The Concept of Geographical Education in the Russian Federation was adopted. What will the new concept of geography lead to? How many educational functions does the concept of geographical education include

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

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

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

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

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

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

Changes in tools and methods Many learning tools have been transferred to electronic media, they expand opportunities in the organization cognitive activity study. Teaching methods have moved into the category of pedagogical technologies, which requires the correlation of lesson objectives with the assessment of learning outcomes. Introduction to the exam in geography.

Negative aspects of the modernization of education The variability of education has led to the creation of several programs and many textbooks. The strengthening of complex country studies can lead to a decrease in the scientific level of the subject, the foundations of science are replaced by a descriptive approach. Ability to show on screen most the content of the subject limits the practical activities of students in the environment.

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

Formation of the geographical picture of the world Understanding the integrity of the surrounding world; Ability to think comprehensively; Formation of cartographic literacy. The textbook implements elements of this culture: The scientific basis of the content is preserved. Strengthened connection with the previous elementary geography course.

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

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

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

Practical orientation .. Practical work - component contents of school geography. When performing them, geography methods are used: cartographic, comparative, descriptive, etc. Match the precipitation diagram to the climatic zone

Practical activities are provided with: a) textbook assignments; b) study notebooks; c) workshops; d) tasks for contour maps The teacher has the right to choose the number and nature practical work schoolchildren to achieve practical results. (GSh, g., p. 67).

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

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

Criteria for selecting countries Size of territory and population Peculiarities of the GP Character of the social system Historical and geographical features Peculiarities of nature and resources Population and economic activity New developments in nature and economy Contribution to world civilization.

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

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

Country Study Techniques When Considering common features the nature of the Earth and the continents mention the names of the country, their GP When studying the components of the nature of the continents, overlay the political map on the thematic ones. Compile comprehensive descriptions and characteristics of countries using various sources of information.

New concept of geographical education

in Russian high school

Unfortunately, the interest of schoolchildren in geography is steadily declining. School geography does not ensure the formation of geographical, political, economic, ecological culture of children. The geography rating at the school is extremely low. This attitude of schoolchildren is shared, sadly, by many adults. If you only need to pick up teaching hours from somewhere in the school in the interests of one or another “fashionable” subject, then geography suffers, first of all. A non-priority attitude to geography is also characteristic of some people who are at the helm of national education. This refers to the Moscow Committee of Education, which tried to exclude geography altogether from the VI and X classes, some employees of the Ministry of Education and others.

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

the world has changed, including our country;

children have changed;

geographical science itself has changed.

At the same time, secondary geography education has basically not changed for many decades, although “redecoration”, of course, was carried out: something was removed, something was added, accents were changed somewhere.

Therefore, we urgently need a new federal concept, a new strategy for the development of secondary geographical education, which is fundamentally 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 the average geographiceducation, it will be possible to start developing state standards,new programs, textbooks, etc., but in no case vice versa as they are trying to do now. In addition, the new concept should take into account the world experience in the development of geographical education, focused in the relevant documents of the International Geographical Union.

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

1. The whole course of geography is excessively heavy, drawn out and academic; it doesn't match age characteristics children. It has a lot of repetitions, a lot of rather complex and at the same time secondary questions for a student.

2. For children, the transition from primitive natural history in the fifth grade to a very complex course in general physical geography in the sixth grade is extremely painful.

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

4. The courses of the physical and economic geography of Russia are too isolated, they seem to pull Russia out of the world community, are given in isolation from world processes and phenomena. Missing one of the fundamental principles geographical 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 the old thinking, when former USSR existed in a closed block system.

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

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

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

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

Given the shortcomings outlined, the following conceptual structure of secondary geographical education (for a 12-year school) is proposed.

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

2. At an older age, i.e. VVIIIthe class is offered the course “General Geography”, significantly simplified in comparison with the current program, where general physical and geographical concepts are given over the course of three years.

3. INIX Xclasses are offered an integrated course "Country Studies", within which the theme "Russia" (wholeXClass). It examines both individual regions and some countries that play a significant role in international relations or something different from other countries. Nature, population, its traditions, way of life, economy, social problems will be studied in each region. The emphasis will be on the most salient features inherent in this region. Undoubtedly, when considering Russia, the physical-geographical and economic-geographical components are reduced and, conversely, the ethnographic, geopolitical, geodemographic, geoecological and socio-geographical components are intensified. The main strength of this course is its complexity so that the student feels the "portrait" of the region or country, while priority, of course, is given to Russia.

4. In XIand partly inXIIclasses, a much more complex course is offered - “Geography of the Modern World”. Unlike current course“The economic and social geography of the world”, the proposed picture of the world is given through the prism of global problems, while Russia is a full, if not the main, participant in this “picture”. In this course, sectoral and regional components will be significantly reduced. At the same time, problematic, even philosophical questions that concern humanity are intensifying. The last two courses - "Country Studies" and "Geography of the Modern World" are based on the conceptual idea of ​​a single, indivisible and at the same time contradictory world, where Russia takes its rightful place. Having studied a geography course, a student should feel like not only a citizen of an open, free Russia, but also a citizen of the planet, responsible for its safe and “sustainable” future. The gap between physical and economic geography; starting from the ninth grade, children actually study just “geography”, while its social vector is clearly enhanced. And, finally, the concept implies the creation of appropriate programs and textbooks. They should be simpler, more intelligible. More colorful vibrant maps, charts, graphs, tables, photos, drawings and even comics.

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

Zorin Yu.V.

research teacher
school number 102, Perm

On the issue of the concept of updating geographical education
in the Russian school on the threshold of the 21st century

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

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

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

The structure of school geography should contribute to the solution of these problems.

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

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

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

The further structure of training can be represented as follows:

In the VI grade, on the basis of local history material, students get acquainted with the elements geographical envelope and geographic map.

In the 7th grade, the study of the geography of Russia begins and, at the same time, the study of the basics of general geography continues on examples related to one's own country.

VIII-IX classes. The study of continents, oceans, countries of the world according to the territorial principle. Characteristics of the features of nature, resources, population, lifestyle, economy, both of individual regions and individual states are given.

At the beginning of the course, certain theoretical material should be given, which should help to better assimilate certain issues of economic and social geography.

In the 10th grade, it seems to me, a course of the type offered by V. Gorbanev is needed (Geography at School, No. 6, 1996, under the conditional name “Modern World”). In it, among other things, students will get an idea about subjects not studied in most schools, such as sociology, political science, etc., which will help them in their future career choice.

I am teaching a similar course this year in the 11th grade of school No. 102 in Perm for students who are deeply engaged in geography according to the program I have compiled.

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

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

Ivanov Yu.P.

Pedagogical Institute, Novokuznetsk

Contemporary Issues
school geographic education

Modern geographical science is undergoing a revolutionary information upheaval, reinforced by other achievements of scientific and technological revolution. There is a rethinking of the place of geography among other Earth sciences, a restructuring of its theoretical base. Revolutionary transformations in geography are far from complete, and the coming millennium is likely to be marked by major discoveries in geographical science, in particular at the intersection of geography with biology, chemistry, physics, ecology, astronomy, psychology, medicine and other sciences. The “groundedness” of geographical science comes into conflict with the range of its interests. Thanks to versatile research, the comedy of geography has become more apparent.

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

The activity approach in teaching geography, initiated by Sukhov V.P. (1997), finds more and more supporters every year. However, the methodological support of the educational process remains extremely unsatisfactory. Student-centered learning, as it were, tangentially bypasses school geography, which indicates that the reassessment of values ​​associated with the reorientation of learning has not yet been completed in many respects. School geography remains, as before, not a means for students to learn about the world around them, but a subject that loads the student with information about geographical objects, phenomena, and processes. The traditional attitude of students to the principle “we are taught” hinders their cognitive activity. The acquired knowledge does not become part of the student's personality, so it is easily forgotten. Calls of enthusiasts to turn the educational process into research activities remain largely unclaimed, since many do not understand why this is necessary. “Any attempt by the educator teacher to introduce knowledge and moral norms into the child, bypassing the child’s own activity to master them, undermines the very foundations of the healthy mental and moral development of the child, the education of his personal properties and qualities” (1).

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

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

The functions of the teacher have become more complex: the student-centered approach provides for the individuality of each student, which causes difficulties with traditional means of teaching geography. In the lessons, students often encounter processes and objects that are unfamiliar to their immediate feelings. Knowledge that is not supported by emotions is perceived superficially, does not arouse interest, and therefore does not become part of their personality.

The above problems can be solved with the help of new information media training, which are currently only partly used. The paradox of the current situation lies in the fact that in Russia at present there are practically no producers of educational programs in geography. Only “pirated” encyclopedias-reference books, collections of primitive maps, illustrations of the most general content are known.

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

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

“A bad teacher presents the truth, but a good teacher teaches to find it” this statement by A. Diesterweg is known to everyone. However, is this provision used in relation to school geography in full measure? The “nomenclature” direction of school geography, which was sharply criticized by V.P. Semenov-Tyan-Shansky, still has a very strong position.

Appeal to the personality of the student cannot by itself lead to the implementation of the ideas of developmental education in geography lessons. The amount of knowledge given to the student outside of his activity, without taking into account its “internal” content, cannot lead to the development personal qualities, especially creativity schoolboy. The goal of the modern school is not so much to enrich knowledge as to master the methods of activity. In normative documents, the provision “students must know and be able to” still invisibly operates. Doesn't this look like an echo of the old political system? It's time to understand the student does not owe anything to anyone.

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

But what do students want to study in geography lessons, and in what form? How do the educational and cognitive motives of students change with age, how do the factors of “small geography” and the personality of the teacher influence their activity? Research capable of answering these and other questions, which are very acute in school geography, has not been carried out at the present time. Without the participation of the majority of geography teachers in research on the development and experimental testing of the main provisions of the new concept of school geography, these problems are insoluble.

Literature

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

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

Why spend today
school geographical olympiads

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

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

The division of these levels allows us to better understand the functions performed by geographical 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) stimulating schoolchildren's interest in geography;

2) identifying students who are interested in geography in order to improve the quality of applicants for geographical faculties and economic faculties institutions of higher education;

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

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

1) the possibility of self-manifestation with the simultaneous receipt of relatively objective information for self-assessment of one's intelligence;

determination of their suitability for a particular type of activity.

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

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

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

From what has been said, it is clear that geographical Olympiads (as well as in other subjects) cannot be a private affair of a teacher, school principal or territorial administration education. Olympiads should be an obligatory element of state policy in development and management school education. And this means:

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

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

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

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

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

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

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

At the same time, it is impossible to turn the analysis of Olympiad works into a club that punishes teachers. It is important to always distinguish between the causes of students' mistakes - participants in the Olympiad.

low quality of teaching by a particular teacher;

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

financing of professional development of teachers);

frequent illness of teachers or his children;

the level of mental development of the main contingent of students in this school, and their ability to master the modern school curriculum in geography;

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

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

All this should be taken into account in the Regulations on School Geography Olympiads. In particular, they should state:

who can be the organizers of the Olympiads of different levels and who should compose 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 of individual subjects, gymnasiums and lyceums, on the one hand; comprehensive schools another);

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

The Regulations should indicate the obligation to bring to the attention of geography teachers the results of geographical Olympiads, analyze the results and existing proposals for improving the methods of conducting Olympiads at various levels and the content of school programs.

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

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

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

View document content
"Overview"

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

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

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

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

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

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

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

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

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

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

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

theoretical and philosophical problems of geographical education

applied problems of geographical education

slide 6. "geography".

Studying geography in basic school - goals and blocks

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

Slide 7. Priority areas, teaching methods:

Pedagogical technology

Interactive learning

Work in small groups (game technology, interactive learning)

Problem learning.

Modular learning

Technology for the development of critical thinking.

Developmental learning technology

Design technology.

Information and Communication Technologies

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

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

slide 10. Basic forms and types of educational activities.

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

Slide 11.

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

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

Requirements for staffing conditions for implementationbasic educational programs inin accordance with GEF

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

Training and metodology complex"Polar Star"

Educational and methodical complex "Sphere"

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

Identified features of the CMC

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

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

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

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

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

Information and Communication Technology;

Technology for the development of critical thinking;

Design technology;

Developmental learning technology;

Technology problem learning;

Game technology;

Modular technology;

Workshop technology;

Case technology

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

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

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

Purpose, tasks and criteria.

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

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

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

View presentation content
"Overview"

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

short review by Skurikhina D.A. village Artyugino

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

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

Personnel problems

Technological problems

Content issues

Problems of a motivational nature

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

applied problems of geographical education

theoretical and ideological tasks of geographical education

The main content lines of the subject "geography

Main school

Senior school (profile level)

Course structure

High school (basic level

Course structure

Main school

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

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

TOOLS AND MEANS OF LOGISTIC AND TECHNICAL SECURITIES

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

Training and metodology complex

"Polar Star"

Training and metodology complex

classic line of the Drofa publishing house

The line of regional studies textbooks "Bustbusters"

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

factors contributing to the increase

the quality of teaching the subject "geography",

regional specifics.

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

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

• Description of the processes of normative-legal, scientific-methodical, personnel, material-technical, software and information-resource support of educational activities.

The development of conceptual approaches to the study of various school subjects has become an actual trend of our time. Concepts have already been developed for a number of disciplines (Russian language, literature, national history, mathematics), now it’s the turn of geography ( The concept of development of geographical education in the Russian Federation).

The draft of this document was created by an interdepartmental working group under the auspices of Russian Geographical Society And Ministry of Education and Science of the Russian Federation. It is a system of views on the basic principles, priorities, goals, objectives and main directions for the development of school geographical education and enlightenment.

According to the authors of the draft document, modern system geographical education does not meet the needs of the time and requires significant correction. The draft concept contains proposals for the development of a new standard for school geographical education and requirements for the structure of the educational and methodological complex; recommendations were given on holding a competition and creating new lines of textbooks on geography; organization of advanced training courses for teachers.

July-August 2016 in Russian Academy education a series of congresses of representatives of associations of subject teachers will be held to discuss the problems of teaching school subjects. The series of these events was opened by the congress of teachers of chemistry, which took place on July 19, and on August 26, a congress of representatives of the association of teachers of geography will be held, where the draft Concept will be discussed, among other things. Academician of the Russian Academy of Education, editor-in-chief of the journal "Geography at School" will take part in the work of the congress Mikhail Viktorovich Ryzhakov.

– How would you justify the need to develop a concept for the development of geographical education in the Russian Federation?

– The concept is a very important, necessary and responsible document. At the heart of which is a deep analysis, reflection, forecast, project of the main directions of development in the future. Therefore, the concept cannot be created "from scratch". Especially the concept of this level. After all, it is stated that this is a concept for the development of geographical education in the largest country in the world - Russia!
Why do I say "out of nowhere"? Over the past 20 years, at least two concepts have been developed and the concept of the federal state educational standard in geography, which was recognized as the best in All-Russian competition standards. The impression is that the authors of the text under discussion know nothing about it. Here we see the first and extremely serious methodological omission. Without a serious analysis made before you in the area of ​​interest to you, nothing good can come of it. And you will be doomed to repeat what has long been known, to “walk in circles”, which is what the text of the project under discussion demonstrates. For the same reason, those problems remained outside the field of view of the authors, the solution of which, first of all, determines the vectors of development of geography as school subject and in general geographical education. We are talking about the legal field that has changed. We are talking about scientific geographical knowledge, which has long gone from the paradigm "we study what is where." By the way, the term “constructive geography” will soon be 40 years old, and we are all engaged in regional studies. A completely new information environment has appeared, and even virtual reality. Sharpened, many are aware in a new way ecological problems, questions of geopolitics. The ideas of globalization are met with more and more active resistance, especially in large states. And many many others. Here it is necessary to look for the justification of the new concept, but we do not see anything of the kind. Such an approach inevitably leads subsequently to professional decompetence, loss of professionalism.

– Do you agree with the statement of the authors of the draft concept that “the system of geographical education and enlightenment that has developed in Russia for many years is currently in a state of degradation, which is manifested, in particular, in a constant decrease in the number of hours allocated for teaching geography in elementary and high school”?

– I share this opinion. But it is necessary to substantiate the reason why this happened. The decrease in the number of hours is not a cause, but a consequence. And the main reason is that in its current form, school geography is of little interest to anyone. Its educational value is constantly decreasing. It can be said that school geography is performing the tasks (functions) assigned to it worse and worse. You, of course, ask what are these functions? I would also ask, but the authors of the concept, it seems, did not even ask this question. Therefore, I will try to express a number of positions without claiming to be the ultimate truth. It is necessary to go from the uniqueness of geographical knowledge, including school knowledge. Here we will definitely not be mistaken: the Earth is the main and only object of geographical formation. And geography is the only subject that gives a holistic view of the Earth as a celestial body and a planet of people. Geographical knowledge is a reliable basis for educating a responsible, thrifty citizen of one's country and the entire planet as a common home for mankind. After that, you can form a range of goals and get a fairly complete picture of the possible structure and content of our subject.
Please note that in accordance with the Federal Law "On Education in the Russian Federation" and the Federal State educational standards the content of education is determined by the participants of the educational process independently. The decrease in hours for geography is primarily evidence that school administrators do not see much benefit from the study of this discipline. The situation is aggravated by the fact that geography has "competitors" in the face of such subjects as social science, life safety, economics, ecology, within which many topics are studied, presented in the course of geography. Examples are not required here, teachers are very well aware of this.

The same thing happens in the system higher education. In economic universities and at the departments of geography, geography has already ceased to be compulsory subject in the entrance exams. It is quite possible that geography will soon leave pedagogical universities. The fact is that in November last year, an All-Russian conference was held in Moscow to discuss the results of modernization projects teacher education, where a new training profile was seriously discussed and continues to be discussed: “teacher of basic general education”. Not a teacher of geography, physics, biology or chemistry, but a teacher of basic general education. One can only speculate what will happen to the respective faculties.

If the authors of the concept claim that the existing system has degraded, then it is necessary to look for systemic solutions. And here we see another fundamental mistake, which is that they consider the existing structure of school geography to be unshakable and do not propose any changes in this direction, limiting themselves to only cosmetic “on the scale of the subject” measures. At the same time, the authors do not even ask questions: are the courses that are in school curriculum Now? Do they meet the needs modern society? Are they being studied in the correct sequence, or should they be replaced by others? But the current structure of the course was created more than half a century ago. It seems to me that it is long outdated. Indeed, why are country studies courses basically needed when there are a huge number of sources of information on this topic. Maybe it's better to focus on explaining causes or effects? Teaching children to reflect, not memorize and relay?

- How effective, in your opinion, are the main directions for implementing the concept proposed by the authors, including maintaining the number of hours in the subject of geography in the amount of 2 hours a week in each grade (from 6 to 9 grade), introducing the course "Geography of the native region” for grades 8–9, 1 hour per week in each grade at the expense of a part of the curriculum formed by the participants in the educational process?

We are living in new realities today. Basic syllabus, approved at the federal level, canceled, the state the number of hours on academic subjects does not regulate. There was only the maximum allowable teaching load. If the developers of the concept address their wishes to school principals, then I repeat, few people want to spend precious study time studying a subject that, in their opinion, is useless. If you remember the history, then the largest amount of time for the study of geography - 17 hours a week - was allocated in the USSR in the pre-war years. This is at least 40% of the study time. At that time, the only source of information on geography was a textbook that opened a window to the world for children. After the Great patriotic war our country opened up to the world more and more, and the world opened up to us. Human contacts developed rapidly. Let us recall, for example, the World Festival of Youth and Students in Moscow, the rapid development of television, etc. People began to receive a huge amount of geographical information outside of school, naturally, the time allotted for studying the subject was also reduced. Finally, curricula and textbooks began to change fundamentally, especially in connection with the transition to the new content of secondary education (70s of the 20th century). For the first time in history, regional geography courses received general sections that precede the study of countries and territories. This was the first serious attempt to organically fit the theory into the regional context. Geography "learned" not only to describe, but also to explain objects and phenomena. The term "formation of concepts" for many years became the leading one in the methodology. But the course structure of the subject as a whole remained the same. Although so far no one can explain why, for example, plate tectonics or climate patterns should be studied in grades 5-6, and not in high school.

- Maybe the introduction of mandatory OGE and USE in geography will help change the situation for the better?

It's hard to imagine that this will ever happen. But if this decision is put into practice, then it will be necessary to introduce as mandatory the OGE and the Unified State Examination in chemistry, physics, biology - subjects whose general educational value is beyond doubt. Moreover, it is they who determine what we today call scientific and technological progress. Following the natural science disciplines, the humanitarian disciplines that form the worldview will catch up - history, social science, literature, economics, foreign languages. And so we will return to the system from which we have been diligently running away for so many years. You can enter geography as a required entrance test when applying for training in a number of specialties / areas of training, as suggested by the authors of the concept. Yes, it will be taught, but this will not make the subject interesting, informative, shaping the personality of the student. Let's not forget that geography has always been the most powerful means of patriotic education. You just have to be smart about it, and a large number hours are not required. Yes, and "obligation" will definitely not help here.

– According to the Federal Institute pedagogical measurements(FIPI), less than 3% of 11th grade graduates pass the USE in geography, but 20–25% of 9th grade students choose the USE in this subject. How would you explain such a strange statistic?

– With secondary school graduates, everything is clear: they are pragmatists and choose only those subjects that are required for admission to a university. As for graduates of the 9th grade, I will share an interesting observation: when I was at school, geography was considered one of the easiest subjects. Preparation for it did not require much effort, there were no poor performers in this discipline. I think the reason for the preferences of ninth graders is understandable - it lies in the fact that it is easier to prepare for an exam in geography than for any other. But I'm afraid that very soon the situation will change for the worse. Modern schoolchildren Moscow, argue that this is a very complex subject, the material is overloaded, often incomprehensible even to good students. I regard this phenomenon as very disturbing, because it is better to be easy and interesting than difficult and incomprehensible.

– The developers of the concept propose to strengthen practical orientation in teaching geography, as well as to develop various forms of additional education - traditional and new: excursions and hikes, rallies and competitions, olympiads, intellectual tournaments, quests and discussion clubs, project and research activities ... Maybe such forms of activity will captivate teenagers?

– I don’t see anything new in these proposals, all this has happened before. Often, up to half of the lessons in natural science subjects in Soviet schools were devoted to practical and laboratory studies. Excursions, rallies, local history work and much more were actively held. Project activity also developed, only it was called differently. Dozens and hundreds of books have been written on the subject. There is only one question: why did such proposals appear? The following answer looks the most logical: most likely because there is nothing of this in the school now. And they don't teach it in universities. In a word, again we are only at the beginning of the journey, but we came here, as they say, “on our own”.

– What changes and amendments to the draft concept would you suggest?

- I would rewrite it and single out three major blocks in it: 1) school geography; 2) university geography; 3) geographical educational activities. And in each block would indicate the direction of development. As for the school course, cardinal changes in structure and content are required. In order to understand exactly what changes will be required, it is necessary to conduct serious research. I am convinced that if leading scientists, professional teachers, and practical teachers are involved, then such a Concept can be prepared, and it will serve the current generation and future generations of geography teachers for a long time.

Interviewed by Olga Dashkovskaya