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"
IN Lately 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 The experience of teachers over the past decades shows that some teaching methods are outdated, and their result can no longer meet the requirements of a modern, constantly developing society.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 educational process very complex and varied. 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 to the problem.
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 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 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. Methodology for 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.
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 learn about 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 have a 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 is in conflict with the previously learned dependence and forms the basis for the formation problem task: “Working with the atlas, compare 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 logging?” (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 is the highest peak of Africa, Mount Kilimanjaro, despite the fact that it is located on the equator, covered with a glacier? How can this be explained? (question number 18).
Thus, the effectiveness of teaching in the course of geography can be achieved if the educational process is 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 areas Earth (lead time | reflection lesson | On what continents and in connection with what natural zones 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
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.
The technology of problem-based learning can be fully implemented 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 that are 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 cognitive activity and student independence. 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 high atmospheric pressure prevails. 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 from the Pacific Ocean, and most of the precipitation will fall on the eastern slopes of the mountains, that is, 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 due to 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 - 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.