Main directions in scientific research of continuous geographical education
Abstract
Introduction. The article notes that the Concept of continuous education in its modern form was first presented at the UNESCO forum in 1965 by P. Langrand, and later has been developed by many foreign and domestic scientists, including those related to geographical education. The Law of Ukraine «On education» (1991) proclaims continuity as one of the principles of modern education in the country. The Concept of continuous geographical education and its individual links are being developed and implemented now in Ukraine.
The purpose of this article is to reveal the main directions in scientific research of continuous geographical education.
The main material. Continuous geographical education (CGE) develops mainly as a phenomenon of practice and does
not have sufficient theoretical justification. The main directions in scientific research of CGE as a whole system are the following:
1st direction is the study of the systemic, holistic nature of CGE (preschool, school, high school, postgraduate). Between the stages of education there should be clear continuity objectives, contents, means, forms and methods of training. This follows from the principle of integration (in this case vertical integration).
2nd direction stems from the need for effective implementation of the principle of training individualization in the system of CGE. Educational institutions are now at the stage of intuitive search solutions.
3rd direction relates to the principle of creativity, the implementation of which should ensure the formation of a creative personality – the protagonist of continuing education.
4th direction is the scientific development of the communication problem in general and special (professional) education. This is also the rationale for the timely student choice of their future field of professional activities. This is the principle of pragmatism and differentiation of teaching in the system of CGE.
5th direction is concerned with the principle of the CGE dynamism. It is important to develop a dynamic approach to learning – the ability to assimilate the new achievements of science and technology (this approach is highly unusual in the lower levels of education).
Conclusions. Based on the experience of Kharkiv regional and University center for continuous geographical education, it is considered that the directions of research outlined in the article are significant, although this list can be expanded.
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References
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