The concept of geographic education in the conditions of GEF. Brief overview of the project concept on geography

Short review Project of the scientific and well-founded concept of modernization of content and Technologies teaching the educational subject "Geography". Contains an oppression of the transformation of the subject geography until 2020

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"Obzor"

G.egyry - a subject of an ideological nature that shapes students
complex, systemic and socio-oriented idea of \u200b\u200bthe Earth as a planet
people who are acquainted with the territorial (regional) approach as a special method
scientific knowledge and an important tool for exposure to socio-economic
processes through regional policies.

Slide 2. Purpose geographic Education is the formation of geographical
culture students like required quality man living in conditions
globalized world, as part of universal culture. common goal
geographical education reflects the social order of society, relates to the general
the purpose of the formation aimed at the development and self-development of individuality.

Geographic culture- an integral part of the comprehensive educated
personality. Geographic culture is a historically established
social experience of mankind associated with knowledge, development and transformation
geographical space. UNESCO delivered geography to the number
four leading school items that are special responsibility
only for the formation of the future generations of humanistic worldview and
socio-responsible behavior in the modern world.

Today we are witnessing an unprecedented informational explosion,
irreversible invasion of the educational process of computer technologies, methods
simulation and imitation, multimedia learning, cosmic and
aerial view, graphic, network and dynamic models. Unfortunately, at the same time, we see some reduction in geography status (the number of hours is reduced)

Slide 3.
overcoming.
1. Significant problems of 8 problems ( in geographical courses, when studying their regional part, more attention should be paid to the study of the population, its traditions, everyday life, government, social problems. At the same time it is necessary to do the focus on the most characteristic featuresInherent in this region, the ethnographic, geopolitical, geodemographic, geoecological and socio-geographic components of the course are intensified.)

2. Technological problems: 3 problems ( in teaching geography, there is a dominant position of the teacher's position, a broadcasting method is maintained, the personal experience of the subject of the case is not taken into account, the value-semantic depths of the reflection of the subject of the educational process)

3.Personnel problems - 2 problems (in pedagogical universities decreases or not carried out in general the reception in the direction "Geography", which in the near future will lead to personnel deficit)

4. Motivational problems 4 problems ( low demanding geography as subject to entrance exams, including in profile universities)

Slide 4. With the aim of further development cognitive interest and strengthening motivation in
studying geography in general education organizations, identifying and assisting
gifted students, raising the prestige of the subject, as well as raising the level
teaching this discipline requires a system of olympiads on the subject of geography

Kits should differ in parallel, the tasks of the Olympiad must be original; It is allowed to use tasks and other types of tasks published in collections, profile periodicals and
sources on the Internet only as prototypes (models) for their compilation;

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

theoretical and ideological tasks of geographic education

applied tasks of geographic education

Slide 6. "geography".

Studies of geography in the main school - goals and blocks

Goals of studying geography in high school - on the basic and profile levels. Course structure

Slide 7. Priority directions, teaching methods:

Pedagogical technology

Interactive learning

Work in small groups (Game technology, dialogue)

Problem learning.

Modular learning

Technology for the development of critical thinking.

Technology of educational training

Project technology.

Information and Communication Technologies

For example. 1) Teacher reports learning curriculum and determines the paths, forms,
means and methods for mastering and acquiring knowledge and skills, directs research
and creative search for students; is an active participant in the formation of them
professional choice. 5 instructions.

Slide 9. Tools and Material Toolspropertyprovided in the form of a table, in which the name of the required number and note are prescribed (part of the table).

Slide 10. Main forms and types of educational activities.

Listed materials and their characteristics are indicated 5 training methods (verbal, visual). Specified types of educational cognitive activity and their objects described (observation, work with a book)

Slide 11.

Requirements of GEF to the results of education(personal, metap loom, subject)basic general education programs

Exemplary general education programs of primary, main and medium
general Education Must clarify I. specify personal, meta-one and subjectthe results of education (requirements of the GEF) in the process of implementing the content of the subject "Geography"

Requirements for recruitment conditionsmajor general education programs inaccording to GEFs

Requirements for recruitment conditions for the implementation of the main educational program
main, basic and secondary general education for the organization of educational
process in the framework of the "Geography" subject (the level of qualifications of pedagogical workers of the Organization, organizing training and education of students in the framework of the subject "Geography")

Educational and methodical complex "Polar Star"

Educational and methodical complex "Sphere"

Educational and methodical complex of the classical line of the publishing house "Drop"

Detected features of the UMC

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

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

Slide 13. Description of the most effective approaches toteaching the subject "Geography", factors contributing to improving the quality of teachingsubject "Geography", recommendations on theiruse with regional specificity

To date, there is enough a large number of Pedagogical
training technologies, both traditional and innovative. You can not say which one of them
it is better to achieve positive results. The choice of this or that technology depends
from many factors: contingent of students, their age, level of preparedness, topics
classes, etc.

In the conditions of implementing the requirements of GEF LLC, the most relevant becomes
technologies like:

Information and communication technology;

Technology for the development of critical thinking;

Project technology;

Educational technology;

Technology problem learning;

Gaming technology;

Modular technology;

Workshop technology;

Case technology

Scientific and educated offers on modernizationcontent and technologies of learning in the subject"geography"

At the federal and regional levels, as well as for the Association of Geography Teachers, for managers (Develop programs of field events in order to approbate and review
programs of continuous geographical education with regard to regional
(variable component), in accordance with the requirements for the implementation of the federal
state educational standard for learning outcomes, based on educational materials.)

Slide 14. Implementation planning systemconcepts in accordance with the goals andtasks and description of the procedure for their introduction, mechanisms
monitoring the results of the implementation of concepts,key indicators and indicators of conceptualization of concepts (at least 20 indicators and
indicators).

Objective, tasks and criteria.

Criteria for general education organization: 17. The number of teachers who have passed internship in other regions 18. The number of teachers who have been internship from other regions 19. Place of organization in a regional assessment of the quality of education by
regional (All-Russian) competition for the current year 20. The result of the ege (Medium) in geography 21. The result of GIA (average) in geography 22. The number of student-winners of regional Olympiads, competitions in geography 23. Number of student-winners of All-Russian Olympiads (international

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

Slide 16. Roadmap (action plan) on the implementation andapprobation of the Project Teaching Concept Item"Geography" in the Russian Federation relevance, goals, objectives, prerequisites, directions are available in the application (part of the table on Slide 17. )

View the contents of the presentation
"Obzor"

Project of the scientific and well-founded concept of modernization of content and technologies of teaching the educational subject "Geography"

a brief overview of Skurichina D.A. P.Artyugino

The purpose of geographic education It is the formation of the geographical culture of students as the necessary quality of a person living in the context of a globalized world, as part of universal culture.

Problems of the system of school geographic education and their way overcoming

Problems of personnel character

Technological problems

Significant problems

Motivational problems

The purpose of the Concept: In creating conditions for students with the completed system of geographical knowledge, as well as mastering the system of basic competences

applied Tasks of Geographic Education

theoretical and ideological tasks of geographic education

Basic content lines of the educational subject "geography

Basic School

Senior School (profile level)

Course structure

Senior School (Basic Level

Course structure

Basic School

• Pedagogical technology
• Interactive learning
• Work in small groups (Game technology, dialogue)
• Problem learning.
• Modular learning
• Technology for the development of critical thinking.
• Technology of educational training
• Project technology.
• Information and Communication Technologies

• The teacher reports student training information and determines the paths, shapes, means and methods of mastering and acquiring knowledge and skills, directs research and creative search for students; is an active participant in the formation of their professional choice

Tools and Material Tools Property

• Requirements of GEFs to the results of education (personal, metap loom, subject) for basic general educational programs.
• Requirements for personnel conditions for the implementation of basic general education programs in accordance with GEF.

Training and metodology complex

"Polar Star"

Training and metodology complex

classical Line Publishing Drop

Line of country textbooks "DROFS"

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

factors contributing to increasing

qualities of teaching the subject "Geography",

regional specifics.

• Scientific and educated proposals for the modernization of content and technologies of training in the subject "Geography".

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

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

Geographical Education Concept in High School

School geography is experiencing a very difficult period. Prestige geography falls. Despite the fact that in the basic curriculum, geography is a mandatory subject, the hours of study are reduced.

In society there are deep changes in social and economic life. All this, as well as modern achievements of science, demanded the creation of a new concept of school geography. It is necessary to show the value of geography in the formation of a person, as a unique science, which in the complex shows the unity of nature-society-economy, analyzes causal relations, predicts and offers ways to solve economic, social and environmental problems.

Without geographical knowledge and skills, without understanding the land, as a single whole and at the same time heterogeneous space, without geographic culture is impossible modern activity man.

Goals and tasks of school geographical education

based on a specific geographic material, to form a system of principles and views in relation to Earth, like its home, the only habitat.

based on the integrated approach to create a holistic perception of the world, give an idea of \u200b\u200bgeographic sites and phenomena, their diversity in nature and society, explain their objectivity. Consider each region as a single territorial social system.

special attention to the identification, study, analysis of causal relations. Students should understand that everything in the world is interrelated and interdepended, all objects and phenomena are developing in time and space. Hence the need to consider everything in the historical plan, in development, be able to predict the consequences, to anticipate the emergence of problems, be able to offer their decisions.

geography-science is territorial, so it is necessary to bind all objects, phenomena and processes to a specific place. This determines the need for a skill to use the card as a source of information.

formation of environmental culture, understanding the importance of each person in the system of nature-a society.

The main directions of school geography

Humanitarianization ("Helping"). This is knowledge about the role of outstanding personalities in the development of geography. Consideration of all objects, phenomena, processes in relation to man. The influence of nature on the development of material and spiritual culture, the role of nature in the formation of morality, the national traditions of environmental management and the management of the economy. The role of a person in the formation of modern landscapes.

Local history approach in learning geography is a maximum of attention to its region, ranging from the environment of the school and ending with the territory of its field (region). The knowledge of the actual material on its edge and manifestations of general physico-geographical patterns and causal relationships on a familiar area are included. The introduction of integrated departure courses in the VI-X classes is also proposed.

Ecologization of geography courses based on the education of love and careful attitude towards land as to the house where we live. The main principle: think globally, act locally. The role of every person in solving environmental problems.

Differentiated approach. This is a clear separation of geographic content by levels: for familiarization, basic level, in-depth study. In addition, specialized and specialized courses, blocks, etc., for this you need alternative programs and textbooks.

An integrated approach in learning individual regions based on formed knowledge on general geography.

Structure of school courses

Geography should not be studied in elementary school, because Non-specialists are taught there. They allow mistakes that are difficult to fix it later. In addition, children have the impression that they have already studied, and this reduces interest in geography in high school.

V Class - the course "Environmental science" on a local history basis.

VI Class - Physical Geography of the World. General geographical patterns, concepts, ideas are studied. For continents and oceans, 2-3 hours are given for a general presentation.

VII Class - Physical Geography of Russia. (Nature of Russia).

VIII Class - Economic and Social Geography of Russia.

IX Class - 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 set of textbooks are required in full. Each program should have: Tutorial, Atlas, workbook, toolkit For teacher, contour cards, a book for students, a set of wall cards.

The textbook should be not just a book for reading, but to be a manual for independent work, reflections, the formation of common scientists and special skills and skills.

In the same amount there must be tutorials on their field.

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

Kozarenko A.E.

Place geology
in modern school year geography

Geology Fundamental science, closely associated with geography. Without geological knowledge, the very existence of geography is impossible. The modern appearance of the land can not be explained without a geological past. The lithosphere is the lithogenic basis of the geographic shell. Mountain breeds are the substrate on which various landscapes are formed. They are also an object of human activity, as a result of which environmental catastrophes may occur.

An analysis of modern school programs on geography and relevant textbooks has shown that geological knowledge takes about 5% of the study time allotted by geography. At the same time, for example, the topic "atmosphere" takes 15 20% of the study time. The number and continuity of geological concepts in school courses of geography is shown below.

In the textbooks of the grade VI, there are about 100 geological concepts, of which in VII XI classes are saved from 20 to 50%. In the textbooks of the VII class, the number of geological concepts is somewhat reduced. About 30 60% of these concepts are used in VIII XI classes. The maximum number of geological material falls on the VIII class (about 150). The textbooks of the IX XI classes use mainly the name of minerals (16 40 concepts and minerals)

In all courses of geography and in almost all existing school textbooks, the concepts of minerals, deposits, terms "mineral", "Mountain breed", "Geology" and some others are used. Unfortunately, many concepts disclosed and used in VI class are not used in VII XI classes. In teaching guides on economic geography, the baggage of previous classes is practically not used. It is also necessary to note not only the exhaustion of mineral reserves, but also environmental consequences Anthropogenesis for the lithosphere.

A large number of diverse geography textbooks for high school issued recently reflects the diversity of approaches to teaching geography. However, many of them suffer inaccuracies and even rude mistakes in the presentation of geological knowledge. Often used outdated geological information. For example, it is argued that the achieved stage of the development of the geographic shell ended 570 million years ago. However, a huge role of organisms in the formation of the atmosphere, the hydrosphere and lithosphere in the Precambrian, which was also indicated by V.I. Vernadsky.

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

VI Class.The origin of the Earth as the planet and its inner structure. Major minerals and rocks, gorgeous crop. The concept of geotectonic and its methods. Internal geological processes: magmatism intrusive and effusive (volcanism). Metamorphism. Minerals of magmatic and metamorphic origin. Structural main elements earth crust: continents and oceans, platforms and moving belts. General features of their structure and development. Tectonic cards. External processes: weathered, geological activity of flowing surface water, groundwater, glaciers, winds, sea. Education sediment mountain breeds and essential minerals of sedimentary origin. Participation of living organisms in the formation of earthly crust, atmosphere and hydrosphere.

VII Class. Modern ideas about the structure of the lithosphere and the earth's crust. Types of terrestrial crust. Basic geotectonic hypothesis. Lithospheric plates: mechanism and causes of their movement. Development of moving belts and minority. Destruction of mountains under the influence of external processes. Formation of platforms. The dependence of large form of relief from geological structure Earth crust. Mineral platforms and moving belts. Geological cycle of substance.

VIII. Class. The relief and the structure of the earth's crust of the territory of Russia. Geological summer. Geochronology and stratigraphy. Geochronological table. Geological card and a map of quaternary deposits. The concept of the paleontology and restoration of the physico-geographical settings of the geological past. General patterns of earth development: the frequency and direction of geological processes. Baikal, Caledonian, Gersinsky, Mesozoic and Alpine tectonic cycles. Geological History Russia in neogen and quaternary period. Man like geological force. The concept of the noosphere V.I. Vernadsky.

IX Class. Mineral resources of Russia and the patterns of their distribution. Combustible and ore fossils. Agrochemical and chemical raw materials. Environmental geology An integral part of geoecology. Environmental functions of a lithosphere: resource, geodynamic and geochemical. Ecological geology of Russia.

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

Kornienko E.V.

Moscow, School № 1314

New approach in teaching geography

Volume educational material Every year it increases, and the number of hours is reduced, so learn children in this situation?

The main questions that the geography teacher should answer, considering the next lesson - which mental ability can be formed in children, working with this geographical material, and is there there are thinking abilities that are more adequate to form exactly in geography lessons.

Reflecting on these questions and checking them in practice, I came to the conclusions that I want to introduce you to.

Geography undoubtedly has its place in the general system of school items. By virtue of the current grid of hours in different subjects in different classes, it is from geography (environmental education) a course of natural science begins. And this puts the task to the teacher to teach children to distinguish the subject fields. This is not a trivial task, because In this case, the child must understand that he explores with the teacher and what methods and funds are in the arsenal of this subject. The object of the study is nature, and means - data obtained by physics, chemistry, zoology, which children will begin to engage later. Thus, at the first stage, geography is designed to equip a child with cultural means developed in natural science subjects. This is a system of distinction and bases (parameters) of these differences obtained, primarily in physics. In other words, the student must master the object language and understand the methods for obtaining parameters (temperature, height, speed, etc.). IN pedagogical practice This is called mastering subject matter. But it is not. Recognition occurs beautiful words Real pedagogical activity of another type. To master the concept is, it means that this word has arisen in what real situation and what real situation Due to this managed to resolve. We need to give yourself a report that the teacher, as well, and the methodologists do not possess such knowledge. This is not taught at the university, nor in the Pedia.

Here the teacher opens a colossal field for creativity along with children. Teach a child to own the concepts, and not know a large number of definitions of concepts - this is what the task of geography. In pedagogical activities, it is necessary to strive to create such learning situations in which the student will begin to generate the necessary system of concepts and thereby mastering them.

Methodology for creating such learning situations is engaged in Moscow School No. 1314 (Experimental Methodological College). This methodological form was called a task form of training organization (ZFO).

The main idea of \u200b\u200bgeographic education is to help the child master knowledge, not information. The knowledge is understood not only by the language of the subject, but also an understanding of the specifics of obtaining (a set of measuring instruments) and limiting knowledge (set of models). As an example, I will give 2 models. This is the theory of geosyncline and the theory of movement of lithospheric plates, which teachers are used to explain the relief features and the nature of rocking rocks. Each of the models has its limitations and this also needs to acquaint children.

In the geographical subject, a special mental ability is laid - the ability to make a forecast. Therefore, the main goal of geographic education is to form the ability to forecast. All above is part of Prediction ability.

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

V VI Class - mastering the system of differences and the formation of concepts;

VII class - mastering model representations;

VIII Class - Mastering the ability to forecast

At the same time, every year there is something that is indicated in the previous one, but accents are shifted.

For IX-X classes didactic work, the goal is to work in the formation of design abilities and positional analysis different situations. It is in the courses of economic geography, children should work with knowledge systems of various items, understand their restrictions and be able to use for examplein processes and analyzes.

Lobzhanidze A.A.

k.G.N., MPGU.

President Raug.

About approaches to the formation of modern
geographic Education

The world facing schoolchildren who receive education in the XXI century will be more threatening for later life critically dangerous in terms of state ambient, unpredictable from the point of view of the global economy, which will become more and more competing and interrelated. In this regard, the importance of geographical education, which should undergo certain reform and in connection with the transition to a 12-year school is increasing.

In the modern world, geography, as science is not limited to collecting various information. Geography deals, to a greater extent, with clarifying issues and solving problems than with memorization of isolated facts. Here are the main questions that decide geographers when studying the Earth: "Where is anything?" "Why is it there?" "How is it formed there?" "How does this interact with each other?"

What is a geography like academic discipline? Often it is focused on memorizing the facts and collecting geographic information. In the context of the transition to the new concept of geographic 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 skills in Russian schoolchildren:

respond to geographic issues;

acquire geographic information;

organize (submit) geographic information;

analyze geographic information;

Ability to respond to geographic questionsand today is one of the main skills formed in geography lessons. However, it is important that students independently have developed geographical questions. It is necessary to teach schoolchildren to reflect on possible answers to these questions, because various assumptions lead to the development of hypotheses, and those in turn to the search for geographic information.

Acquisition of geographic information. To respond to geographical questions, schoolchildren must start collecting geographic information

Schoolchildren should be able to collect data from various sources: scientific works, field research materials, periodic print materials, different species Cards, use sources of graphic information, interviews, statistical data.

Sources of geographic information, especially the results of field work performed by students, are important in geographical research of schoolchildren, they awaken their curiosity, and make geography more useful and practically significant ite. This contributes to the active study of the theoretical issues of geography, in order to observe, formulate new issues and problems, strengthens the perception of natural and social processes.

Organization of geographic information. All collected geographical information should be organized and displayed. different ways Through the analysis and interpretation. The data should be systematized and presented in visual (graphic) forms: graphics, charts, tables, photos, cartograms and cards. This approach is especially useful when visual forms manufactured by students are accompanied by oral or written comments. The creative potential of schoolchildren must be fully manifested in the development of various types of cards, graphs and charts (including and electronic). They best reflect the data collected by the student.

Creating your own cards can mean the use of sketches (cardshem), in written works or as a result of observations in the field. For schoolchildren, making card should be the same simple and natural affair as a paragraph recording. Students must be qualified in creating a map symbol, scale use, to be able to critically evaluate the information displayed on the maps.

Analysis of geographic information Includes selection meaningful examples or phenomena in a natural or social environment. Analytical processes lead to answers to questions, which first made the purpose of the study and should lead to the development of geographical models and generalizations. Development of generalizations and conclusions based on collected, organized and analyzed data are the top of the studies of the student.

The skills associated with the response to geographical questions include the ability to draw conclusions based on information obtained in graphical form (card, tables, graphs) or in oral and written responses.

In the development of answers to geographical issues, scale is important. This skill includes the ability to distinguish generalizations that are used at the local level from those that are used at the global level of the problem.

The development of generalizations requires that schoolchildren use the information that themselves collected, processed, and analyzed. Generalizations can be made using inductive or deductive argument. Inductive reasoning requires schoolchildren to synthesize geographic information to answer questions and draw conclusions. The deductive reasoning requires that schoolchildren identify questions, collected and evaluated evidence, revealed whether the generalizations are appropriate, checking them in real work.

Schoolchildren, during a geographical study, must master the civil position, spreading the results of their own research on real actions in a natural social environment. If the schoolboy is able to associate the results that respond to geographical issues with life, then this is the ability of this citizen.

Geographical information can be represented as an artistic or literary work, games or video. Computer multimedia programs and international computer network "Internet" are a wide possibility of obtaining modern geographical information. The choice of optimal means of providing responses to geographical questions An important skill for schoolchildren. It is important that students understand that there are alternative ways to obtain geographic information, they were able to use them.

Results of licensing educational activities, certification, state accreditation and inspection educational institutions and municipal education management bodies Chelyabinsk region For 2001-2002 academic year

New geographic education concept

in high school in Russia

Unfortunately, schoolchildren's interest in geography steadily falls. School geography does not ensure the formation of the geographic, political, economic, environmental culture of children. Goggling rating is extremely low. Such a mood of schoolchildren shared, as neither sad, and many adults. If only you need to take school hours from somewhere to pick up the training hours in the interests of a "fashionable" subject, then it suffers first of all, geography. The non-priority attitude towards geography is also characteristic of some people standing at the steering wheel of domestic education. There are in mind the Moscow Committee of Education, which was trying to exclude in general geography from the VI and X classes, some employees of the Ministry of Education and others.

The question arises why the geography turns into an unloved school subject. The answer, in my opinion, is a triune character: over the past 10-20 years, radically:

the world has changed, including our country;

children changed;

the geographic science itself has changed.

At the same time, the average geographical education is at its base for many years, although "cosmetic repair", of course, was carried out: something was cleaned, something was added, accents changed somewhere.

Therefore, we are extremely necessary for a new federal concept, a new strategy for the development of medium geographic education, which has been 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 medium geographicaleducation can be proceeding with the development of state standards,new programs, textbooks, etc., but in no way vice versahow they are trying to do now. In addition, the new concept should take into account the global experience in the development of geographical education focused in the relevant documents of the International Geographical Union.

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

1. The whole course of geography is overly difficult, stretched and academic; It does not correspond to the age-related features of children. There are many repeats in it, many are quite complex and at the same time minor for schoolboy questions.

2. For children, there is an extremely painful transition from primitive environmental education in the V class to a very complex course of general physical geography in the VI class.

3. There is a "abyss" between the physical geography studied in VI VIII classes, and the economic and social geography studied in the IX X classes.

4. The courses of the physical and economic geography of Russia are too separate, they seem to pull up Russia from the world community, are given in the separation from global processes and phenomena. There is no one of the fundamental principles of geographic research: comparison. This refers to the comparison of processes and phenomena in Russia with similar manifestations in various regions of the world. This approach is the inertia of old thinking when former USSR I existed in a closed block system.

5. The course of the economic and social geography of the world, on the contrary, is given without Russia, which in conditions of increasing integration processes, the entry of Russia into the world economy, also causes serious doubts.

6. Geography courses are oversaturated with rather narrow questions, while such priority areas as country studies, geoecology, geopolitics, globalide, the concept of sustainable development and a number of others are extremely weak.

7. Geography courses in no way agree with the global experience of geographic education.

8. Textbooks on geography are objectively very good, but they do not correspond to neither the level nor the needs of the average Russian schoolboy, which, 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 former socialist countries) have undergone fundamental changes.

Given the above disadvantages, the following conceptual structure of medium geographical education is proposed (for a 12-year school).

1. In order to ensure a painless transition from elementary school To study geography, like science, it is proposed to begin studying geography at high age, and it is desirable to "build" a kind of "bridge" from primitive environmental education to very difficult issues of geography, while at the same time interested in children and taking them to work with cards. As such a bridge inVII The class is offered the course "History of geographic ideas and discoveries".Along the way, we note that such an essential cultural layer as history geographic discoveries And the settlement of the Earth in geography and history courses is given superficially, without any system.

2. At older, i.e. inVIII. The class is offered the course "General Region",significantly simplified compared to the current program, where common physico-geographical concepts are given for three years.

3. INIX X. Classes are offered an integrated course "Country studies",within which the topic is envisaged "Russia" (entirelyX. class). It studies both individual regions and some countries playing a significant role in international relations or something allocated among other countries. In each region, nature, population, its traditions, life, economy, social problems will be studied. At the same time, the emphasis will be made on the most characteristic features inherent in this region. Of course, the physico-geographical and economic and geographical components in the consideration of Russia are reduced and, on the contrary, the ethnographic, geopolitical, geodogramographic, geoecological and socio-geographic components are increasing. The main force of this course is its complexity so that the schoolboy felt the "portrait" of the region or the country, and the priority, naturally, is given to Russia.

4. B. XI and partly B.XII. Classes are offered a significantly more complex course - "Geography of the Modern World". Unlike the existing course "Economic and Social Geography of the World", the proposed picture of the world is given through the prism global problemsAt the same time, Russia is full, if neither the main thing, the participant of this "painting". In this course, industry and regional components will be significantly reduced. Simultaneously strengthened problem, even philosophical issues that exciting humanity. 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 of the controversial world, where Russia occupies its decent place. Having studied the course of geography, the schoolboy must feel not only a citizen of 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 eliminated; Starting from the IX class, the children actually study simply "geography", while its social vector is clearly enhanced. And finally, the concept implies the creation of relevant programs and textbooks. They should be easier, more intelligible. More colorful bright cards, diagrams, graphs, tables, photos, drawings, and even comics.

The total number of hours of geography - 374 hours - compared with the current program has not changed. This concept is proposed as an alternative.

Zorin Yu.V.

teacher researcher
school number 102, Perm

To the question of the concept of updating geographic education
in the Russian school on the threshold of the XXI century

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

Geography is a classic school discipline involved in the formation of the scientific picture of the world of the Earth. In the same time distinctive features Geography are wide coverage of problems, interdisciplinary and methodology that is viewed from natural to public sciences.

Thus, in the conditions of modern school, geography should be the link, almost the only one that helps students to realize the close relationship of natural and public disciplines, nature and society as a whole.

The structure of school geography should help solve these problems.

The study of geography should help changing students' consciousness, rethinking personal responsibility for everything that happens in this world.

The update of the content of geographic education should begin with elementary school. Children are open to new knowledge and skills, which is why the study of other peoples, their culture, lifestyle, accommodation seats should begin at this stage, naturally on an affordable child-descriptively generated level.

Special attention should be paid to the subject studied in IV (V) classes. It should be saturated with its geographic information. Perhaps it is in this course that schoolchildren must start a familiarity with the history of geographic discoveries, research of our planet.

The further learning structure can be submitted in the following form:

In the VI class, on the basis of the local history material, students are familiar with students with elements of the geographic shell and a geographic map.

In the VII class, the study of the geography of Russia begins and at the same time continues the study of the foundations of general landmark on examples associated with its country.

VIII-IX classes. The study of the mainland, oceans, countries of the world according to the territorial principle. The characteristics of the characteristics of nature, resources, the population, lifestyle, households, both individual regions and individual states is given.

At the beginning of the course should be given a certain theoretical Materialwho should help the best learning of some issues of economic and social geography.

In grade 10, it seems to me that a course of the type offered by V. Gorbanev (Geography in School, No. 6, 1996, under the conditional name "Modern World"). In general, among other things, students will receive ideas about the subjects not studied in most schools, for example, sociology, political science, etc., which will help them in the future choices of the profession.

Such a course, I lead this year in the XI class of school No. 102. Perm for students in depths engaged in geography on the program compiled by me.

The course is called "Territorial Organization of Society Life". The course program was approved by Dr. N., head. Department of Economic and Social Geography of Perm State University Sharygin.

I really wanted a place for geography and in the graduation xi class. It suggests a course that generalizes all studied earlier at a higher theoretical level. Such a course would help to form the scientific worldview of schoolchildren. It would create a holistic idea of \u200b\u200bthe laws of accommodation of the economy and society, the role of geographic sciences in the optimization of human and nature relations.

Ivanov Yu.P.

Pedigrement Institute, Novokuznetsk

Modern problems
school geographic education

Modern geographic science is experiencing a revolutionary information coup, enhanced by other NTR achievements. There is a rethinking place of geography among other sciences about Earth, restructuring its theoretical base. Revolutionary transformations in geography are far from being completed, and the coming millennium is likely to be marked by large discoveries in geographic science, in particular at the junction of geography with biology, chemistry, physics, ecology, astronomy, psychology, medicine and other sciences. "Numbness" geographic science We are conflict with the circle of its interests. Thanks to the versatile studies, the geography comicness has become more obvious.

School course "Geography" is experiencing a rapid transformation, which is predominantly due to the overall rebuilding of the education system. The meaningful plan of school geography is largely the same. The descriptive-explanatory direction of school geography remains dominant.

Activity approach in teaching geography, started by Sukhov V.P. (1997), finds more and more supporters every year. However, the methodological security of the educational process remains extremely unsatisfactory. Personality-oriented training as if by tangent by school geography, which indicates that the revaluation of values \u200b\u200brelated to reoriented learning is largely yet completed. School geography remains still not a means of knowledge of the students of the surrounding world, but by the subject of the schoolchild, information about geographical objects, phenomena, processes. The traditional installation of students on the principle "We are taught" inhibits their cognitive activity. The knowledge gained does not become part of the student's personality, so it is easily forgotten. Calls of enthusiasts for the transformation of the educational process in research activities remain in many ways unclaimed, as many are incomprehensible, for which it is necessary. "Any attempt of the teacher's caregiver to make knowledge and moral standards in the child, bypassing the child's own activities for mastering them, undermines the foundations of the healthy mental and moral development of the child, the upbringing of his personal properties and qualities" (1).

New tasks cannot be solved by old methods. The purpose of the school is the development of the personality. It became an axiom, but did she mean? Personality is brought up with a person, therefore, arguing about the developing personality of the student, we should not forget about the educational personality of the teacher himself. Geography teacher not only sets out the material how many knowledge is organized. This leads to the need to revise programs, textbooks, the entire educational and methodological complex on geography. There are big problems in connection with the preparation and retraining of teachers of geography, as well as teachers of pedavis.

A dynamically developing system of education and revolutionary changes in geographic science leads to the fact that the training tools in many respects have time to obstruct still at the production stage. You can add the flow of information that increases every year with which the teacher has to work with.

The functions of the teacher complicated: a personal-oriented approach involves consideration of the individuality of each student, which causes difficulties with traditional means of teaching geography. In class lessons often face processes and objects unfamiliar in their immediate sensations. Knowledge, unshameded by emotions, are perceived superficially, do not cause interest, so do not become part of their personality.

The above problems can be solved with the help of new information funds Learning, which is currently used only in part. The paradox of the situation is that in Russia there are practically no manufacturers of training programs on geography. Only "pirated" encyclopedia-directories, collections of primitive cards, illustrations of the most general content are known.

On EGP NGPI since 1995 Work is underway to create an electronic textbook geography. As a result of 3 years of work, a working model of an electronic textbook was created. It was put in his framework a textbook manuscript initial course Geography Sukhova V.P., the reduced version of which is already published in the publishing house "Enlightenment".

During a small experiment (School No. 8, Novokuznetsk) we received the first results of the application of the electronic textbook of geography. In particular, it was established that the impact of the "revived" geography of the planet with the help of multimedia tools is very large. For example, students were given the possibility of observing the dynamics of the ozone hole over Antarctic in various rays of the spectrum.

"A bad teacher presents the truth, and good teaches to find it" this statement of A. Dierweg is known to everyone. However, is it used in relation to school geography fully? "Nomenclature" direction of school geography, which is sharply criticized by V.P. Semenov-Tian-Shansky, still has a very strong position.

The appeal to the personality of the student cannot lean to the realization of the ideas of developing learning in the lessons of geography. The amount of knowledge given by the disciple outside his activities, without taking into account its "internal" content, cannot lead to the development of personal qualities, the more creative abilities of the schoolchildren. The purpose of the modern school is not so much enrichment of knowledge, how much mastery of activities. In regulatory documents, still invisibly acting the situation "Students should know and be able to". Is it not like an echo of the old political system? It's time to understand a student should nothing.

For the successful cognitive activity of students, firstly, their natural initial interest in the world around the world to transform the personal conviction of his active knowledge. The principle of "small geographical discoveries", discoveries not for the sake of evaluation, but "for themselves," must be fundamental in the new concept of school geographical education.

But what do you want to study students in the lessons of geography, and in what form? How do the educational and educational motifs of students change with age, as their activity affect the "small geography" factor, the identity of the teacher himself? Research capable of responding completely to these and other issues, very acutely standing in school geography, is not currently carried out. Without the participation of most geography teachers in research on developing and experimental testing the main provisions of the new concept of school geography, these problems are unresolutes.

Literature

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

Ivanova T.V.
methodist CRO, Vyborg
Epstein E.A.
school teacher 1243, Moscow

Why hold today
School Geographical Olympiads

School Geographical Olympiad, for what, for what purpose, it is now necessary to conduct it?

This question has three levels of responses. One-in terms of geography teachers; another, from the point of view of students; Third-in terms of all levels of education management.

The separation of these levels allows you to better understand the functions performed by geographic Olympiads and give a scientifically based answer to the question regarding the role of school geographical Olympiads.

From the point of view of teachers, we see three main functions:

1) stimulation of schoolchildren interest in geography;

2) identification of students interested in geography to improve the qualitative composition of applicants of geographical faculties and economic faculties of higher educational institutions;

3) definition most typical mistakesallowed by schoolchildren to adjust the methods of their teaching.

From the point of view of students, you can talk about two main functions of Olympiad:

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

identifying your suitability to a particular activity.

From the point of view of education authorities, you can allocate two main functions of school Olympiads:

1) Fiscal, which makes it possible to receive an objective assessment on the quality of the work of teachers (at the level of the School Director), schools (at the level of district education and urban education), territorial departments of education (at the level of the Ministry of Education of Russia;

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

It is clear from what is clear that the geographical Olympics (as in other subjects) can not be a particular business of the teacher, the director of the school or territorial management Education. Olympiads must be a mandatory element public Policy in the development and management of school education. And this means:

1) the obligation of the Olympics on the existing list of objects in each school;

2) the unity of the methodology for building issues with the simultaneous diversity of the nature of the formed olympic issues, based on the specifics of the territory;

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

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

5) We consider unacceptable, to combine questions in one parallel for 8-9 gras, as well as 10-11x classes, except may be the All-Russian Olympiad, because the level of preparation of some and other different;

based on the foregoing, we believe that a clear stable state of the Olympics for the level of school, district, city, similar to the existing provisions on the Olympiad in the regional and federal levels;

7) It seems to us that it is necessary to recommend the organizers of the Olympiad to provide information to local seal of the Olympiads conducted and their winners in order to once again pay attention to the higher bodies on the activities of educational institutions and the most important thing that students felt the attention of society.

At the same time, it is impossible to turn the analysis of olympiad works in a double, punishing teachers. It is important to always distinguish the causes of students' errors - participants of the Olympiad.

low quality teaching specific teacher;

low level of material and technical base of teaching geography at a specific school (lack of textbooks, atlases);

funding to improve the qualifications of teachers);

frequent teacher disease or his children;

level mental Development the main contingent of students in this school, and its ability to master the modern school program on geography;

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

officers of Samoa school programthat does not aims teachers to hold practical work Generalizing character, namely, questions for generalization are most common at the Olympics and the answers to them cause the greatest difficulties at the overwhelming part of schoolchildren.

All this must be taken into account in the Regulations on School Geographical Olympiads. In particular, it should be stipulated:

who can be the organizers of the Olympiad of different levels And who should make questions for each of these levels;

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

how to analyze the results of the Olympiad for the formation of the formation of various territorial levels. At the same time consider modern condition The material and technical base of schools of different types of schools in various regions of Russia, as well as in terms of the quality of school programs.

The position should indicate the obligation to bring to the attention of geography teachers of geographical Olympiads, analysis of results and existing suggestions for improving the methods of overcoming different levels and the content of school programs.

In addition, it should be officially addicted to teachers with requests for the transfer of their proposals to the organizing committees to improve the teaching of geography and the Olympiads themselves.

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

In early November, the Second All-Russian Congress of Teachers of Geography was held at the Lomonosov Corps of the Moscow State University named after M.V. Lomonosov.
More than 550 teachers of geography, methodologists, teachers took part in the congress. higher School, representatives of the regional offices of the Russian Geographical Society, the Russian Association of Geography Teachers from all subjects of our country.
From the Kaluga region at the congress worked by the head of the Department of Geography KSU. K.E. Tsiolkovsky O.I. Alienikov, teacher of the village of the Nizhny Joke of the Kozelsky district of the Kaluga region, the winner of the competition "Teacher of the Year - 2016" in the Kaluga region B.M. Sergeev and our countryman, the Geography Teacher of the Kremen School, Deputy Chairman of the Association of Teachers Geography of the Kaluga region E.A. Krasnov.
The organizers of the Second All-Russian Congress of Teachers Geography made Moscow state University named after M.V. Lomonosov, Ministry of Education and Science of the Russian Federation, Russian Geographical Society, Russian Academy of Education and Russian Association of Geography Teachers. The main theme of the congress was the discussion of the concept of developing geographic education in Russia.
Opening the Congress, Rector of Moscow State University, Academician RAS V.A. Sadovnichi acknowledged: "Above the geography hung a threat due to ill-conceived reforms at school. At the same time, geography was and remains the subject forming a person's consciousness and his attitude to life. Geography as science forms consciousness and attitude of a person to life. Every second of your life we \u200b\u200bare in this environment - in the environment of nature, in the human environment, and all this requires a deep study, fundamental knowledge. "
President of the Russian Association of Teachers Geography, Head of the Department of Economic and Social Geography, Doctor pedagogical Sciences, Professor MPGU A.A. Lobjanidze introduced the participants in the congress with the results of the discussion of the main provisions of the concept of geographical education in
Regional offices Rena.
Head of the Federal Service for Supervision in the field of education and science S.S. Kravtsov noted that geography for surchase EGE Choose a small percentage of graduates, and in 2016 year of ege Delivered only about 18 thousand schoolchildren, or 3% of the participants of the exam. In that academic year All-Russian inspection work on geography in 11 classes on a voluntary basis are planned.
First Vice-President of the RGO, President of the Geographical Faculty of Moscow State University named after M.V. Lomonosov, Academician RAS N.S. Kasimov also spoke of the work of regional branches of the RGO on the discussion of the main provisions of this concept.
After the plenary session in the work of eleven round tables, a discussion was conducted on the main provisions of the draft concept of geographic education in Russian Federation: Modernization of the content of geographic education, problems of teaching geography, system additional education and school geography, geographical education and popularization of geography, the quality assessment system of geographical education, etc.
On the second, final, the day of the congress of the plenary session, which was also opened by the rector of Moscow State University V.A. Sadovniki, the President of the Russian Geographical Society S.K. Shuigu was performed before the participants of the congress. He noted the importance of the participation of the scientific, expert and pedagogical community in the work on the project and the role of the RGO in popularizing geography in the youth environment. Also S.K. Shoyuhu reminded all delegates and participants of the congress on holding on November 20, 2016 of the All-Russian dictation on geography, called for everyone to accept active participation In the course of its preparation and conduct.
The role of the object of geography in the formation of the personality and the general identity and the need to create well-equipped geography in schools was noted by the Minister of Education and Science of the Russian Federation O. Yu.Vasilyeva. She also supported the initiative of the introduction of a compulsory geography exam in the 9th and 11th grades and stressed the importance of conducting All-Russian inspection work on geography in general educational institutions.
In conclusion, the first vice-president of the RGO, Academician RAS N.S. Kasimov read out the resolution of the congress on the adoption of the concept of geographical education. According to the results of the work, delegates and the participants of the congress adopted it unanimously.
Geography is an important subject in the program of the modern school, which allows students to form students an understanding of the integrity of the modern world, to study nature in the aggregate of natural complexes, various industries, economic and
Geographical features and global problems. Let's hope that the past congress will help school geography to gain her former high status, and for our schoolchildren to become the most exciting, useful and relevant school subject.

Teachers discussed the concept of geographical education

November 2, 2016 in Moscow State University named after M.V. Lomonosov began the work of the Second All-Russian Congress of Geography Teachers, organized by Moscow State University named after M.V. Lomonosov together with the Ministry of Education and Science of Russia, the Russian Geographical Society, the Russian Academy of Education and the Russian Association of Geography Teachers. More than five hundred geography teachers and methodists from all regions, among which laureates of regional teaching competitions, nominees of the grants of the President of Russia in the field of education, the winners mentors All-Russian Olympiad Schoolchildren in geography, gathered at Moscow University.

Before the participants and delegates of the congress, the task was to discuss the project "The Concept for the Development of General Geographical Education in the Russian Federation", to make their comments and suggestions - so that the final version to submit to the government. It should be noted that the discussion of the document has been continuing for several months - both on the Internet and within the framework of seminars and other events. During this time, more than 500 amendments arrived in the address of the developers. How were they taken into account in the version of the document that was presented at the Congress? Some participants and delegates noted that their comments were not taken into account when refining, and the questions that would be worried and remained unanswered.

The main difference of the concept presented at the congress from the initial is that the latest version has focused on learning geography at school (the initial project considered all levels of geographic education - from preschool to the highest).

Increase the number of hours and enter mandatory exams

At the Congress, the discussion took place within round tables and sections, the subject of which reflected the main directions of the concept of the concept - from the modernization of the content of geographic education and modern educational technologies In the teaching of the subject, to the training system and advanced training of teachers and the popularization of geography.

The main concern of teachers is connected with the fact that last years Geography at school has become a secondary subject. The insufficient number of hours is given to its study - for example, in 5-6 classes - 1 hour per week. During this time, according to teachers, it is impossible to lay the foundation for knowledge and instill love for the subject. The ineffectiveness of one-hour courses has long been proven: children quickly forget information obtained in such a volume.

The concept offers different options for the distribution of the time to study the subject, including educational institutions it is recommended to form curricula according to the scheme: in 6-9 classes - 2 hours a week, in 8-9 classes - 1 hour per week to study the additional course "Geography of the native land"; in high school on basic level Include geography as a mandatory academic subject in a volume of at least 2 hours in grade 10 and 1 hour - in the 11th. The concept is also proposed to significantly expand the number of universities and areas of preparation that accept as a mandatory eg on geography.

Currently, such universities are very few, because of what the EGE on geography, according to Rosobrnadzor, in 2016, only about 18 thousand graduates were handed over (less than 3% of the total). For comparison: social studies have chosen about half of school graduates, since the exam on this discipline is required when admission to most of the economic and legal specialties, so popular among applicants.

Atlas 1 part of the course "Geography of Russia. Nature. The population "is intended for students of 8 classes of general educational institutions. The atlas presents sections: geographical position Russia, the formation and study of the territory of the state, relief and mineral resourcesClimate, Water Resources, Environmental Protection and Population. For visual analysis of statistical data and increasing the visibility of the information displayed, there are cards-anamphosis in the atlas. Atlas forms a holistic geographical image of Russia. The content of the atlas complies with the federal component of the educational standard.

Another measure, which, in the opinion of the authors of the Concept, should solve the problem of attracting attention to geography and strengthening its role - this is the introduction of mandatory OGE and EGE on geography. By the way, the Minister of Education and Science Olga Vasilyev, who spent on the second day of the congress, approved this initiative, noting that it should be discussed in detail, including from the point of view of financing.

"The obligations will not help"

True, many specialists are skeptical about the proposals listed. Thus, Academician RAO, editor-in-chief of the journal "Geography at School" Mikhail Viktorovich Ryzhakov draws attention to the fact that "in accordance with the law" On Education in the Russian Federation "and GEF, the content of education is determined by the participants in the educational process on their own, and the decrease in the watches on geography testifies First of all, that school administrations do not see much benefit from learning this discipline. "

"The introduction of mandatory OGE and the EGE will also do not help - the cardinal changes in the structure and content of the school course are required," I am convinced by M. V. Ryzhakov. In his opinion, "today it is very difficult to write the subject, the material of which is overloaded and is often incomprehensible to even good disciples." This position is shared by teachers - practitioners who in their speeches on the sections of the congress were told that the complexity of the material under study does not correspond to the age-related features of students, and it dismisses interest in the subject.Much depends on textbooks that should be written available, bright language. Teachers offered to develop uniform approaches to the creation ; clarify the list of topics required to study on this subject; Cohere scientific interpretations of problematic issues.

No less important question It is how to motivate students to explore geography and prove the need for this subject in further life.

How to make geography interesting and popular?

An interesting discussion was launched on this topic, in which, along with teachers, famous TV hosts Anastasia Chernobrovina and Valdis Pelsh, the chief editor of the TV channel "My Planet" Nikolai Tabashnikov and other representatives of the mass media. They shared their vision of how to make geography with an exciting and demanded subject. To do this, it is necessary to use all possible means - from traditional (fiction on travel, popular science and documentaries About Nature) to modern - such as remote lessons, interactive learning techniques. And yet, by a general opinion, no computer technologies will not replace living experiences that children can get during travel, excursions, trips through their native country. True, it is becoming increasingly difficult to implement this in practice due to financial expenses and administrative obstacles related to ensuring the safety of children.

Everything starts with the teacher

But teachers enthusiasts manage to successfully overcome these barriers. As the Honored Teacher of the Russian Federation, Igor Shidlovsky, in the metropolitan school number 1282, where he works, training expeditions are held regularly - both in Moscow and abroad. Moreover, students are not just walking around cities and weighs, but perform the specific tasks of the teacher, associated not only with the study of geography, but also other objects - history, literature, biology.

"We need to return to educational expeditions and integrate geography with other disciplines," Igor Shidlovsky is convinced. - In such travel, children will learn about culture, history, nature of the native land. Today, children have scattered knowledge for each subject, and geography all around himself unites and creates a holistic picture of the world. " Geography Teacher from Sarov Nizhny Novgorod Region Natalya Tsvetkov proposed to write down the requirements for the compulsory expeditions, excursions, organizations practical training In the process of studying geography. According to her, as long as these activities exist only at the recommendation level, time and money on their holding have to look for teachers themselves.

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

According to the general opinion, only a qualified, who knows the teacher who loving his subject is capable of instilling interest in geography. However, as noted by the participants of the congress, about two thirds of teachers of geography in the regions do not have a profile education. Budget reception The geographical faculties of pedavuses are minimal and amounts to 5 places in some regions, and even this minimum stands out not every year. Preparation on advanced training courses also does not always meet modern requirements.

Questions without answers, or a set of good wishes

At the same time, there is no clear answer to the question of how to effectively solve these problems. For example, it is proposed to "implement a system of measures aimed at preserving and reproducing the personnel potential of teachers of geography: awards and stimulating grants for teachers who demonstrate outstanding success in teaching geography; Implement programs for logistical incentives (equipping the cabinets of geography) of educational institutions showing the best results in training "etc. It is not specified to which funds these plans will be carried out.

The document does not give a clear answer to the question of how the structure and content of the school year of geography should be reformed - only the lag of school geographical courses from modern achievements In the field of geographic science, and how this lag will overcome, it is unclear. All this turns the concept into a set of good wishes and recommendations that are not secured by specific sources of financing and a clear strategy of further actions. Despite similar substantive disadvantages, the concept is planned to make as soon as possible to the government - the Minister of Defense, the President of the Russian Geographical Society Sergey Shoigu, and Olga Vasilyeva, and completing the work of the congress.

As the Minister of Education and Science emphasized, "the developed draft concept should be the basis of systemic changes in school geographical education, which have long been called."

But what do experts think about the last congress and about the concept

Victor Drontov, Corresponding Member RAO, author of the UMC on geography: "The concept needs to be refineed - since some of its provisions are incorrectly formulated from the point of view of existing documents. For example, such concepts as the "minimum of education" and the "basic curriculum" went into the past along with the introduction of GEF. The mention of them in the text of the document suggests that the developers do not quite take into account educational situationin which the concept must be implemented. How these archaisms remained in the text of the document after numerous edits, it is incomprehensible to me. In general, it is not clear why, without introducing new school standards to the end, we took up the development of concepts on subjects, because in the form in which they are accepted, they revive the old disease of our school - subject system, which contradicts the meta-read ideology of GEF. The concept also needs to be supplemented with a document on the creation approaches. new umk By geography (these issues in the document are illuminated fragmentary and separately). "

Inna Shimlin, Dean of the Natural Geographical Faculty of Novokuznetsk branch of the Kemerovo State University: "There are two concepts in the concept -" Geographical Education "and" Geographical Enlightenment ". The first is addressed to schoolchildren and students, the second - wide segments of the population. The content of geographic education in the document is not regulated, it is not said, in which it should be the volume, what kind of level it should meet whether the geography will be divided into physical and economic or we are talking about a comprehensive study. And there are a lot of such indished moments. Before writing a concept, you need to answer the question: what results do we want to obtain results from its implementation? This question does not give the authors of the answer document - despite the fact that all modern education Focus on the results prescribed in standards. The concept must be refined and discussing again. " "The congress made an ambiguous impression. Of course, it is good that thanks to this event of the teacher, the Methodists got the opportunity to meet and communicate, and as for the main topic - concepts, then I experienced some disappointment. The task of the congress should be not the adoption of the concept, but an interesting, bright, professional discussion of the document. However, from the very beginning of the work of the congress, its participants and delegates, the organizers of this event made it clear that the concept would be adopted regardless of the results of the upcoming discussions. The concept was discussed for a long time, there were a lot of disputes, proposals, critical comments made by many teachers, methodologists, scientists. But, according to the recognition of very many discussion participants, they (suggestions) were not simply not included in the option presented at the congress, but, as if not considered. I agree with the opinion of M.V. Ryzhakova, that the concept does not reflect the achievements in the field of teaching the school course of geography, that many important ideas of geographical education are considered in the current concept as "from pure sheet." It is important that the congress sounded serious and most importantly, argued comments on the structure of the concept and in its content. And these were comments to the essential, and not only stylistic.

It is sad that even in the final speech by N.S. Kasimov, before the vote, it was not determined what such "general geographical education" is, whether it is synonymous with "school geographical education". And it is strange, since from the very beginning at different stages discussed the "concept of geographical education ...", then a "concept of general geographic education" appeared. These inaccuracies are extremely significant. It remained incomprehensible who had the right to vote for the adoption of the document being discussed: only the delegates of the congress or delegates and participants? In the latter case, it is not clear what the status of the audience differed? And most importantly, as a result, participants and delegates of the congress were accepted: the resolution of the congress (but its text was not read) or the project of the concept (then what option, with what amendments)? Unfortunately questions more than answers. It is a pity that continuity with the previous congress was not traced at the congress: there was no conversation about what was done on solutions adopted at the congress, which was not and for what reasons. It seems that such an analysis could be the basis of a more substantive conversation about the new concept. It is a pity that they did not remember, they did not honor the memory of those who left over the years - V.P. Maksakovsky, G.I. Kotelnikov and others. I sincerely congratulate Teachers and Methodists awarded by the Mrudes of the RGO. Do not detracting the merit of the awarded, as sincerely perplexed: why so little (!) Teachers and methodists, whose work is noted and seen at least a diploma. Is there really no other worthy in the hall? Of course, there were, and not one dozen. It remains only to rejoice in the meetings with colleagues. "