, so he lived in the open air. During the day the sun burned mercilessly, and during the day a cold, piercing wind blew. A new day was coming and the scorching sun was coming again. Sometimes clouds would roll into the sun, and then the giant would have a very hard time, because each time such a cloud would pour out a powerful downpour. This continued day after day, year after year, and the giant’s health was seriously undermined. His body gradually became covered with wounds, which caused him unbearable suffering, and he began to age quickly. He became smaller and smaller and melted literally before our eyes. The day came when nothing remained of the giant, only a handful...” (the teacher passes sand between his palms)

Who is this giant? Why did he die? What natural process were we talking about?

What do we already know about this process? What else would you like to know?

Formulation of the topic and goals of the lesson together with the children

Stage II. Organization educational activities

Working with Concepts(Weathering, physical and chemical weathering). Penetration into the meaning, formulation of your own definition of the concept

Concept structure

Concept ----------------------- What is it? + Essential features

Weatheringprocessdestructionchange

under the influence of the sun,

water, wind

Weathering is the process of destruction and change by external forces of land rocks.

Working with textbook drawings. Finding answers to questions

Factors of physical and organic weathering?

The role of external forces in the destruction of rocks?

What is the result of the weathering process?

Yes, unfortunately, nothing is eternal on Earth. All rocks are subject to active weathering. Every year, due to weathering, the Great Pyramid of Giza decreases in height by 0.2 mm. It takes 50-90 thousand years for granite to turn into clay. And so, day after day, year after year, clastic rocks are formed - crushed stone, pebbles... Working with the definition of the concept.

Group organization practical work for the study of various types of clastic rocks (crushed stone, pebbles, gravel, sand, clay) using the algorithm:

*Name

*Density (dense, loose, loose)

*Hardness

*Size of fragments (large, medium, small fragments)

*Shape of fragments (rounded or not)

*Human use

At the end of the work, each group presents an oral report. Conclusions are formulated.

Reflection on the results of collective activity.

Creative work. Collective story on the topic: “If a grain of sand could talk...” Several options for work are possible - in rows, several people at the blackboard, or at the choice of the teacher, a child is named who must continue the story

III Stage . Summarizing.

Reflection of collective and individual activities.

Homework: Write a miniature essay “See the world in a grain of sand.”

Inspirational lines for the essay can be the words of William Blake:

“In one moment to see

eternity

A huge world in a grain of sand,

In a huge stone - infinity

And the sky is in the cup of a flower”

III.Application of technology elements

perspective-advanced learning C. N. Lysenkova.

The technology of promising advanced learning is one of the developmental ones that can be used in high school.

Classification parameters:

*By the nature of the content and structure: educational – educational, general education.

*By organizational forms: traditional classroom lesson.

*By type of cognitive activity management: modern traditional education.

*According to the approach to the child: cooperation, partnership.

*According to the dominant method: developmental, search, etc. in orc.

*In the direction of modernizing the existing traditional system: based on the activation and intensification of student activities.

Target orientations:

*Assimilation of educational skills, reference to standards.

*Successful learning for all students.

*Identification of advanced students in the subject.

Conceptual provisions:

*Personal approach to cooperation pedagogy.

*Success is the main thing in the development of children in education.

*Comfort in the classroom: friendliness, mutual assistance.

*Error prevention, correction.

*Accessibility of knowledge for everyone.

Content Features

Extending the study of geography beyond curriculum and the requirements of the school curriculum, as well as reducing the objective difficulty of some program issues through their advanced introduction into the educational process.

The main purpose of school geography is to give students an objective picture of the world, to show its differences from place to place. The study of the laws of development of the nature of our planet, the most complex cause-and-effect relationships, and the interdependence of natural components serves as the basis for understanding the global problems of humanity. Preparing a child, a future school graduate, for life is the ultimate goal of the educational system. It is fundamentally important what and how to formulate in him to achieve it.

In school practice, there are often students at the advanced level who simply need to be introduced to additional or complicated material, the content of which goes beyond the scope of the program beyond basic training. It is possible for all students to become familiar with this material, but without subsequent monitoring.

Thus, in the geography program there is extremely limited material introducing students to the scientific works of fundamental science. Students will briefly learn about the research of N. Miklukho-Maclay, N.I. Vavilov, N.M. Przhevalsky, V.V. Dokuchaev and many other great geographers. The program no longer contains the hypotheses of I. Kant and P. Laplace about education solar system, hypotheses of O.Yu.Schmidt.

However, without obtaining information about these works, it is difficult to imagine a full study of geography. The program material is condensed and very specific, which means that additions and complication can be carried out in the allotted lesson time.

How do I do this?

For example, I propose to consider a fragment of the process when studying the Earth's lithosphere. “Plates of the lithosphere” - a geography lesson in VII class. The topic is complex, but interesting and exciting when it is understandable to students. Therefore, I begin studying it much earlier than provided by the program. IN TO THE STUDY OF GEOGRAPHY class when studying a topic"Basic forms of movement earth's crust“Children learn to compare the structural features of the continental and oceanic crust and there is a deep meaning in introducing students to mobile and stable ones (lithosphere plates, platforms and seismic belts). Returning to the study of the lithosphere in VII class, we remember what we know about it, we use previously acquired knowledge to clarify new concepts and generalize them. Thus, relying on the knowledge of advanced students, the material will not be perceived in the lesson as complex and incomprehensible.

The beginning of the topic may be different, but this is a promising preparation, that is, the beginning of a passing through a difficult topic that is close to the one being studied at the moment.

A promising topic is given at every possible stage in small doses.When the topic becomes the main one, it will be revealed slowly, sequentially, with all cause-and-effect relationships. You can involve strong students in the discussion, then average and weak ones. It turns out that everyone is teaching each other a little, feeling like the main characters of the lesson. The teacher remains to organize a generalization of the topic based on certain zones.

Thus, the assimilation of material occurs in three stages:

1.Preliminary introduction of the first portions of future knowledge.

2. Clarification of new concepts, their generalization and application.

3.Development of fluency of mental techniques and educational actions.

Such dispersed assimilation educational material ensures the transfer of knowledge into long-term memory:

formation of the primary lithosphere

first continents

continental drift

plate theory

modern areas and belts of volcanoes and earthquakes

geographic forecast

application of geography knowledge in later life.

The connecting link in the chain between the years of study is a great perspective - the fourth stage of study, which ends and begins each academic year. The approach to the structure of the material is determined by the tasks of advanced introduction and subsequent repetition of concepts and is called« trial-portional».

The technology of promising advanced learning is one of the developmental technologies that can be used in secondary school. The level of knowledge increases the criteria of the standard and program, allows the teacher to more fully take into account the characteristics of students (level differentiation), and students have the opportunity to study at a higher level of complexity if they are interested.

IV.Technology

person-centered learning

Technology of personality-oriented learning, aimed at identifying and “cultivating” the child’s individual subjective experience by aligning it with the results of socio-historical experience, that is, transferring learning to a subjective basis with a focus on personal self-development.

The technology of personality-oriented learning includes the technology of multi-level (differentiated) training, collective mutual learning, the technology of complete knowledge assimilation, the technology of modular (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.) training and others. These technologies make it possible to take into account the individual characteristics of students and improve the methods of interaction between teachers and students.

The introduction of student-oriented technologies into the teacher’s work practice helps to pay special attention to the self-development and self-education of students.

The teacher’s task in this case is to identify the student’s selectivity to the content, type and form of educational material, motivation for studying it, and preferences for types of activities.

In the process of implementing student-centered learning technologies, it is advisable to comply with the following conditions:

* structuring educational material into semantic blocks and setting cognitive educational tasks for each of them (sometimes of a problematic nature), creating a cognitive need for schoolchildren;

*implementation of an educational task by creating a problem situation, creating conditions of intellectual difficulty.

CENTERED TRAINING .Differentiated approach

to study geography

In teaching geography, as well as other subjects, a differentiated approach can be widely used. This includes individual work with students based on a system of differentiated tasks, and conducting optional classes and club work.

In rural schools, most often we work in classes where children with different levels of development study, and we inevitably have to focus on the average level of their preparedness. It is necessary to give students to master, first of all, the knowledge that is provided for by the state standard general education. But in such classes, as a rule, there are children who can and want to know more. What to do with them? That is why, when explaining new material, so that such participants do not get bored, I often ask questions of a problematic nature, ask them to express and prove their point of view, thereby activating their mental and cognitive activity, developing logical thinking, revealing logical thinking, revealing their abilities.

In my work I pay special attention to the development of thinking, analytical and creative activity students, the ability to independently work with a textbook, map and other sources of geographical knowledge, identify cause-and-effect relationships, compare and draw conclusions. In work with VII class on the topic “Inland waters of South America”used a system of developmental education, an important component of which is the need for students to understand the process of acquiring knowledge:

Lesson objectives: a) deepen and concretize students’ knowledge about the relief, climate and inland waters of the Earth; make certain “discoveries” using the example of inland waters South America, compose general idea about the inland waters of the continent based on establishing their dependence on topography and climate;

c) continue to develop students’ skills to analyze, compare, draw conclusions, identify cause-and-effect relationships, and work with various sources of knowledge;

c) cultivate interest in the lesson;

Equipment: multimedia textbook “Geography. 7th grade", film projector, atlases ( VII Class), physical map South America, physical map of the hemispheres, book exhibition. Notes on the board: table, highest volcano, driest and wettest place on Earth, team numbers for calculating the results of the game.

During the classes.

With. 20Organizing time:

- distribution of students into groups (each group has 5-6 people);

- familiarization with the rules of the competition (for each correct answer the team receives a point, more complex tasks are scored on a 5-point system);

- setting the lesson goal.

II.Testing knowledge – preparing students to learn new material.

Teacher.

- We know that in nature everything is interconnected, and therefore I suggest that before you begin to study the inland waters of the continent, you remember the basic concepts that will help you make your “discoveries.”

Warm-up on questions:

1.What are the features of the continent’s geographical location?

2.What two parts can be distinguished in the relief of South America?

3.What is special about the Andes mountain range?

4.Name the highest peak in South America and its height.

The Llullaillaco volcano is 6,723 meters high, located on the border of Chile and Argentina. It is the highest volcano in the world.

5. Are there peaks in South America covered with ice, name them.

6.Name climatic zones in which South America is located.

7.Where and why does the greatest amount of precipitation fall on the mainland?

8.Name the driest place on the mainland. (The teacher specifies the students’ answers - this is the second “discovery” for the students.)

9. In which climate zone are seasonal differences in annual precipitation most pronounced?

10. How does relief affect the climate of the continent?

III.Learning new material.

Teacher.

- Having remembered the basic concepts of previous topics, we can begin to study new material. But first answer - what applies to the inland waters of the continent?

1) remember the basic concepts associated with land waters;

2) answer a number of necessary questions, make some kind of “discovery” related to the inland waters of South America;

3) tell something interesting about the object being studied.

Card No. 1.

Task 1. From the 6th grade course, remember the definitions of what a river is, the source of a river, the mouth of a river.

Task 2.Name and show on the map the largest rivers of South America. Tell me, which ocean basin do they belong to and why specifically to this one? Are there any rivers in South America that belong to other basins? What type of food do rivers have?

Task 3. Tell us more about the Orinoco River.

Card No. 2.

Task 1. From the 6th grade course, remember the definitions of what a river system, river basin, watershed is.

Task 2. Why is the Amazon full of water all year round, but its left tributaries overflow from March to September, and the right ones from October to April?

Task 3. Tell us more about the Amazon River.

Card No. 3.

Task 1. What is a lake? What two main types are all lakes divided into?

Task 2. Compare the inland drainage basins of South America and Africa.

Task 3. What special can you say about Lake Titicaca?

You are given 8-10 minutes to complete the tasks.

IV. Consolidation.

While the results are being calculated, we will watch slides and video clips about the rivers, waterfalls and lakes of South America, then answer the test questions. (The teacher specifies the students’ answers.)

V. Generalization.

- What new things have you discovered?

VI.Summarizing.

Team that took I place, get a rating“5”, the second and third – “4”, the most active students and those who prepared additional material also receive – “5”.

Homework.

Paragraph on page, study the main factors influencing the formation of inland waters of the continent, learn the names of rivers and lakes from the map and plot them on the contour map.

VII.Examples of types of geographical tasks used in educational

activities

1.Tasks to search for cause-and-effect relationships (including cause-and-effect chains):

· According to scientists, more than 100 thousand icebergs float simultaneously off the coast of Antarctica. Icebergs in Antarctica “live” longer than Greenland ones: Antarctic ones - 6-12 years, Greenland ones - 3-4 years. What causes the longevity of Antarctic icebergs?

· Make up a cause-and-effect chain from the following statements:

1.Australia exports lamb and wool

2.Australia is crossed almost in the middle by the southern tropic

3. Australia is quite hot and the driest continent

4.Leading place in agriculture The Commonwealth of Australia is occupied by sheep farming

2. Calculation tasks:

· It is known that 1 ton of oil spilled on the surface of water forms an oil slick with an area of ​​about 6 sq. km. What area will the oil slick cover in the event of an accident on a tanker with a displacement of 1000 tons or 5000 tons?

· The area of ​​tropical forests on the planet is about 400 million hectares. (2000) It is known that approximately 7 million hectares are cut down annually. forests. How long will it take for tropical forests on the Earth's surface to disappear if the rate of destruction does not change?

· It is known that in the early 60s. the average depth of the Aral Sea was about 30 m. The withdrawal of water from the Syr Darya and Amu Darya for irrigation led to a decrease in the volume and area of ​​this reservoir. Hydrologists have calculated that every year its level drops by about 40 cm. When might the Aral Sea cease to exist if urgent environmental measures are not taken?

3. Matching task, comparison of studied objects:

· South America has its own coastal desert - the Atacama. Which deserts in Africa and Australia have similar origins?

4. Tasks for modeling and forecasting geographic objects, situations and phenomena:

Show on the diagram how climate zones would be located in Africa if it were intersected by the equator in the northern part, and not in the central one.

It is known that Niagara Falls, located between Lakes Erie and Ontario, is gradually retreating to Lake Erie due to erosion of rocks by water. Imagine what might happen when the waterfall reaches this lake.

Guess what environmental consequences may occur if the Ob River is “turned” and directed to irrigate the deserts of Central Asia.

5. Tasks for grouping objects:

· Group African countries using political map, based on their geographic location. Take your choice of countries.

· Divide the proposed African objects into groups, give a name to each group; each group must contain at least two objects: Niger, Atlas, Somalia Peninsula, Kilimanjaro, Kalahari, Limpopo, Nile, Sahara, Congo, volcano. Cameroon, Mount Kenya, Lake Nyasa, Zambezi River, Lake Tanganyika, Gulf of Guinea, Mozambique Strait, Ethiopian Highlands, Lake Victoria, East African Plateau, Libyan Desert

6.Tasks on recognizing objects and phenomena by characteristics (working with climate diagrams, artistic descriptions, characteristics):

· “This area is one of the largest in area and the most sparsely populated. The country's deepest river is located here and the largest hydroelectric power stations have been built. Its enormous mineral wealth is still waiting to be developed” About which region of Russia we're talking about?

· “ This African country was in the past a French colony, and now it is a member of OPEC, one of the largest exporters of oil and gas. It is one of the few countries whose name is the same as its capital.” Determine which country the following description applies to.

VII. CONCLUSION

The implementation of a purposeful system of work in geography lessons enriches the inner world of children. In the process of work, children form and develop a number of cognitive and creative abilities and skills:

Establishing cause-and-effect relationships;

Finding new non-standard ways to solve problems;

The desire to discover and explore new things;

Interest in improvisation and the perception of ambiguous ideas.

A teacher's work with children is difficult process. It requires the teacher to have personal growth, knowledge in the field of child psychology and their education. This is work that requires enormous mental, emotional and physical costs, but undoubtedly brings satisfaction. Cooperation between teacher and child leads to mutual enrichment.

Perhaps a child will not connect his life with geography, but it can become a space for his personal growth.

Children’s assimilation of the content of a subject is not an end in itself, but only a means of developing their personality, their individuality. Not the assimilation of ready-made knowledge, but the development of a certain way of thinking that ensures the acquisition and production of new knowledge that can be born in the lesson.

Mastering intellectual operations, which are the basis of thinking, we understand thinking as an activity as a result of which the child goes beyond the boundaries of his own consciousness. Thinking constantly requires new experience, and not copying the old.

How important it is in our age, the “age of progress and passions,” to teach a child

love your Home, maintain order in it and always remember

that we are all children of the Earth! What qualities do I want?

to educate in your students? - kindness and responsibility.

Responsibility for your words, for your actions.

A person’s life is only “a moment between the past and the future.”

Everyone leaves behind a kind of echo. And it depends only on us what it will be - short and faceless or long and bright.

I always try to remember this and convey it to my students!

VII. CONCLUSION p. 19 . REFERENCES

1. Magazine “Geography at school”

No. 2, 1996/s. 43-48/

No. 2, 1999/s. 33-35/

No. 3, 1999/s. 62/

No. 4, 1999 /60-63/

No. 5,1999 year/s. 37-40/

No. 6, 1999/p.51/

No. 7, 1999/53-55/

No. 2, 2000. / With. 67-71/

No. 3, 2000/ p. 62/

No. 4, 2001/s. 51, 52, 88-89/

2. Magazine " Primary School", No. 1, 1999. /With. 54-57/

3. Magazine “Bashkortostan Ukytyusy” h y"

No. 12, 2006

No. 1, 2007.

4. Material from the Internet

Creative report by a geography teacher, Municipal Educational Institution Gymnasium 46 Merinova L.I. within the framework of the National Project "Education"

Basic information Teaching experience 24 years Highest qualification category since 2000 Excellence in public education 1996 Winner of a personal award from the Governor of the Moscow Region. within the framework of the National Project “Education 2008” Honorary Badge “For Valiant Labor” of the Head of the Lyubertsy District 2008 Head of the Department of Natural Geography Education Teachers at the Moscow State Educational Institution Gymnasium 46 since 2004 Unified State Examination Expert in Geography in the Lyubertsy District since 2006 Diploma holder I Scientific -practical conference of teaching staff of the Lyubertsy region in 2007. Member of the certification commission of Municipal Educational Institution Gymnasium 46 since 2007.

Topics of self-education Developing students’ interest in geography through various forms of extracurricular activities 2003 – 2008 The museum “Natural and cultural attractions of the regions of the world” was created Stand “Geonic news” Project activities Summer assignments Excursions Methods of preparing students for final certification in the form of the Unified State Exam and Olympiads 2007 – 2009 Speeches at meetings of the RMO, ShMO in 2007, 2008. Museum exhibit. Certificate from the Prime Meridian Great Britain 2007 Suzdal Yenisei This great river Project of students of class 7A Prokhorov V. and Nezhinsky N.

Innovative educational technologies Basic logical notes 80% Problem-based learning 40% Project activities 40% Gaming technologies 30% Health-saving technologies 30% Modular technologies 20% Information and communication technologies (ICT) 20%

Open lessons 2005 Russian America Lesson-conference 7th grade. Ecology of Lake Malakhovskoe Lesson-ecological project 7th grade Excursion to the village of Malakhovka Lesson-travel 6 - 7th grade Anomalous weather phenomena in January 2007 Lesson-conference 8th grade. Economic and social events of Russia in January 2007 Press conference 9th grade. Mysteries of the world ocean Lesson - game 6th grade. Nature and countries of South America Lesson - travel 7th grade Problems of independence of Kosovo and deployment of missile defense in Europe Meeting of the political club 9th - 10th grade. Emergencies in the modern world Quiz lesson 10 – 11 grades. Connoisseurs of South America Tournament-competition 7th grade Lakes, swamps, artificial reservoirs Lesson using ICT 6th grade.

Extracurricular activities Round tables Regional Olympiads 2004 – 2005 7th class Ponomareva A.1st place 8th class Mazurin V.1st place 8th class Galkina E.3rd place 10th class Ivanova A.3rd place 2006 – 2007 9th class Kamenkova K.2 place 2007 - 2008 10th grade Kamenkova K.2nd place 2008 - 2009 11th grade Shora E.3rd place 2009 - 2010 7th grade Zhavoronkov A.1st place 7th grade Merinov A.3rd place Excursions Local Lore Museum of Lyubertsy Project protection

Interregional Association of Geography Teachers of Russia (RAUG) Goals: consolidation of the forces of geography teachers to improve their professional qualifications, deepening interregional and international relations, increasing the level of geographical education of schoolchildren, educating young people in the spirit of the priority of universal human values, internationalism, love for the Motherland, ensuring social and legal protection of teachers Objectives: helping geography teachers in their professional activity; organization of scientific and methodological conferences, seminars, meetings; development of new curricula, educational and methodological aids, teaching aids for geography; organization of scientific field excursions and expeditions along Russian and international routes, methodological assistance in organizing tourist and local history activities for students; conducting an independent public examination of educational and teaching aids and participating in the certification of teachers; providing methodological assistance in conducting regional (territorial), republican and All-Russian Olympiads for schoolchildren in geography; strengthening professional contacts with foreign scientists and teachers, with national associations of geography teachers; providing free assistance to boarding schools for disabled children and orphans in providing didactic materials and popular science literature on geography; assistance to geography teachers in protecting their legal and social interests. Created on February 16 – 17, 1995 at the Constituent Meeting of Geography Teachers

Work at RAUG Advanced training Field workshops 2007 Irkutsk Institute for advanced training of educators 2008 Perm Perm regional Institute for advanced training of educators July 2007Baikal March 2008Snow and ice in the nature of the Urals July 2009Natural and economic complex of North-West Russia

Work at RAUG Conferences Round tables In the editorial office of the newspaper “First of September. Geography"Working with GIS "Living Geography" (Novenko D.V.) "School of the Future" 2030 Moscow, 2008 Master classes Karelia, 2009 Veshkelskaya Secondary School " A national dish karel - wicket" Lesson - workshop on decorative and applied arts of Karelia

Belt Tatyana Yulievna –

history and geography teacher

Dokuchaevskaya secondary school.

Teaching experience– 12.5 years.

Work experience in this specialty:

History – 7.5 years

Geography – 1 year

Education- higher.

Finished

North Kazakhstan State University

them. M Kozybaeva in 2008

by specialty:

teacher of history and geography.

Methodological topic:

"Activation

cognitive activity of students

using

various forms and methods of teaching,

as a means of increasing

educational

student activity"

The field of geography is large and amazing.

N.V. Gogol.

Geography is one of those subjects where the process of developing creative abilities and cognitive competence in students acquires the most vivid shades of meaning. Of course, the strongest emphasis for developing students’ creative potential and developing cognitive competence is formed at the initial stage of studying the subject (grades 6-7), because the perception of educational material occurs through the “revival” of words, concepts, definitions of a given lesson topic, the creation of images of perceived lesson objects is included, new images are enriched and improved, making the learning process more productive from topic to topic.

But it is impossible to achieve success in solving the problems assigned to the teacher without intensifying cognitive activity, the attention of students, and the formation and development of stable cognitive competence in the material being studied.

The main goal of my work – "Activation of students' cognitive activity using various forms and methods of teaching, as a means of increasing students' cognitive activity."

Based on the goal, the following tasks were set:

To promote the development of students' thinking skills, necessary not only in their studies, but also in ordinary life(the ability to make informed decisions, work with information, analyze various aspects of a phenomenon, etc.);

Teach children to think critically (creatively);

Develop in them the ability to work together with other people;

Create an atmosphere of partnership, joint search and creative problem solving in the classroom.

When organizing and implementing educational and cognitive activities, stimulation and motivation, control and self-control in my practice, I use non-traditional approaches in teaching geography: game moments on the topic, explanation using poems, crosswords, entertaining material, non-traditional forms of teaching at different stages of lessons.

For example, I conduct lessons in the formation of new knowledge in the form of lecture lessons, seminars, expedition lessons (travels), and research lessons. In the lessons of teaching skills and abilities I use such non-traditional forms as lessons with role-playing games, and in the lessons of repetition and generalization of knowledge, consolidation of skills - game forms: KVN, “What? Where? When?”, “Own game”, lessons-competitions, lessons-competitions. In the lessons of testing and taking into account knowledge and skills, I conduct quizzes, competitions, geographical dictations, testing, defense creative works. When studying new material, I give preference to the use of ICT.

The use of non-traditional teaching methods leads to increased cognitive activity in the classroom, enriches, systematizes and consolidates knowledge, and promotes their conscious use.

The content of geography, taking into account interdisciplinary connections, has a great influence on the formation of cognitive interest.

Interdisciplinary connections can be presented as a system consisting of three levels.

Level I: above-subject connections.

For example, the concept biosphere - is studied by all disciplines of the natural science cycle. The complication of this term occurs from the sixth to the eleventh grade. When forming this concept, children use knowledge acquired in other lessons:

Biology (the doctrine of the biosphere by N.I. Vernadsky; the material composition of the biosphere; the concept of “evolution”), etc.;

Chemistry (the cycle of substances in nature), etc.

Level II: cumulative connections (complementary knowledge from various fields)

For example, constructing a graph of temperature progression in the process of studying geography requires knowledge of mathematics (coordinate system, positive and negative numbers), etc.

Identification of the adaptability of plants and animals to various natural conditions possible when students develop such biological concepts as the root system, lifestyle, metamorphosis.

Level III: interdisciplinary connections about meta objects.

To create their image, knowledge of many sciences is required.

As an example, I will give a brief summary of a geography lesson in which sixth-graders are developing a scientific understanding of a volcano.

The lesson begins with the teacher reading a literary passage from the work of J. Verne: “The fire-breathing mountain erupted like a fountain: stones and white-hot rock fragments flew upward, it seemed that it was shaking rhythmically, and it was reminiscent of the breath of a giant. Fiery snakes wriggled among the smoking rocks... Hundreds of fiery streams merged into a blazing river, which hissed and twisted into the seething abyss.”

Then the children look at and discuss the illustrations different types volcanoes. During the discussion, the social experience and knowledge of students are updated (concepts such as vent, lava, ash are known to most students). The result of the discussion is a schematic drawing of the internal structure of the volcano, recorded on the board and in students’ notebooks.

Next stage: the teacher’s emotional story about the eruption of Mount Vesuvius. Excerpts from the memoirs of Pliny the Younger are woven into the story, a reproduction of K. Bryullov’s painting “The Last Day of Pompeii” is demonstrated and discussed with the children, the teacher recites a poem by A.S. Pushkin "...Vesuvius". The creation of a special emotional background for the lesson is facilitated by the demonstration of experience by the teacher, which allows one to see in miniature the eruption and formation of a volcano.

The result of the lesson is students’ independent work on formulating the definition of “volcano.”

Homework is creative and differentiated.

Its mandatory minimum requires familiarity with the textbook paragraph and drawing up a contour map.

The creative block invites students to make a model of a volcano, conduct a “volcanic eruption” experiment at home, and design a photo album on the topic.

The next component of the presented system aimed at developing cognitive interest: methods and methodological techniques.

It should be noted that a pre-thought-out variety of teaching methods and techniques within the topic and the course as a whole influence the formation of cognitive interest and allow one to go through all stages of its formation: curiosity, inquisitiveness, cognitive interest, theoretical interest.

Teacher's story about an interesting incident from life, history geographical discoveries etc. promotes the formation of situational interest (curiosity). As students' reserves of specific knowledge are enriched in the process of learning activities and they become aware of a number of facts, phenomena, laws, an increasing objectification of interest occurs. Curiosity develops into inquisitiveness, and this is already an attitude towards knowledge. The manifestation of curiosity is closely related to the content of the educational activity itself, while curiosity is aimed at external aspects in relation to the content and is limited to what is currently happening. At the stage of curiosity, students argue and try to find answers to questions on their own. The next stage - the presence of cognitive interest - is manifested in the desire for a strong assimilation of knowledge of the subject, which is associated with volitional effort and tension of thought, and the application of knowledge in practice. In the process of teaching geography, the object of interest of students changes. At the beginning, these are facts, and then their deep interpretation and disclosure of cause-and-effect relationships, which leads to an understanding of the picture of the world.

In my practice, I try to use a variety of methods and techniques that allow me to lead a child from curiosity to cognitive interest: explanatory-illustrative, reproductive, partially search, research (according to the nature of cognitive activity); verbal, visual, practical (according to the source of knowledge). I pay special attention to those methods that stimulate active cognitive activity.

In order to create cognitive interest, I use a variety of techniques, filling them with geographical content.

I.Reception "Warm-up."

Target: updating knowledge, developing reaction speed, hearing and listening skills, switching from the previous lesson to a geography lesson.

Description of work- frontal work, the teacher asks questions that require short answers.

For example, The topic “North America” includes questions:

1.Name the extreme points of the continent

2. Name the mountains in eastern North America

3. Which river is called the “great deceiver”

4. Determine the treeless natural zone of the subarctic zone, etc.

II. Reception “When you surprise others, surprise yourself”

Target: emotional stimulation of cognitive interest

Description of work - story, illustration, paradoxical question

For example, dialogue between teacher and students:

I discovered an amazing animal of North America. It seemed to come out of the pages of a book about H. Potter. Do you remember the name of the terrible snake?

Basilisk.

It turns out that such an animal really exists!

III. Reception "Error correction".

Target: activation of mental activity, formation of skills to apply knowledge in a new situation, development of cognitive processes

(thinking, attention, imagination).

Description of work– a text or story from a teacher or students (description of a trip, territory, phenomenon, etc.) with intentional errors of two types: open and closed.

Example (application no. 1)

IV. Reception "Make a story."

Target: development of figurative and logical thinking, the ability to operate with mastered concepts and establish cause-and-effect relationships.

Description of work: composing a story from different concepts of the topic. Requirements for the story: use of all concepts, their correct formulation, logic, and excitement. Concepts can be written on cards that are laid out face down on the desk. Students draw five cards out of fifteen and write a story.

Example: theme “Hydrosphere”: waves, tsunami, river, lake, waterfall, etc.

Topic: “Cycle of substances in nature”, “Journey of a droplet”, 6th grade.

V. Reception “Essay, composition, story”

Target: developing skills to use knowledge in a new situation; development of spelling literacy; activation of cognitive processes.

Example: students receive assignments:

describe one day spent in the taiga, desert, humid equatorial forest, etc.;

TO THE STUDY OF GEOGRAPHY Reception: "Creation" (for now only in local history)

Target: development of creative abilities, creation of an atmosphere of passion.

Description of work: a wide variety of creative tasks proposed by the teacher or the children themselves.

Example:

- make a model of a continent, volcano, iceberg (from clay, salt dough, papier-mâché);

Make a picture of the solar system (drawing, embroidery)

design a rock collection

create a photo album.

VII Reception "Learn by playing"

Goal: activation of cognitive interests with the help of game moments that involve entertainment, emotionality, and competition.

Description of work.

use of exercise games.

Example: game "Third Wheel". In the list of geographical objects (Baikal, Ladoga, Ilmen; Caspian, Kronotskoe, Aral lakes), select the unnecessary one.

use of competitive games.

Using travel games.

Example: When checking homework, the teacher can ask the children: “Today I am going to the Sahara Desert. Warn me of the dangers that await me."

VIII Reception "Cause-Effect"

Target: development of students’ ability to identify and explain cause-and-effect relationships.

Description of the technique: the teacher suggests finding a correspondence between the words written in two columns (one of them indicates the cause, the other the effect) and explain the established connection (frontally, in pairs, groups, etc.)

Example.

waves

earthquakes

ocean currents

Moon

tsunami

wind

ebb and flow

constant winds

IX Reception "Logical chain"

Target: development of students’ ability to identify and explain cause-and-effect relationships, build a hierarchical chain of concepts, events, etc.

Description of the technique: from a number of proposed concepts or statements, create a hierarchical chain, explain the subordination of the elements of the chain.

Example: arrange the sentences in a logical sequence.

Australia's east coast gets a lot of rainfall

Moisture is brought by the trade wind from the Pacific Ocean

The Great Dividing Range is located on the east coast of Australia

On the east coast there are variable-humid forests.

X Reception "Tasks"

Target: activation of mental activity, development of logical thinking, cognitive independence.

Description of work:

-tasks to reproduce existing knowledge.

Example : named map scale in 1 cm 1000 km. Convert it to a numerical scale.

-logical thinking tasks.

P example:

Forester.

Teacher’s phrase: “The forester went on a bicycle to visit a friend, and returned back in the evening.”

Assignment: Look at a section of the area plan. Which way was easier? Why?

- tasks with natural materials.

Example: look at a collection of rocks, identify them, name what group of rocks they belong to by origin.

-tasks on the ability to put forward and prove hypotheses.

Example: explain why earthquakes most often occur in areas where two continental plates collide, and volcanic eruptions most often occur in areas where two continental plates collide.

- tasks connecting theory with practice.

Example: make a plan for evacuating children from the geography classroom in case of fire.

XI Reception "Theme Plan"

Target: teach schoolchildren to plan activities (set a goal, plan steps to achieve it, evaluate the result).

Description of work: joint planning of the study of the topic (lesson planning, determination of forms of lesson delivery, forms of control and homework).

One of the important components aimed at developing cognitive interest is the choice of means and forms of training.

Complex scientific concepts and geographical phenomena are mastered by children much more effectively in cases where, in addition to verbal form, they are also presented in graphic form.

In the educational process, I use drawings and diagrams that briefly and accurately reveal various geographical phenomena and processes.

The use of drawing is a powerful factor in shaping children’s cognitive interest because, being a relevant childhood activity, it activates independence and makes work interesting and exciting. In addition, creating an educational drawing involves turning to additional sources of knowledge, using information obtained in other lessons, etc., which ultimately also contributes to the formation of cognitive interest.

One of the main teaching aids in geography lessons is map.

With the help of a variety of tasks on the map, it is possible to create conditions for the formation of cognitive activity of students at different levels: reproductive, partial search and research.

Reproductive level involves checking geographical nomenclature. Here I use tasks like: “Show some geographical object on the map”, “Identify geographical position object”, etc.

Partial search level differs from reproductive in that when completing tasks, the student must be able to analyze and read a map. And also, combine acquired geographical knowledge with the ability to work on a map.

The tasks I use look like this: “Find a geographic object on a map using a given characteristic or contour,” etc.

Research level consists of tasks like: “Based on the analysis of a number of maps, draw a conclusion, derive patterns about any geographical phenomenon or process.”

When planning lessons, I try to ensure that the forms of teaching used are combined with all other components of the educational process. It is this combination that allows us to achieve positive results in the formation of cognitive interest. In my opinion, the most acceptable is group form of work, because it allows:

provide the most favored nation regime for the manifestation of the individual qualities of each student in the system of interpersonal relations;

eliminate the child’s passive position in the lesson;

independently obtain theoretical knowledge and develop practical skills;

gain experience of certain social behavior.

The next component of the presented system of work is social interaction, to which I attach great importance in my lessons, since interpersonal communication, built according to certain principles, allows me to create an atmosphere of creativity and comfort, which contributes to the manifestation of the individuality of each student. The main principles that guide me are:

accepting the child as he already is

fairness, tact, respect for the student’s personality;

natural and free behavior of students and teachers;

teacher's self-control;

reducing students' anxiety levels;

a calm attitude towards children’s mistakes;

the desire to support, approve, and show attention to all children;

creating a situation of success.

IN
All of the above allows us to develop and maintain students’ cognitive interest in learning. This academic year spent open lesson on geography in 6th grade on the topic: “The World Ocean and its parts”

Monitoring the quality of knowledge

in UMC subjects (natural science, geography)

2013-2014 academic year.

1st quarter – 45.9%

1st half (2nd quarter) – natural science, geography -73.1%

3rd quarter – geography – 70.9%

Quality of knowledge

by subjects taught:

natural science (5kl) and geography (6-7kl)

as of April 1, 2014 it was 63.3%

Quality of knowledge

in the subjects taught, geography teachers of the children's school Remen T.Yu.

for three quarters of the 2013-2014 academic year

6th grade

7th grade

1 quarter

1 quarter

Total: 10

On "5": 2

On "4": 3

On "3": 5

On "2": 0

Academic performance: 100.0%

Quality: 50.0%

SAR: 57.2%

GPA: 3.7

Coef. knowledge: 44.0%

Total: 12

On "5": 0

On "4": 5

On "3": 7

On "2": 0

Academic performance: 100.0%

Quality: 41.7%

SAR: 47.7%

GPA: 3.4

Coef. knowledge: 33.3%

1st quarter - geography

Academic performance: 100%

Quality of knowledge: 45.9%

1st half (2nd quarter) – natural science, geography

natural science

geography

5th grade

6th grade

7th grade

Total: 13

On "5": 3

On "4": 6

On "3": 4

On "2": 0

Academic performance: 100.0%

Quality: 69.2%

SAR: 63.7%

GPA: 3.9

Coef. knowledge: 60.0%

Total: 10

On "5": 2

On "4": 3

On "3": 5

On "2": 0

Academic performance: 100.0%

Quality: 50.0%

SAR: 57.2%

GPA: 3.7

Coef. knowledge: 44.0%

Total: 12

On "5": 2

On "4": 10

On "3": 0

On "2": 0

Academic performance: 100.0%

Quality: 100.0%

SAR: 70.0%

GPA: 4.2

Coef. knowledge: 83.3%

Academic performance: 100%

Quality of knowledge: 73.1%

3rd quarter - geography

6th grade

7th grade

3rd quarter

3rd quarter

Total: 9

On "5": 2

On "4": 4

On "3": 3

On "2": 0

Academic performance: 100.0%

Quality: 66.7%

SAR: 62.7%

GPA: 3.9

Coef. knowledge: 57.8%

Total: 12

On "5": 2

On "4": 7

On "3": 3

On "2": 0

Academic performance: 100.0%

Quality: 75.0%

SAR: 63.0%

GPA: 3.9

Coef. knowledge: 63.3%

Academic performance: 100%

Quality of knowledge: 70.9%

Results of extracurricular activities in geography

As a subject teacher, I use various forms of organizing extracurricular work in geography:

1. Conducting geography subject weeks

2. Club work “Local history”

3. Research work.

I take part in conducting subject weeks (EMC and GC). Information technologies help not only to quickly disseminate information about events within the framework of subject Weeks, but also to organize bright, memorable events. As part of the Ten Day of Subjects, the EMC held a competitive event “Geography Game” between national teams of grades 5, 6 and 7.

M
These students show high activity and interest in the results of their activities. Pupils demonstrate good knowledge of geography.

R
Result: “Grand Prix” of the competition.

Results of activities as the head of the non-profit educational institution “POISK”.

This academic year I am the head of the non-profit educational institution “POISK”. Since September 2013, all work has been carried out according to the approved plan. The result of the year's work was a school-based project competition. All 9 submitted projects took part in the competition. The results have been summed up.

The use of modern educational technologies in the process of teaching the subject.

1. Use of teaching materials.

In my work I am guided by the following regulatory documents:

Education Act.

Programs for educational institutions of the Republic of Kazakhstan.

Requirements for equipping the educational process in accordance with the content of educational subjects of the state education standard.

School charter.

School development program.

2. Popularization of one’s own teaching experience.

I constantly work to improve the level of competence: I do a lot of creative and methodological self-education, regularly speak at meetings of our MO, and, if necessary, at pedagogical councils, conduct open lessons and events.

3. Educational technologies used.

During the training I use various working methods:

reproductive, problem-based study, explanatory-illustrative, partially search and research. All these methods are aimed at developing the student’s educational success in geography lessons.

Reproductive method - I use it for consolidation, repetition, and when working independently to compile a description of a geographical object.

Explanatory and illustrative method - when studying new material, new concepts: solar radiation, climate zones. Children perceive ready-made information (listen, watch, read, remember), i.e. a basic stock of knowledge is laid, on the basis of which you can independently obtain new ones.

I use the partial search research method in geography lessons in grades 6-7. When studying the topic “Weather, its influence on human health” (business game).

The forms of organizing educational activities in the classroom are varied: individual, group, collective.

I implement a differentiated approach to students in teaching geography, which provides each student with conditions for maximum development of his abilities, satisfaction of cognitive needs and interests. At the same time, I mentally unite students into several temporary typological groups in accordance with their interests or success in studying geography. I build the educational process in accordance with the real educational capabilities of each group. I use teaching techniques that meet the characteristics of each group. I offer children tasks of varying levels of difficulty: creative, problem-solving, or reproductive tasks.

I devote an important place in my work to the development of imaginative thinking. To present a picture of the world I use geographical and cartographic training. I often start a lesson with a 5-minute warm-up “Travel on the Map”, the children perform multivariate tasks, the children develop imaginative thinking, speech, memory, and a culture of communication is cultivated.

For geography lessons, tasks that require the use of various sources of knowledge are of particular value, and the results, in addition to a verbal report, are presented in the form of maps, graphs, tables, etc.

I use demonstration material, tables, signal riddles, and outline diagrams. The schoolchildren themselves participate in their creation. This allows any student to realize their creative potential and demonstrate it to others.

I systematically work to improve my professional skills and regularly study the latest in methodological literature.

4. Use of ICT in the educational process.

Using ICT in the classroom allows me to:

Organize individual training;

Use animation, computer models and demonstrations;

Conduct computer practical work;

Organize research and project activities of students.

All this allows us to intensify the cognitive interest of students and their level of motivation to learn. The work started will be continued further.

Creative report by geography teacher Mukhamedyanov Talgat Aksanovich

Technologies in the process of teaching geography.

Introduction.

I studied the methodology of geography and a sufficient number of problems have accumulated that need to be posed special research. Among them are such as the definition, in the content of the subject, of the relationship between facts and theoretical positions, the problem of integrating an extensive system of geographical knowledge, the implementation of the geographical approach in the content of the subject, updating the methods, means and forms of organizing training.

All problems are closely related to the development and implementation of new pedagogical technologies in the educational process. Renewing the education of the younger generation requires the use of non-traditional methods and forms of educational organization. You cannot rely only on explanatory, illustrative and reproductive methods that are widespread in teaching practice.

The introduction of learning technologies does not mean that they replace the traditional methodology of the subject. Technologies are used not instead of teaching methods, but along with them, since they are an integral part of the methodology of the subject.

With the help of technology, I strive to turn learning into a kind of production and technological process with guaranteed results. I define pedagogical technology as optimally organized interaction between teacher and students. The specificity of the technology is that it designs and implements an educational process that guarantees the achievement of set goals. At the same time, the activities of the teacher and the activities of students carried out under his leadership are organized in such a way that all the actions included in them are presented in a certain sequence (through activity algorithms), and their implementation presupposes the achievement of expected results that can be designed in advance. In other words, technology seeks to determine in detail everything that contributes to the implementation of given goals.

The main features of learning technology include:

Clear setting of educational goals and objectives for students, awareness of the significance of the material being studied personally for each of them, motivation of schoolchildren’s educational activities;

Construction of a consistent element-by-element procedure for achieving goals and objectives with the help of certain teaching aids, active methods and forms of organizing schoolchildren’s educational activities;

Training using samples (using workbooks, workshops, textbooks); following the teacher’s instructions (in the form of teaching methods, algorithms);

Organization of independent work of students aimed at solving problematic educational problems;

Widespread use of various forms of test tasks to check learning results.

There are many types of pedagogical technologies, they are distinguished by for various reasons. In didactics, there are groups of technologies:

Technology of explanatory and illustrative teaching, the essence of which is to inform, educate students and organize their reproductive activities in order to develop both general educational (educational-organizational, educational-intellectual, educational-informational) and special (subject-specific) skills; Methodological development of geography lessons: “The air shell of the Earth - atmosphere”, “Oceania”, “Australia”, “Rivers”.

Technology of personality-oriented learning, aimed at identifying and “cultivating” the individual subjective experience of a child by coordinating with the results of socio-historical experience, i.e. transferring learning to a subjective basis with a focus on personal self-development; Geography lessons: “Methods of surveying terrain”, “ Natural areas Russia."

Technology of developmental education, which is based on a teaching method aimed at incorporating the internal mechanisms of a student’s personal development. Geography lessons: “ Global problems humanity."

Game technology for teaching, KVN, quizzes, tests in Australia.

Project-based learning technology. All-Russian scientific competition research work. Topic: “Soils and anthropogenic disturbances in their vicinity of the Yushatyr River”, “Glorious sons of the Bashkir people” - in local history. "Our home is the Earth."

Presentations: “Inland waters of Eurasia”, “Soil”, “Ayuka spring”, “Natural areas of Africa”.

I introduce personality-oriented technology into work practice, this is the main result of training in the transformation of the individual picture of the world in its interaction with the scientific-geographical one; I pay special attention to the self-development and self-education of students.

My task is to identify the student’s selectivity to the content, type and form of educational material, motivation for studying it, and preferences for types of activities.

In the process of implementing student-centered learning technologies, it is advisable to observe the following conditions:

Constructing educational material into semantic blocks and setting each of them cognitive educational tasks (sometimes of a problematic nature), creating a cognitive need for schoolchildren;

Creation of special educational and cognitive motives, since the real meaning of learning is determined for schoolchildren not so much by goals as by motives, their attitude to the subject;

Setting cognitive educational tasks, which by their content are aimed at programming the focus of students’ activities on educational discoveries. To fix and master a new way of activity;

Geography methodology has accumulated significant experience in the use of teaching technologies. Among them, the most famous technology is the formation of methods of educational activities, set out in the form of rules, samples, algorithms, plans for descriptions and characteristics of geographical objects. This technology is widely reflected in the methodological apparatus of a number of geography textbooks, in teaching aids, and is quite well mastered in the practice of many geography teachers.

In the process of teaching geography, the technology of reference signal sheets (logical reference notes - LOC or LOS) has long been used. N.N. wrote about the role of logical connection schemes in teaching geography. Baransky, emphasizing that diagrams “teach you to highlight the main and most important things, teach you to find and establish logical connections, and significantly help students learn the lesson.” Teachers use connection diagrams all the time. The supporting notes that have now been developed help me manage cognitive activity schoolchildren, develop independent work skills, individual abilities, and also help schoolchildren to self-monitor the results of educational work.

The technology for the formation of educational activities suggests that the teacher creates a system of educational tasks for any course, section or topic, develops projects for organizing his activities and the activities of schoolchildren interconnected with them, prepares test tasks. The system of educational tasks and tests can be borrowed from teaching aids (workshops, collections assessing the quality of training of school graduates, etc.). The application of this technology is well covered in the textbooks of V.Ya. Roma and V, P, Dronova and others, as well as in a number of articles in the journal “Geography at School”.

The technology of differentiated learning is also well known in geography methods. When using it, class students are divided into conditional groups, taking into account the typological characteristics of schoolchildren. When forming groups, the personal attitude of schoolchildren to studies, the degree of training, learning ability, interest in studying the subject, and the personality of the teacher are taken into account. Multi-level programs and didactic material are created that differ in content, volume, complexity, methods and techniques for completing tasks, as well as for diagnosing learning outcomes.

In the practice of geography teachers, the technology of educational and gaming activities is widespread. However, its implementation is most often episodic and is not built into a clear system of organizations of cognitive activity.

Educational game like educational technology gives positive result only under the condition of its serious preparation, when both the students and the teacher himself are active. Of particular importance is a well-developed game scenario, where the learning objectives are clearly defined. Each position of the game, possible methodological methods for getting out of a difficult situation are indicated, and ways to evaluate the results are planned.

The technology of communicative-dialogue activities requires the teacher to have a creative approach to organizing the educational process, mastery of heuristic conversation techniques, the ability to conduct a discussion with the class and create conditions for a discussion to arise between students. School geography has great opportunities for the use of communication and dialogue technology. Geography lesson “Global problems of humanity” - the problem of preserving the world, environmental, demographic, food...

I also use modular technology 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 students’ independent work. Where the purpose of mastering certain educational material is clearly indicated. 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). Tests in Australia. Africa, America, Antarctica.

Conclusion.

Thus, in the professional activity of a teacher, I know that there is always room for search, pedagogical creativity, and not at the level of traditional methodology, but at the next technological level. The development of technology, as an integral part of the subject methodology, involves obtaining a guaranteed pedagogical result of the teacher’s activity. And students discover this result during the period of assessing the quality of their preparation in the subject. I conclude that in a modern school a fundamentally new teaching system is needed, which, based on the best traditions, would take into account the individual characteristics of students. That is why it is so important to develop educational technologies, in other words, the organization of educational activities of schoolchildren with a clearly defined goal and planned results.