One of the most important tasks of pedagogical science is the activation of the educational process. Target educational process today - to teach schoolchildren to independently acquire new knowledge, develop the ability to set and independently solve new problems.
Creative activity becomes one of the main elements of the content of school education. The experience of such activities cannot be transferred to students by communicating “ready-made” knowledge or organizing training exercises performed according to the model. It is developed by schoolchildren in the process of solving problem-cognitive tasks.
There is a lot of talk and writing about problem-based learning these days, but this technology is not new. It became popular in the 20's and 30's. years in the Soviet and foreign school. This technology is based on the theoretical principles of the American philosopher, psychologist and educator J. Dewey. Currently, this technology is called problem-developing, the authors of which are M.M. Makhmutov, N.G. Moshkin.
Technology problem learning can be fully realized only if the teacher knows the basic theoretical issues and the ability to apply them in practice. Only then is it possible to achieve the main goal of problem-based learning: the development of the intellectual potential of students, their abilities for creative thinking, and the expansion of knowledge on the subject.
What is problem learning? According to I.Ya. Lerner, this is "a kind of learning in which students are systematically involved in the process of solving problems and problem tasks built on the content of the program material." From this definition, 2 conclusions follow:
- problem-based learning involves an independent complete or partial solution of problems feasible for students;
- To solve these problems, students need to create a situation that encourages them to solve problems.
Therefore, in addition to defining the concept of "problem", it is necessary to define the concept of "problem situation". "The problem situation characterizes the attitude of the student to the obstacle that has arisen in the practical or intellectual sphere of activity." In fact, a problematic situation always arises against the background of perceived difficulties and an incentive to solve the problem. Without these conditions, there is no problem situation. It is necessary to realize the existence of a contradiction and want to overcome it.
In problem-based learning, the main 3 methods are used:
- Problem presentation.
- Partially search;
- Research.
The use of these methods is effective when the teacher sets the task: on the basis of existing knowledge and skills, to form qualitatively new ways of activity - the ability of schoolchildren to independently formulate and solve discovered or posed problems, the ability to propose hypotheses and ways to test them, plan experiments.
Problem methods contribute to the development of students' thinking in such a way that they independently and quickly orient themselves in educational material, assessed its significance, complexity, scope of applicability of the acquired knowledge in relation to other knowledge. Problem-based learning methods contribute to the development creativity each student at their individual level.
Characteristics of problem-based learning methods and their application in geography lessons
| Method name | Characteristic | Application |
| Problem presentation (lecture, story) | The teacher gives information in an unusual form, places the accents in such a way as to activate the thinking process in students. The teacher's information creates the basis for independent reasoning of the children over what they heard, the emergence of doubts. The strength of problematic presentation lies in its prognostic qualities. As the material is presented harmoniously, students often anticipate the next step of the teacher in reasoning or build it differently, in their own way, thereby showing creative thinking. The teacher formulates the research problem posed by the scientists, sets out the hypotheses that were put forward by the researchers, outlines ways to test them. |
When studying the topic "Climate of Australia", I propose the following task: "Compare the average summer temperatures in the subequatorial and tropical climatic zones." In the course of working with the atlas map and determining the average summer temperature of two climatic zones, students face a problem. The guys know that the amount of solar heat depends on latitude: the lower the latitude, the more heat and vice versa. But during the analysis of the map, students find out that in the tropical zone, the average summer temperatures are higher than in the subequatorial zone. There is a contradiction between existing knowledge and new facts. In the future, a large role belongs to the teacher, who must present the material in such a way that the students learn the logic of movement towards solving the problem. “In summer, equatorial air masses dominate in the subequatorial zone, which bring a large amount of moisture. In the tropical climate zone, tropical air masses dominate all year round, which are dry in their properties. And since a large amount of heat is spent on evaporation, then in the equatorial zone, where there is high humidity in summer, the average summer temperatures will be lower than in the tropical zone. |
| Partially - search (heuristic conversation). | A conversation is a dialogue between a teacher and a student. The logic of questions and answers, an unexpected turn of thought activates the cognitive activity and independence of students. Features: 1. Target focus of the conversation on solving a new problem for students. 2. The logical relationship between the questions of the teacher and the answers of students, which are step-by-step steps in solving the problem. 3. The problematic nature of most of the questions included in the conversation. 4. Independence of students in the search for answers to questions. 5. An evidence-based holistic solution to the problem posed at the beginning of the conversation. |
Studying the topic "Climate of Australia", I ask students to analyze the climate map of Australia and determine the amount of precipitation within the tropical zone. * Does the same amount of precipitation fall within the tropical zone? (No). * Which part of this belt receives more precipitation? (in the eastern part falls 2000 - 1000 mm per year, and in the central and western 250 - 500 mm per year). * During the study of the topic “ General patterns climate" we studied that within the tropical climatic zone, an area of increased atmospheric pressure. Therefore, there is little rainfall over the tropics. (there is a problem). * What other climate-forming factors, besides geographic latitude, will affect precipitation? (mountain ranges, currents, constant and variable winds, etc.). * Pay attention to the map, what geographical feature stretches in the eastern part of Australia from north to south? (the mountains). * How will mountains affect the distribution of precipitation? (they will delay the movement of moist air masses with Pacific Ocean, and most of the precipitation will fall on the eastern slopes of the mountains, i.e., in the eastern part of the tropical belt). Conclusion: thus, in addition to atmospheric pressure belts, the distribution of precipitation is also greatly influenced by the terrain. |
| Research | Provides learning experience creative activity. Designed to teach self-mastery of ways to search for knowledge. The function of the teacher when using this method is, first of all, in designing and setting problem tasks for students, and the activity of students consists in perceiving, understanding and solving the problem as a whole. | Students can use various sources of knowledge (dictionaries, reference books, encyclopedias). Examples of problem tasks: * Why does the Namib Desert, located on the coast of the ocean, have less rainfall than the driest regions of the Sahara? * The absence of woody vegetation in the steppe is explained by insufficient moisture, why is there also no woody vegetation in the tundra with excessive moisture? |
The same question can be solved using different methods of problem-based learning. In classes where the majority are students with deep and solid knowledge of the subject, I most often use partially - the search and research method. Problem situations that arise in learning activities, in strong classes cause a state of emotional upsurge, activity, increased interest in learning.
In classes where the majority are weak students, the use of problematic questions and situations to a greater extent causes a state of dissatisfaction, tension, and a negative attitude towards the lesson. But one cannot refuse to use problematic questions and situations in weak classes, because among such students there are guys who have solid knowledge of the subject and show interest in it. In this situation, it is necessary to apply a differentiated approach to learning - multi-level issues, including problem ones.
And in order to arouse students' interest in geography as a science from the first lessons and form a positive attitude towards this subject, it is necessary to apply problem-based learning starting from the initial course: "Geography, Grade 6". Most of the students who came from elementary school in the middle link, they do not know how to correctly and fully present the material, therefore one of the tasks of problem-based learning is the formation of skills and abilities of active verbal communication.
Characteristics of methods and forms of problem-based learning and their use in geography lessons
Choice plays an important role academic work associated with mental activity. In geography lessons, I often use such methods of educational activities as analysis, synthesis, comparison, generalization, establishing cause-and-effect relationships, reading maps, diagrams, working with various visual aids. These are very effective ways in the knowledge of natural phenomena and their essence.
Since the map is the second textbook in geography, having the skills to work with it, you can get a lot of information. So, in preparation for the study of the topic "Climate of Africa", I began to plan a lesson with the formation of a series of techniques for reading a climate map. The main one is the mapping of the characteristics of the climate of any territory: the climatic zone, region, part of the mainland. This complex technique consists of a number of more specific ones: determining the average temperature of January and July by isotherms, and the annual amount of precipitation by color. The ability to work with climate maps in the first lesson is reinforced by studying the climate of other continents. After acquiring these skills, the children can be offered problematic questions and situations.
In the process of solving problematic issues and tasks, students' knowledge becomes deeper, more conscious, and stronger.
The main forms of organizing problem-based learning are: frontal, individual and collective.
The essence of the frontal form of work is that different forms of presentation are used - a story, an explanation, a conversation.
Among the promising directions in the implementation of this form of organization of educational activities is the wider use of problematic presentation and heuristic conversation. Disclosure of the question from the lesson "Natural zones of Eurasia" using a heuristic conversation:
“In woody forest plants, one annual ring is formed per year, and on saxaul, several annual rings are formed in one year. Explain this phenomenon. There is a collision of already existing knowledge with a new fact, and the students have an intellectual difficulty, i.e., a problematic situation arises.
The system of questions logically interconnected helps students find the right answer, i.e. solve the problem.
In what season of the year does the tree grow most intensively? (in summer; in the warm season of the year, favorable for the growth of trees).
- When does saxaul intensive growth occur? (also at a favorable time for plant growth).
What time in the desert is favorable for the growth of trees? (rainy time).
- Why does a saxaul form several rings in a year? (after each long rain, the trunk of the saxaul acquires one ring).
Collective work is most successfully carried out when working in groups, when the same problem tasks are offered that allow ambiguous solutions. The work ends with a discussion. An example of a problem task for groups can be the choice of the optimal location of an enterprise (chemical, metallurgical, pulp and paper) or a thermal power plant. Each group can consider this problem from different points of view: ecologist, urban planner, industrialist, doctor.
A difficult task facing the teacher is: to teach students to independently find a problem in the text of the textbook and formulate it independently. Of course, not all student questions are equal. And not all of them are problematic. To compose such questions, the student must have in-depth knowledge of the topic with which he is working, as well as master the methodology for compiling problematic questions and situations. Therefore, only a few students master these skills.
So, when studying the topic “Metallurgical complex”, I explain to the guys that this is a “dirty industry”. After studying the topic, I propose to draw up a problem situation using the following text of the textbook: “An important direction in the development of ferrous metallurgy is the construction of automated mini-factories. They work on scrap metal, are relatively environmentally friendly, and respond quickly to changes in demand.” In this text, students should see a phrase that contradicts their existing knowledge, and make up a problem situation with the following content:
“It is known that metallurgical enterprises are strong polluters environment. Ferrous metallurgy enterprises emit up to 15% of harmful substances into the atmosphere, and non-ferrous - up to 22%. Why are some of the enterprises of this complex considered environmentally friendly. What do they specialize in?
Analyzing the work of the children, I concluded that the quality of the work performed is much lower in classes where “weak” students predominate. The result could be higher if in most subjects the students had formed the skill of solving problematic issues and situations.
The systematic application of methods, techniques and forms of problem-based learning contributes to the assimilation of methods of independent activity, the development of cognitive and creative abilities, the formation of skills and abilities of active speech communication, and also contributes to the growth of motivation to study geography, as a subject that is important and necessary for further education and acquiring a profession .
The development in children of a taste for creative search, overcoming obstacles on the way to solving a problem, purposefulness, independence is possible only if the teacher himself is creative. The study and application of problem-based learning methods allow you to master the methodology of this issue and improve your professional level.
Bibliography:
- Lerner, G.I. Teaching methods and their specifics / G.I. Lerner // First of September. Biology. - 2004. - No. 37. - S. 22 - 27.
- Lerner, G.I. Problem-based learning in biology lessons / G.I. Lerner // First of September. Biology. - 2004. - No. 39. - S. 26 - 31.
- Selevko, G.K. Modern educational technologies / G.K. Selevko. - M.: National education, 1998. - 256 p.
- Methods of teaching geography at school / ed. L.M. Panchesnikova. – M.: Enlightenment, 1997. – 320 p.
Problematic issues in geography
Compiled by:
geography teacher
MAOU "School № 000 with in-depth study
individual items" of the city of Perm
How to change the teaching of geography to schoolchildren so that it does not suppress, but is based on the natural desire to know the world in which they live? How to make academic knowledge accessible, understandable, useful to every student? A good result gives the students themselves in the process of building knowledge.
The main condition for activating the activity of students in the classroom is the setting of cognitive tasks for them. These tasks can be in the form of problem questions and tasks that create a problem situation in the lesson. Solving problematic tasks leads to the development of creative thinking in schoolchildren.
To create a problematic situation in learning, you need to put the student in front of the need to complete a task that he cannot perform with the help of existing knowledge or already known, old, familiar methods. To do this, he must acquire new knowledge or use a new mode of action.
The choice and creation of a problem situation in geography lessons depends on the specific objectives of the lesson, the level of knowledge and skills of students. But the most difficult thing is to create a problematic situation so that it really becomes relevant, problematic for students and they need to solve it.
I use problematic questions and tasks in my work at all stages of the lesson: before studying a new topic, in the process of studying new material, when generalizing knowledge, when consolidating new material. Problematic questions and assignments can be composed on many different topics. To compile them, I use a variety of sources of geographical knowledge - a textbook, an atlas, statistical material, popular scientific literature, articles from the current periodical press.
In geography lessons I use several types of problematic or creative tasks.
Tasks, the problematic nature of which is due to the gap between previously acquired knowledge and the requirement of the task (or question). So, in the initial course of physical geography, students learn that the amount of solar heat depends on latitude: the lower the latitude, the more heat, and vice versa. In the next course, while studying Africa, they will learn that summer temperatures are higher in the tropical zone than in the equatorial zone. This fact conflicts with the previously learned dependence and forms the basis for the formation of a problematic task: “Working with the atlas, compare the summer and winter temperatures in the tropical and equatorial belts of Africa. Why is the July temperature higher in the tropical zone? (question number 19).
Tasks to establish multi-valued cause-and-effect relationships. Features of objects and processes studied by geography are usually due to a complex of causes and give rise to a complex of consequences. Therefore, this type of tasks is the most widespread in training. If at the same time, students must independently select and apply a wide range of knowledge in different ways. Including from other academic subjects, the task becomes problematic, for example, “What changes occur in nature after deforestation?” (question number 14).
Tasks that require understanding of contradictions. ability to operate with them. In logic, such situations are called situations of opposite judgments, for example: “Is the latitudinal direction of isotherms always preserved?” The peculiarity of these tasks is that they require reasoning on the principle of "both and the other at the same time", i.e., students should be advised not to discard any of the statements, but try to justify both (question No. 16).
Assignments that are based on a scientific hypothesis, for example, explain the features of clear and inclement weather according to local features. Students need to express their opinions, justify its scientific and practical significance (question No. 13).
Tasks-paradoxes, for example: "Why highest peak African volcano Kilimanjaro, despite the fact that it is located on the equator, is covered with a glacier? How can this be explained? (question number 18).
Thus, the effectiveness of teaching in a geography course can be achieved if studying proccess will be aimed at developing the thinking of students, at the formation of their cognitive independence, including through problem-based learning.
Lesson topic | Lesson type | Problem question and task |
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Terrain plan (lead time |
| “It's been a few hours since the disciples went camping. You need to make a stop. But where? Yura stopped, took out some piece of paper and began to look at it: Yes, there is a river behind this hill. If we go straight, we will come out on a swampy shore, and if we take a little to the left, we will get into a meadow. There, an oak forest descends to the river, and even a spring beats nearby. Let's go to. We'll make a stop in half an hour." What did Yura use when determining the direction of movement? How did the boy determine that it was still half an hour to go to the place of rest? |
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Terrain plan (lead time | “The Spanish sailors, who first visited the islands of Oceania in the 7th 18th century, having met, asked them to tell about the world around them. Those, without thinking twice, drew circles of different sizes in a row on the sand. So they showed the islands located next to them. Is it possible to make a plan of the area by eye? |
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Graticule (lead time | Application of knowledge, skills and abilities in practice | Mark Twain's story "Tom Sawyer Abroad" describes a dispute between Tom and his friend Huck Finn during a flight to. Friends were flying over Africa, and Tom saw a long ribbon on the ground that stretches across the sand, but he could not make out what it was. “It must be one of those lines that are drawn on the map. The ones that are called meridians. We just have to go downstairs and see what number she has, and ... - Huck Finn, of course, they are drawn on the map, but this does not mean anything - they are not on earth. Explain why parallels and meridians are not visible on the surface of the Earth? How many such lines are on the globe? |
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Graticule (lead time |
| H. G. Wells in his "Time Machine" has a hero traveling into the past and the future. Is it really possible to go back to yesterday? What do you say to that? |
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Geographical coordinates (lead time | Lesson in learning new knowledge | If a ship is in distress, then by the SOS signal, other ships find it and provide assistance. How is it possible to do this - to find, among the vast expanses of the ocean, exactly the place where the ship that sent the distress signal is located? |
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Internal forces of the Earth (lead time | Combined | “... I ran out into the street and saw that the house in which I lived was swaying from side to side, writhing and moaning. The concrete blocks of the walls screeched against each other and fell out and into the apartments. The earth swelled, tall trees fell as if cut down ... I started to climb over the fence, but the fence suddenly fell through the ground with me ”(, 1989). What do you think the geological process is referred to in the text? |
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Nutrition and river regime (lead time | Lesson of complex application of knowledge and skills | Although the rivers Central Asia- a source of life, settlements around them rarely appear, only at the crossing. In need of water, the population, nevertheless, left it for the desert, where it dragged water along the canals. How to explain this fact? |
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(lead time | Lesson updating knowledge and skills | Working with the map, explain why one part of Lake Balkhash is marked in pink and the other in blue? |
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Man and the hydrosphere (lead time | Lesson of complex application of knowledge and skills | Using local history material, explain what changes in nature construction can lead to. |
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World Ocean (lead time | Lesson of "discovery" of new knowledge | Which sea has more water - the Black Sea or the Baltic Sea? |
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The movement of the waters of the oceans (lead time 7-10 minutes) | Lesson updating knowledge and skills | "In 1989, an Irishman found a capsule on the shore left by the Will Steeger expedition at the North Pole in May 1986." How could a capsule travel 4,500 kilometers? Why is the sea rarely calm? What is the reason for the unrest? |
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(lead time 10-12 minutes) | Lesson of systematization and generalization of knowledge and skills | “A crime committed during the day near the sea was investigated. One of the suspects insisted on his alibi, claiming that at the time of the crime he was walking along the promenade of the sea and spent a lot of time trying to get a wind-blown hat out of the water. Why did the detectives question the suspect's alibi? |
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(lead time | Knowledge consolidation lesson | Explain the features of clear and inclement weather according to local characteristics: There is a lively movement on the anthill. (Clear) The birds are singing merrily. (Clear) Dry grass in the morning. (Rainy) Dandelions close up. (Rainy) Swifts fly low. (rainy) |
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Natural complexes (lead time | Lesson of systematization and generalization of knowledge and skills | What changes occur in nature after deforestation? (Name at least 5 consequences). |
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landform (lead time | Lesson of complex application of knowledge and skills | How would the area of Australia change if the level of the oceans dropped by 200 m? |
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Earth's climate (lead time | Workshop on control of knowledge and skills | Look at the climate map. Is the latitudinal direction of isotherms always preserved? How will the climate change with an increase in the area of the world's oceans? |
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Natural zones of the Earth (lead time | reflection lesson | On what continents and in connection with what natural areas replace each other not from north to south, but from west to east? |
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Relief of Africa (lead time | Lesson of "discovery" of new knowledge | Why is the highest peak of the mainland, Kilimanjaro volcano, despite the fact that it is located on the equator, is covered with a glacier? |
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Climate of Africa (lead time | Combined | Working with an atlas, compare summer and winter temperatures in the tropical and equatorial belts of Africa. Why is the July temperature higher in the tropical zone? |
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(lead time | Lesson of complex application of knowledge and skills | Explain why the Atacama Desert is located in South America (the mainland itself)? What are the reasons for the formation of the desert on the Pacific coast. |
Bibliography:
Andreeva training in geography // Geography at school, 1999, No. 7. Kudryavtsev training. M., 1991 Panshechnikov assignments and exercises in geography. - M .: Education, 1992 Ponurova's approach to teaching geography in. - M .: Education, 1991 Exemplary programs for academic subjects. Geography. 6 - (Standards of the second generation). - M.: Education, 2010 Finarov teaching geography at school. – M.: AST: Astrel, 2007
Topic: "Problem learning in teaching geography"
Done by the teacher of geography, secondary school No. 41, Tver
Goncharov A.F.
Introduction…………………………………………………………………….……...3
1.What is problem learning………………………………………….….4- 5
2.Psychological and pedagogical features of problem-based learning .. ... .5- 6
3. Subordination of the main concepts of problem-based learning………6-7
4. The significance of educational problems for students…………………………..…. eight
5. The role of the Geography teacher in problem-based learning………………..…..……9
6. Limitations and advantages of using problem-based learning…………………………………………………………………………..9-10
7. Problem-based learning in the methodology of geography………………………….…10-11
8. Main stages in solving geographic problems………….……11-15
9. Examples of problematic tasks in geography……………………………..16
Conclusion……………………………………………………………………..17-18
Application (schemes-tables) .................................................... .......................eighteen
Introduction
The report of the UNESCO International Commission on Designing Education for the 21st Century proclaims the main objective This education is to teach people to independently acquire knowledge.
Modern society undergoing major changes in attitudes towards education.
People capable of development, of making non-standard decisions, are truly the most important capital of modern society.
At present, the whole world is undergoing a transition from the school of memory, based on the mechanical memorization of the information received, on the development of the ability to perform certain actions, to the school of mastering ways of thinking.
Based on this, the main goal pedagogical activity- the formation and development of the child's personality, which must not only have a certain amount of knowledge, but also have the ability to independently obtain and replenish them, independently act and make specific decisions, predict the result.
The introduction of developmental learning will require not only the adaptation of the student to new school, Not only psychological readiness children to new ways, but also a fundamental change in the pedagogical paradigm - the relationship between the teacher and the student in the educational process, the style of behavior of the teacher - in such a way that there is a situation in which the student learns himself, and the teacher exercises comprehensive control over his teaching, that is, motivates, organizing, coordinating, advising.
The effectiveness of the educational process, as already emphasized, is largely determined by the adequate choice and professional implementation of specific educational technologies, often traditionally called organizational forms and teaching methods.
There is a need to introduce new educational technologies, which are based on a personal-active approach, critical creative thinking, the ability to develop problems, make decisions, and collaborate in a team.
Here the teacher is the organizer of the student's learning activities, the organizer of the circumstances in which the student, relying on all the accumulated developments, conducts an independent search, identifies and specifies methods of action.
1. What is problem-based learning
Educational technologies can be classified into three groups:
Methodological educational technologies.
Strategic educational technologies.
Tactical educational technologies.
Understanding the educational process should be carried out at four levels:
Methodological.
Theoretical.
methodical.
Technological.
Methodological educational technologies include problem-based learning as a method of developmental learning.
Problem-based learning is “a type of developmental learning that combines the systematic search activity of students with the assimilation or ready-made conclusions of science, and the system of teaching methods is built taking into account the principles of goal-setting and problematicity.” This type of learning is characterized by the fact that knowledge and methods of activity are not given in a ready-made form, but are to a greater extent the subject of a search by the students themselves.
The teacher reveals the possible general directions of such a search, marks the wrong paths, and the students try to
Solve the problem using the teacher's heuristic hints.
The process of problem learning goes back to the methods of the D. Dewey system - learning through division.
In the 60s, its version was developed by J. Bruner.
In Russia, this was done by I.Ya. Lerner, M.N. Skatkin, M.I. Makhmutov.
But at present there is no unified theory of problem-based learning. Despite different points of view on problem-based learning, the following is common: didactic students, like psychologists, consider the creation of problem situations and problem solving to be the main elements of problem-based learning.
It has been proven by psychologists. That thinking arises in a problem situation and is directed to its solution.
A problematic situation is a state of intellectual difficulty. Explicitly or vaguely consciously by the subject, the ways to overcome which require the search for new knowledge, new ways of action - activity.
The emergence of a problematic situation means that in the process of activity, the student came across something incomprehensible, unknown.
If, in the course of analyzing a problem situation, a person is aware of the element that caused the difficulty. And he takes him to a decision on the basis of his knowledge and skills, the problem situation develops into a problem.
Thus, the problem is a problem situation, realized and accepted by the subject for solution.
Should be kept in mind. That not every problem situation becomes a problem (although every problem contains a problem situation)
2.Psychological and pedagogical features of problem-based learning.
M.I. Makhmutov defines a problem situation as “a psychological state of intellectual difficulty that occurs in a person when, in the situation of the problem he is solving, he cannot explain a new fact with the help of existing knowledge or perform a known action in the same, familiar ways and must find a new way action”
In this way, main element problematic situation - unknown, new, something that must be opened for the correct performance of the desired action.
But not every problem situation inevitably stimulates thinking. Thinking does not arise if the subject does not need to resolve the problem situation, and also there is no initial knowledge necessary to start the search.
“In the process of analyzing the problem situation, the element that caused the difficulty is determined. A problem is considered such an element” (M.I. Makhmutov)
The problem can also be considered a didactic category.
Didactic category “The problem is a question that has arisen and posed to the subject, the answer to which is not known in advance and is subject to creative search, for the implementation of which a person has initial means suitable for search” (I.Ya. Lerner)
A problem situation is a situation that characterizes the definition of the psychological state of the subject that arises in the process of performing such a task, which requires the discovery of new knowledge about the subject.
Psychologists and educators believe that it is not the difficulty as such that is the problem, but that the source of the problem must be found in this difficulty. This source is contradiction.
In the educational process, the problem can be expressed in the form of a problem question or task. They have one thing in common: their content contains potential opportunities for the emergence of problem situations in the process of their implementation.
The following play an important role in problem-based learning. psychological conditions:
Firstly, the creation of problem situations causes cognitive motivation in relation to the material subject to the condition, which activates the search activity of students.
Secondly, the assimilation of the material in the course of activity in solving problematic problems occurs in many respects as a “discovery” made by the trainee through an independent search.
Thirdly, the activity itself is organized with the maximum use of existing knowledge.
3. Subordination of the main concepts of problem-based learning.
Problem-based learning can be done in a variety of ways:
Explanatory - illustrative, which is based on informing, educating students and organizing their productive actions in order to develop their general educational skills and abilities. But in this method there is a dominance of teaching over teaching. The creative abilities of schoolchildren are inhibited, activity and independence are blocked, disbelief in one's own strengths arises.
The most effective are partially search and research methods of communication. Students independently comprehend the leading concepts and ideas, and do not receive them ready-made from the teacher.
In the educational-search (partial-search) method, the problem is posed, the search for its formulation from various points of view;
Finding facts for a better understanding of the problem, the possibilities of its solution.
Search for a solution in which the expressed ideas are analyzed and evaluated.
The subordination of the main concepts of problem-based learning is presented in the diagram. (see diagram 1)
It can be seen from the diagram that the essence of problem-based learning is made up of two concepts “problem situation” and “problem”.
characteristic feature problematic approach is the independent cognitive activity of students.
The guideline for the modern educational process is not only the formation of new, but also the restructuring of existing knowledge.
It is necessary to stimulate the cognitive activity of students by all means, using various types of educational dialogue, relying on imagination, using analogies and metaphors, etc.
Moreover, the teacher has to deliberately put up with the fact that the result of independent “discoveries” of students may turn out to be clearly incomplete, conceptually “unfinished”. But the premature presentation of "correct ideas" leads to the fact that students are not able to apply these ideas, to work with them.
Modern psychological and pedagogical research outlines some guidelines for how to work with existing ones and move on to the formation of new ideas in the course of the educational process. These guidelines can be represented as a combination of the following psychological and didactic requirements.
Content requirements.
Students should have a feeling of dissatisfaction with their ideas.
New representations (concepts) should be such that students clearly present their content.
New representations must be plausible in the perception of students.
New concepts and ideas should be fruitful.
Encourage students to formulate their ideas and ideas, to express them explicitly.
To confront students with phenomena that are in conflict with existing ideas.
Encourage speculation, conjecture, alternative explanations.
Give students the opportunity to explore their proposals in a free and relaxed environment.
Provide students with the opportunity to apply new ideas to a wide range of phenomena and situations, so that they can appreciate their applied value.
J. Dewey outlined the basic stages of problematic thinking - from posing a problem and collecting data to expressing a hypothesis and testing it.
4. The significance of educational problems for students.
The problem should correspond to the needs and interests of the group of students.
Students should participate in the selection of learning problems and in the development of a plan of action and ways to solve them.
The selected problem should allow the choice of solutions, thereby activating the decision-making mechanisms.
The chosen problem should be common enough and repetitive enough to justify the effort of a whole class or large group of students.
Learning problems must be serious enough to ensure the interest of the entire class.
The problem should correspond to the age characteristics of the students.
When choosing a problem, it is necessary to take into account the availability of the necessary materials.
Problems that students consider real are usually outside the scope of one subject.
When choosing a problem, it is necessary to take into account the previous training and experience of students. The teacher must be aware of the gaps in the knowledge of his students.
Problems should naturally arise from the experiences and needs of the students themselves. The teacher only needs to use every opportunity, every suitable situation.
5. Teacher and real problem learning
Acting as an organizer of the learning process on a problem-based basis, the teacher is called upon to act more as a leader and partner than as a source of ready-made knowledge and directives for students.
In preparation, the teacher should:
Subtly feel the problematic situations faced by students and be able to put real problems before the class. learning objectives in a way that children can understand.
To act as a coordinator and partner, to help, avoiding directive methods.
Try to captivate students with the problem and the process of its in-depth study.
Be tolerant of student mistakes. Offer help or refer to relevant sources of information.
Organize events for field research or meetings with members of the public to collect data.
Provide an opportunity for regular responses and exchanges in class discussions.
End the class discussion before there are signs of losing interest in the problem.
With reduced motivation, allow individual students to continue working on the problem.
6. Limitations and advantages of using problem-based learning in the educational process
As A. M. Matyushkin notes: “the selection of problem situations is determined by random facts, occurs only empirically and is presented mainly to the creative intuition of the teacher.
In this regard, there are limitations to the use of problem-based learning:
-It is very difficult to build the entire discipline on training, this is due to a complete revision of the goals and content of training. -introduction requires a significant investment of the teacher's time to prepare classes, a high level of his professionalism. - the use of problem-based learning is possible if students have the proper level of knowledge.But the benefits of problem-based learning should also be noted.:
Teaches to think scientifically, revealing the stages of the search, develops mental abilities.
Emotionally, by virtue of which it rises cognitive interest awakens creative forces.
7. Problem-based learning in the methodology of geography.
According to the provisions of didactics, problem-based learning is implemented using the following methods: partial search, or heuristic, problem presentation and research (as mentioned above)
I. Ya. Lerner believes that in the chains of gradually approaching students to independent problem solving, they must first be taught to perform individual steps of the solution, individual stages of research, forming these skills gradually.
Ways to solve cognitive issues are: (see table No. 3)
Finding cause and effect relationships
Grouping facts
Comparison
Generalization
However, the concept of "cognitive question" is much broader than the concept of "problem question".
A cognitive question can be considered problematic if, on its basis, the teacher creates a problem situation in the lesson, the solution of which will lead students to acquire new knowledge.
To solve the problem, students use the following methods of educational activity:
Finding a break in bonds
Hypothesis
Rewording the requirements of the question
Application of the general statement of the hypothesis to individual examples
Establishment of a complex of causal relationships
The gradual mastery of these techniques by students leads to the formation of the ability to solve a problem (or problems).
8. The main stages in solving the problem:
Awareness of the problem, opening the contradiction;
Formulating a hypothesis based on these conditions;
Conjecture proof;
General conclusion;
Example: Students are invited to look at the maps and establish why the water in the endorheic lake Chad is fresh (its water is slightly brackish)
At the first stage of understanding the problem, students reveal the contradiction inherent in the question, for which they find a break in the chain of cause-and-effect relationships. They know that sewage lakes are usually freshwater, the lack of flow leads to salinization of the lake.
Schematically, the contradiction looks like this:
Cause Effect
Absence of surface runoff Presence of salt water in lakes
Presence of surface runoff Presence of dead water in lakes
Lack of surface runoff? The presence of lightly salted almost fresh water
So students identify the contradiction between the prevailing ideas and new facts.
Stage 2) The resolution of the contradiction occurs with the help of a hypothesis. It is formulated as follows - it means the answer to the question: How is the flow into Lake Chad carried out?
Stage 3) Proof of the hypothesis: Students remember how the runoff in lakes can be carried out, what it can be. Students know that runoff is permanent and temporary, surface and underground. There is no permanent surface runoff in Lake Chad. So, it can be either temporary or superficial, or both. Students compare the general position of the hypothesis that there is still a runoff in Lake Chad
1) The runoff in Lake Chad is carried out underground.
2) The runoff is carried out through temporary drains during the rainy season.
The evidence of the students is supplemented by the teacher. (the opinion of scientists is reported)
IV - The solution of the problem ends with a general conclusion, in which the studied cause-and-effect relationships are deepened and new aspects of the cognizable object or phenomenon are revealed. (scheme - table No. 2)
The essence of each stage of problem solving (table)
Stage name
To facilitate the assimilation by students of the logic of solving problematic issues, they are offered the following memo:
On I stage - the following steps
Find the condition and requirement of the question
Determine what is given in the condition and what needs to be found
Recall what you already know about this object or phenomenon
What are the causal relationships that explain it?
Comparison of previously acquired knowledge and new information
On the basis of such a comparison, reveal the contradiction hidden in the question
On II stage
Make an assumption about the causes of the occurrence of a phenomenon or object
Formulate a hypothesis
On III stage
We need to ask a new question.
Based on the suggestions made in the hypothesis, answer this question
Please check your answer if possible.
IV stage
Answer the questions:
What new knowledge did you gain?
What have you learned about the causal relationships that explain this phenomenon or object?
The content of geographical knowledge in the initial course of physical geography - (grade 6) is distinguished by the specificity of the studied phenomena and objects. Therefore, when forming knowledge among sixth graders, it is necessary to rely extensively on the image of the studied phenomena and objects in pictures, slides, videos, photographs, etc. Use everyday ideas of students, local history material of excursions.
Most knowledge and skills are formed at the first and second levels of assimilation. At the same time, there are conditions for creating creative, including problematic, situations.
Students' awareness of the issue as a cognitive task or problem contributes to their purposeful perception of new material, its independent analysis and conclusions during a conversation with the teacher, and the formation of the ability to apply previously acquired knowledge to solve new problems. At the same time, the ratio of reproducing and creative cognitive activity depends on the degree of novelty of the studied material, on the formation of the ability of schoolchildren to work with different sources of knowledge, etc.
Types scientific problems, which can be the basis for compiling problematic assignments:
The study of the spheres of the Earth (and their parts) as components of the geographic envelope (G.O.) (connections within the sphere and between spheres)
Integrity of civil defense and PTK
Dismemberment of civil defense into PTK; classification. Reasons for the diversity of PTK.
Zonality of GO and azonation.
Types and forms of manifestation of connections, interaction of the components of GO and PTK. Dynamics in spheres; processes; metabolism and energy.
Rational use of components and PTK, transformation, forecasting of changes.
Protection of components and PTK.
Improving methods scientific research. (table No. 4)
Problems of geographical science (as applied to each geography course)
When constructing problem tasks, it is advisable to use a table. (For each geography course)
Task (problem - problems).
Make up a story "The history of the sand found on the banks of the Volga River" ( VA) etc. based on the materials of the excursion, the use of the physical map of Russia and the Tver region. There is a story, reasoning, application of previously acquired knowledge, etc.
What changes are possible in that part of the lithosphere where volcanic eruptions occur?
How does the eruption affect the air shell, the waters of the land? ( IH)
How do processes that change the topography of the ocean floor differ from external processes that change the topography of the land? ( V B)
Using a map of the hemispheres, prove that air masses from the Indian Ocean cannot reach our area (Tver Territory) and affect the weather? ( I AT)
An air mass from the Arctic came to our area. What was the weather like? How has she changed in a few days?(V3)
Is it possible to find a place on the globe where there is no natural complex? Explain your answer. ( IIH)
In order to change the nature of any area (for example, plant a forest or cut it down, drain a swamp, create a reservoir, etc.), all components of its nature must be well studied. Explain why. ( VIN)
To implement the problematic approach, the teacher must have a system of problematic questions and tasks. (see table)
9.Problemnye questions and tasks. (6th grade)
Topic
The table shows the place of the task or question in the lesson, reveals the nature of the cognitive activity of students and the logic of solving a problematic issue or problem (problem situation).
Conclusion
A task modern learning(and, more broadly, education) consists not simply in the communication of knowledge, but in the transformation of knowledge into a tool for the creative exploration of the world.
Education can be considered problematic if the study of scientific knowledge about geographical objects and phenomena is accompanied by a demonstration of the ways in which it was obtained, a systematic raising of the question - how a new task was received.
Understanding problem-based learning involves restructuring both the content of the subject itself and the methodology for the formation of geographical skills.
The effectiveness of problem-based learning is determined by its systematic nature.
The implementation of the problematic approach in teaching makes it possible to put students at the center of the educational process, which can be considered as one of the most important elements of a new pedagogical approach, a new look at the lesson and the entire educational process as a whole.
Problem-based learning will become a really effective means of developing thinking if students are taught the logic of problem solving.
Scheme 1
Basic concepts of problem-based learning
Problem-based learning is a didactic approach that takes into account the psychological patterns of the subject's independent mental activity.
Forms of expression of the problem
Scheme-table 2.
Problem Solving Steps
Ksenzova G.Yu. Perspective school technologies. - M., 2001.
Borisova N.V. From traditional through modular to distance education. – Moscow-Domodedovo 2000.
Borisova N.V. Educational technologies as an object of pedagogical choice. - M 2000.
Ponurova G.A. Problem approach in teaching geography in high school. - Moscow. "Enlightenment" 1991.
Panchesnikova L.M. Methods of teaching geography in high school. - Moscow "Enlightenment" 1983.
Konarzhevskaya Yu.A. Lesson analysis. M. -2000.
Plakhova L.M. How to do good school?! (two parts) Moscow 2000.
Klarin M.V. Innovative models of teaching in foreign pedagogical research. Moscow "Arena" 1994.
Lebedev V.S., Leskova L.N. A differentiated approach to learning in the process of teaching geography (guidelines). Velikiy Novgorod 1998.
Panasyuk V.P. Systematic management of the quality of education at school. St. Petersburg - Moscow 2000.
11) Panchesnikova L.M. and others. Problem tasks in geography - Geography at school, 1979, No. 1
Ministry of Education of the Penza Region
State autonomous professional
educational institution Penza region
"Penza College of Architecture and Construction"
Made by geography teacher
Andronova Nina Mikhailovna
Penza, 2016
"Problem learning in geography lessons"
AT recent times The problem of students' activity in geography lessons has become very urgent, as the quality of students' knowledge has deteriorated sharply. The experience of teachers over the past decades shows that some teaching methods are outdated, and their result can no longer meet the requirements of a modern, constantly developing society. After all, previously such methods and types of lessons prevailed, which implied various descriptions, explanations or the teacher's story. The student did not have time to think for himself or to obtain information from any other sources.
A feature of teaching geography is the complex interaction of many factors related to various fields of science, which makes the material particularly attractive, but makes the organization of the educational process very complex and diverse. Thus, the teacher needs to find an approach that would provide effective use study time and fruitful work in the classroom. Therefore, in practice, more and more are usedproblem learning methods .
The essence of the problematic approach lies in the fact that in the course of studying new material and its subsequent consolidation, tasks are offered, the implementation of which is intended to consolidate the students' ability to use the previously acquired knowledge. They are faced with a certain problem, which they must solve on their own or with the help of a teacher, find ways to solve it or ways to apply existing knowledge in new conditions. Contradictions between existing knowledge and a new task are overcome by independent mental and practical actions of a creative nature. Createdproblem situation - the psychological state of the student's mental difficulty in solving learning problem or a question posed by the teacher.
The process of learning by problem-based learning methods consists of four stages:
I. Creation of a problem situation and awareness of the problem.
II. Formulation of a hypothesis.
III. Search for a solution and proof of the hypothesis.
IV. Solution.
A problem situation is created through problematic issues and tasks. A separate factor is the interest of each student in this problem. Based on the results obtained after conducting problematic lessons, the following criteria for posing a problematic situation in a lesson can be distinguished:
1) the emotional coloring of the material itself and the form of its presentation, the constant desire to evoke in students the emotions accompanying the material, which subsequently turn into stable feelings, which largely determine the presence of interest;
2) reliance on the experience and knowledge and skills of the student so that the problem becomes not only educational, but also really significant for him;
3) the creative approach of the teacher to the formulation of the problem, as well as the development of creative thinking of students (i.e. the ability to find a way out in non-standard situations).
4) taking into account age and psychological features students in problem solving.
Problem-based learning is implemented in a problem-based presentation, in a partially exploratory (heuristic conversation) and in research teaching methods.
Examples of problematic situations in geography lessons in grades 10-11.
Task number 1
Describe the demographic situation in the world. What trends can be identified?
It is advisable to use this task in the process of studying a new topic for the organization independent work students. The class is divided into groups (it is possible at the request of the students).
Each group analyzes the statistical material, works with the text, and then presents the result of the work done.
Task number 2
What does the expression "We did not inherit the Earth from our ancestors - we borrow it from our descendants" mean?
Students work in pairs, express their opinions about the given expression, compare with their examples. Students' statement:
“There is only one earth. People have forgotten about the earth." These words were spoken back in the 40s of the twentieth century by the scientist V.I. Vernadsky. Conquering nature, people have largely undermined the natural resources of life.
A person annually extracts more than 100 mln. tons of ores, combustible and building materials. Mining leads to a change in the relief of the earth, the formation of depressions, voids in the upper layers of the earth's crust. In the process of learning, there is cooperation between the teacher and the student. The main thing in this process is to spare the student's self-esteem, because in parallel with the solution of the problem, the process of self-awareness, assessment of one's personal capabilities always goes on in his mind. Speaking of problems and problematic assignments, one should not forget about environmental issues which are global in nature and affect all of humanity.
Research Methods are used both when studying new material, and for improving, consolidating and testing students' knowledge. So, when studying the topic "Nature and Man", knowledge about resources, economic development of its territory, and environmental problems is generalized. To facilitate the task, the teacher gives questions and tasks of a problematic nature:
1. Draw up a diagram "Types of natural resources."
2. Give examples of the impact of various types of human economic activity on natural complexes.
3. Offer your own version of solving environmental problems.
4. How effective and necessary is the development of territories with extreme conditions (North, BAM).
Task number 3
Describe the demographic situation in the world. What trends can you spot?
In 2011, according to UN calculations, the 7 billionth inhabitant appeared on Earth. Is this a lot for our planet or not? Is our planet threatened by overpopulation?
Is it right to reduce the diversity of demographic problems to the narrow issue of world population growth and measures to reduce it? What is the basis for the effective solution of population problems?
Make a project of a railway line between any points on the map. What natural and economic factors and how should be taken into account during its construction and operation?
Task number 4
In what part of Eastern Siberia can a super-powerful thermal power plant be built? How can you prove the economic feasibility of the chosen place?
Task number 5
In what part of foreign Eastern Europe are there the most favorable conditions for the development of integration in the field of industry? Explain how you came to this conclusion?
Task number 6
In 1800, for the smelting of 1t. pig iron required 2.5 tons of coke and 4 tons. coking coal. Improving the quality of coke and improving the blast furnace process reduced the specific consumption of coke to 0.7-0.8 tons. Explain how this affected the factor of location of metallurgical plants?
Any teacher can create his own system of such tasks, taking into account the peculiarities of his style and the level of preparation of students. Among the forms of classes where problem-based learning can be used, it should be noted: seminars, discussions, workshops, research activities of students, conferences; lessons - auctions, press conferences, defense of projects.
Bibliography:
1. Andreeva E.Yu. Problem-based learning in geography // Geography at school,
1999, № 7.
2. Panchesnikova L.M. Methods of teaching geography in high school. -
M.: Education, 1983.
3. Ponurova G.A. Problem approach in teaching geography in secondary
school. -M.: Enlightenment, 1991.
4. Finarov D.P. Methods of teaching geography at school. - M.: AST: Astrel,
2007.
PROBLEM LEARNING IN THE LESSONS OF GEOGRAPHY
It is not thoughts that need to be taught, but thinking.
Recently, the problem of student activity in geography lessons has become very relevant, as the quality of students' knowledge has deteriorated sharply. The experience of teachers over the past decades shows that some teaching methods are outdated, and their result can no longer meet the requirements of a modern, constantly developing society. After all, previously such methods and types of lessons prevailed, which implied various descriptions, explanations or the teacher's story. The student did not have time to think for himself or to obtain information from any other sources.
A feature of teaching geography is the complex interaction of many factors related to various fields of science, which makes the material particularly attractive, but makes the organization of the educational process very complex and diverse. Thus, the teacher needs to find an approach that would ensure the effective use of teaching time and fruitful work in the classroom. Therefore, in practice, schools are increasingly using problem learning methods.
The essence of the problematic approach lies in the fact that in the course of studying new material and its subsequent consolidation, tasks are offered, the implementation of which is intended to consolidate the students' ability to use the previously acquired knowledge. They are faced with a certain problem, which they must solve on their own or with the help of a teacher, find ways to solve it or ways to apply existing knowledge in new conditions. Contradictions between existing knowledge and a new task are overcome by independent mental and practical actions of a creative nature. Created problem situation- the psychological state of the student's mental difficulty in solving an educational problem or a question posed by the teacher.
The process of learning by problem-based learning methods consists of four stages:
I. Creation of a problem situation and awareness of the problem.
II. Formulation of a hypothesis.
III. Search for a solution and proof of the hypothesis.
IV. Solution.
A problem situation is created through problematic issues and tasks. A separate factor is the interest of each student in this problem. Based on the results obtained after conducting problematic lessons, the following criteria for posing a problematic situation in a lesson can be distinguished:
1) the emotional coloring of the material itself and the form of its presentation, the constant desire to evoke in the student the emotions accompanying the material, which subsequently turn into stable feelings, which largely determine the presence of interest;
2) reliance on experience and the knowledge and skills available to the student so that the problem becomes not only educational, but also really significant for him;
3) the teacher's creative approach to problem posing, as well as the development of students' creative thinking (i.e., the ability to find a way out in non-standard situations).
4) taking into account the age and psychological characteristics of students when modeling a problem situation.
Problem-based learning is implemented in a problem-based presentation, in a partially exploratory (heuristic conversation) and in research teaching methods.
In lessons with a problem presentation, the teacher poses a problem and solves it himself, revealing the chain of logical reasoning, explaining new concepts and terms. In order to interest students, you can offer them some entertaining task before explaining. For example, when studying the topic “The structure of the earth's crust” in grade VII: “Based on your knowledge about the earth's crust, about lithospheric plates, draw up a theory of the movement of lithospheric plates. Your theory must be substantiated and have evidence of its veracity.
A heuristic conversation is conducted through one or more problems of a problematic nature. For example, let's take the topic "Movement of the Earth's crust" in the VI class. For students, it is difficult because they do not have the opportunity to observe the phenomena associated with the movement of the earth's crust. Therefore, there is a need for joint work of the teacher and students.
Research methods are used both when studying new material and for improving, consolidating and testing students' knowledge. So, when studying the topic "Nature and Man" in the VIII grade, knowledge about the resources of Russia, the economic development of its territory, and environmental problems is generalized. To facilitate the task, the teacher gives questions and tasks of a problematic nature:
1. Draw up a diagram "Types of natural resources."
2. Give examples of the impact of various types of human economic activity on natural complexes.
3. Offer your own version of solving environmental problems.
4. How effective and necessary is the development of territories with extreme conditions (North, BAM).
For more effective work, the emergence of a sustainable interest among students, improving the quality of lessons and knowledge, along with a problem-based approach, it is possible to use other teaching methods.
So, in the course of solving a problem situation, students can be invited to independently systematize the material and draw up a reference diagram, outline drawing, etc. Game forms of lessons are combined very well with problem-based learning.
In teaching geography, several types of problematic or creative tasks are used.
Tasks, the problematic nature of which is due to the gap between previously acquired knowledge and the requirement of the task (or question). So, in the initial course of physical geography, students learn that the amount of solar heat depends on latitude: the lower the latitude, the more heat, and vice versa. In the next course, while studying Africa, they will learn that in the tropical zone, summer temperatures (+32 C) are higher than in the equatorial zone (+24 C). This fact conflicts with the previously learned dependence and forms the basis for the formation of a problematic task: “Working with the atlas, compare the summer and winter temperatures in the tropical and equatorial belts of Africa. Why is the July temperature higher in the tropical zone?
Tasks to establish multi-valued cause-and-effect relationships. Features of objects and processes studied by geography are usually due to a complex of causes and give rise to a complex of consequences. Therefore, this type of tasks is the most widespread in training. If at the same time, students must independently select and apply a wide range of knowledge in different ways. Including from other academic subjects, the task becomes problematic, for example, “What changes occur in nature in central Russia after logging?” (Name at least 8-9 consequences). Or: “What factors contribute to the fact that the United States has become the leading capitalist power in the world?” (Name at least 5 reasons).
Tasks requiring understanding of dialectical contradictions. ability to operate with them. In logic, such situations are called situations of opposite judgments, for example: “Using knowledge of the geography of Russia and other countries, explain what effect a large territory has on the country's economy - favors or hinders the development of the economy” or: “Increases or decreases in the conditions of scientific and technological progress, the influence of natural resources for economic development? The peculiarity of these tasks is that they require reasoning on the principle of "both and the other at the same time" (and not one instead of the other), i.e. students should be advised not to reject any of the statements, but to try to substantiate both.
Assignments based on a scientific hypothesis, such as the origin of permafrost. On climate change on Earth, etc., revealing this hypothesis, students need to express their opinions on it, to substantiate its scientific and practical significance.
Tasks-paradoxes, for example: “The rivers of the European part of Russia and Siberia overflow once a year. The rivers that cross the deserts - Amudarya, Syrdarya, Zeravshan - have two floods a year - in spring and summer. How can this be explained?
Thus, the geography course is one of the most interesting in the school curriculum, the effectiveness of teaching in this course can be achieved if the educational process is aimed at developing the thinking of students, at forming their cognitive independence, including through problem-based learning. The possibilities for problematic presentation in geography lessons are very wide. In view of the complexity of natural objects, phenomena and processes studied by geography, the consideration of each of them can be carried out problematically.