Practical works as a component of the geography course (on the example of grade 11th - standard level)
Abstract
The purpose of the article is to determine the main problems in implementation and methodological support of the practical component in geography lessons in 11th grade for further substantiation of the authors’ system of didactic support of practical works in 11th grade in geography (standard level).
Main material. The article presents the analysis of methodological support for the implementation of practical works, theoretical aspects of their implementation, identified problems, violating principles of scientificity and consistency in studying specific topics of the cross-cutting course of geography in grades 6-11th. The analysis of the topics of practical works introduced in different grades has showed problems in the sequence and deepening of knowledge, especially in such topics of 11th grade as "Topography", "Atmosphere and Earth System", "Economy of Ukraine in the international division of labor". The methodological support for practical works is diverse and offered by all leading publishers of educational literature, but the structure and approaches to the formulation of content are radically different. Almost no attention is paid to modern methods of mastering geographical information. Based on the analysis of theoretical and practical aspects of works in 11th grade (standard level), the authors’ structure and content of such workshops have been proposed, the main differences are the variability of time and individualization of students' work.
Conclusions and further research. The implementation of practical works creates favorable conditions for the development of students’ mental abilities and the creative approach to the teachers’ work. The current program in geography is mostly inconsistent with the principles of modern education, including scientificity, formation of the scientific picture of the world. However, methodological support for practical works does not allow us to implement the principles of individualization of educational process, time saving and prevention of students’ overload. The offered methodical developments for practical works in 11th grade allow us to implement the specified principles qualitatively. Further research should be aimed at scientific substantiation of methodological requirements for practical works and reduction of the cross-cutting system in them introduced in secondary education, to the logical structure on the principles of increasing scientificity, thoroughness, complexity, diversity, consistency.
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References
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