1 . Introduction ____________________________________________________2
Statement of the problem ________________________________________________3
Relevance, purpose, tasks ________________________________________________4-5
Action plan for the implementation of the project _______________________________6
2. Main body
Resourcing analysis ____________________________________________ 7-8
Expected results of the project implementation______________________________9
Program extracurricular activities « Entertaining geography» for students in grades 5-8____________________________________________________________ 10-20
3. Conclusion _________________________________________________21
4. Literature ________________________________________________22-23
Introduction
The task of the new generation school is to create a system of educational extracurricular and extracurricular activities, taking into account the integration of the main and additional education in the conditions of an educational institution, ensuring the entry of a teenager into an independent social action.
Extracurricular activities are the main part of the educational process at school, one of the forms of organization of students' free time. In extracurricular work, the independence of students is of great importance, which allows the majority of schoolchildren to take part in organizational activities, forms the personality of a citizen. The success of extracurricular work depends not only on the activity of students, but also on pedagogical influence. The ability of the teacher to give the interests of pupils practical significance.
Formulation of the problem
Internet resources
Motivational:
Experience exchange
Experience exchange
Publication of materials in the Internet educational resources
Organizational
Develop practical tasks, individual tasks, quiz questions, project topics, think over the topics of excursions.
Develop
practical tasks, individual tasks, quiz questions, project topics, think over the topics of excursions.
Financial
Acquisition of educational and methodical literature,
Educational films.
Educational and methodical literature.
2. Educational films, CDs, video materials
Expected results of the project implementation:
1. Broadening the horizons and improving the quality of students' knowledge.
2. Development of practical skills.
3. Education of a communicative active personality and ecological culture schoolboy.
4. Positive indicators when passing the OGE and the Unified State Examination.
The program of extracurricular activities "Entertaining geography"
for students in grades 5-8
Explanatory note
The role of geography in the modern world is constantly increasing. Modern means ties bring countries and continents closer together. And without strong geographical knowledge it is impossible to imagine a successful businessman or politician.
Educational and cognitive activity is carried out not only in the process of learning in the classroom, it continues outside of school hours in various forms. educational work. Extra-curricular activities are part of the entire educational process, in which the activities of schoolchildren are carried out outside school hours with the organizing and guiding role of the teacher. All extracurricular work is focused on expanding and deepening basic knowledge and skills, on developing abilities, cognitive interest, for involvement in research work, for the organization of social activities of schoolchildren within their region. This is expressed in the fact that extracurricular work has more opportunities in the implementation of the educational functions of each discipline.
Extracurricular work is carried out in free time with the aim of developing the interests and abilities of the child, meeting his needs for knowledge, communication, practical activities, recuperation and health promotion. Extracurricular work allows children to use their free time to the maximum benefit.
IN modern school it is very important to interest students in the subject, increase motivation for learning, this can only be achieved through a well-thought-out system of extracurricular activities in geography, which is why extracurricular work was an important part of the educational process and remains relevant in our time.
The presence in the modern world of limitless information space is already on initial stage learning requires the ability to receive information, be able to analyze it, put forward hypotheses, and make assumptions.
The curiosity of the student, the inquisitiveness of his mind, the rapid fascination with the new forces to expand the boundaries of the information space, the proposed program allows more and to convey the unknown, mysterious, secret to the child in a more diverse way, opening the horizons of the information field before him.
The purpose and objectives of the course "Entertaining Geography"
Program goal:
Development of horizons and intellectual abilities of students
Tasks:
Develop an interest in the study of geography.
Improve your ability to work with a map.
Develop abilities for research and project activities.
To develop students' geographical thinking, to teach them to think comprehensively and spatially, to solve geographic problems available to them.
The development of communicative qualities in students.
Systematic and purposeful preparation of students for the delivery of the OGE and the Unified State Examination
The content of this program is consistent with the content of programs in psychology, pedagogy, rhetoric, computer science, geography, biology. The logic of building the program is determined by the system of consistent work on mastering the basics of research activity by students: from understanding the essence of research activity, from the origins of scientific thought and theory, from the creative and unique activities of outstanding scientists to the study of the components of research activity. It is necessary that the course lessons encourage active mental activity, teach to observe, understand, comprehend the cause-and-effect relationships between human activity and science, thereby developing their own attitude to the world around them.
Theoretical and practical lessons contribute to the development of oral communicative and speech competence of students, skills:
- conduct an oral dialogue on a given topic;
- participate in the discussion of the object under study or the collected material;
- participate in conferences, readings.
Classic sources of information- encyclopedias and other books, including those from school library. In addition, these are video cassettes, videos, encyclopedias and other materials on CDs, adult stories, excursions.
The stories of adults are understood not only as the stories of parents to their children, but also conversations, interviews with specialists in some field of activity, including during meetings of specialists with children specially organized at school.
Possible excursions are excursions either to museums or to operating enterprises.
In addition, adults can help children get information from the Internet.
After information has been collected on most of the subtopics, the teacher states this fact, reminds latecomers to hurry up, and discusses with the children what projects (crafts, research and activities) are possible after studying the topic.
Creative works can be, for example: drawing, postcard, craft, sculpture, toy, layout, story, counting rhyme, riddle, concert, performance, quiz, KVN, newspaper, book, model, costume, photo album, design of stands, exhibitions, report, conference, electronic presentation, holiday, etc.
Children themselves choose a topic that is interesting to them, or offer their own topic. We remind you that this work is done voluntarily. The teacher does not force the children, he must keep in mind that the guys who are not participating in this project can take part in the next one.
During the project implementation, a workbook is used, in which all stages of work on the project are recorded.
Successful finds while working on the project should be made available to the whole class, this can increase interest and attract other children to work on the project.
Each project should be brought to a successful conclusion, leaving the child with a sense of pride in the result. After completing a project, children should be given the opportunity to talk about their work, show what they have done, and be praised. It is good if not only other children, but also parents will be present at the presentation of the results of the project.
Classes are held in the form of games, practical exercises. When passing through topics, the integrity, openness and adaptability of the material are important.
In the process of passing the course, the skills and abilities of independent research activities are formed; the ability to formulate a research problem, put forward a hypothesis; skills in mastering the methodology for collecting and processing the material found; mastery skills scientific terms in the field of knowledge in which the research is being carried out; skills of mastering theoretical knowledge on the topic of their work and more; Ability to write reports and research papers.
At the end of the course, a public defense of the research project is carried out - the experience of scientific educational research on the subject matter, a speech, a demonstration of the level of psychological readiness of students to present the results of the work.
Program Features
feature this program is the implementation pedagogical ideas the formation of the ability to learn in schoolchildren - to independently obtain and systematize new knowledge. In this capacity, the program ensures the implementation of the following principles:
- Continuity of additional education as a mechanism for the completeness and integrity of education in general;
- Development of the individuality of each child in the process of social self-determination in the system of extracurricular activities;
- Systematic organization of the educational process;
- Disclosure of abilities and support for the giftedness of children.
Forms of organization of the educational process
The program provides for extracurricular activities, work of children in groups, pairs, individual work, work with the involvement of parents. Classes are held 1 time per week in the classroom, libraries, on a geographical site, project activities include conducting experiments, observations, excursions, meetings, olympiads, quizzes, KVNs, meetings with interesting people, competitions, project implementation, etc. The project activity provides for the search for the necessary missing information in encyclopedias, reference books, books, electronic media, the Internet, the media, etc. The source of the necessary information can be adults: representatives of various professions, parents, enthusiastic people, as well as other children.
Basic methods and technologies
Lesson methods:conversation, game, practical work, experiment, observation, express research, collective and individual research, independent work, defense of research papers, mini-conference, consultation.
Control methods: consultation, report, defense of research papers,speech, exhibition, presentation, mini-conference, research conference, participation in research competitions.
Technologies, methods:
- level differentiation;
- problem learning;
- modeling activity;
- search activity;
- information and communication technologies;
- health-saving technologies;
- personal and metasubject results
Results | Formed Skills | Formation means |
Personal | Formation in children of motivation for learning, about helping them in self-organization and self-development. development of cognitive skills of students, the ability to independently construct their knowledge, navigate the information space, the development of critical and creative thinking. | Organization in class pair-group work |
Metasubject Results |
||
Regulatory | Take into account the guidelines for action identified by the teacher in the new educational material in cooperation with the teacher; Plan your action in accordance with the task and the conditions for its implementation, including in the internal plan carry out final and step-by-step control on the result; | in collaboration with the teacher, set new learning objectives; transform a practical task into a cognitive one; be proactive in learning collaboration |
Cognitive | learning skills: solution creative tasks and skills of searching, analyzing and interpreting information. acquire the necessary knowledge and use it to do specific work. search for the necessary information to complete educational tasks using educational literature; basics semantic reading artistic and cognitive texts, highlight essential information from texts of different types; carry out the analysis of objects with the allocation of essential and non-essential features; | to carry out an extended search for information using the resources of libraries and the Internet |
Communicative | Learn to play different roles in the group (leader, performer, critic). the ability to coordinate one's efforts with those of others. Formulate your own opinion and position; Negotiate and come to a common decision in joint activities, including in situations of conflict of interest; to ask questions; allow the possibility of people having different points of view, including those that do not coincide with his own, and focus on the position of a partner in communication and interaction; take into account different opinions and strive to coordinate different positions in cooperation | take into account different opinions and interests and justify their own position; understand the relativity of opinions and approaches to problem solving; argue your position and coordinate it with the positions of partners in cooperation in the development common solution in joint activities; productively resolve conflicts on the basis of taking into account the interests and positions of all its participants; taking into account the goals of communication, it is quite accurate, consistent and complete to convey to the partner the necessary information as a guideline for building an action |
Requirements for the level of knowledge, skills and abilities at the end of the program:
– have an idea about research training, collecting and processing information, writing a report, public speaking;
– know how to choose a research topic, research structure;
- be able to see the problem, put forward hypotheses, plan the course of research, define concepts, work with text, draw conclusions;
- be able to work in a group, listen to the opinions of group members, defend their own point of view;
- to master the planning and setting of the experiment
Predicted results:
As a result of the implementation of the program, it is envisaged to increase geographical knowledge, skills and abilities.
The program involves increasing students' interest in the subject.
Testing of knowledge, skills and abilities is carried out through school-wide events, school competitions, participation in competitions.
Must learn | Formed Actions |
Students must learn ■ see problems; ■ ask questions; ■ put forward hypotheses; ■ define concepts; ■ classify; ■ observe; ■ conduct experiments; ■ make inferences and conclusions; ■ structure the material; ■ prepare texts of own reports; ■ Explain, prove and defend your ideas. | During the solution of the system design tasks at junior schoolchildren The following abilities can be formed: Reflect (see the problem; analyze what has been done - why it worked out, why it didn’t work out, see difficulties, mistakes); Goal setting (set and maintain goals); Plan (make a plan of your activities); Model (represent the method of action in the form of a model-scheme, highlighting everything essential and important); Show initiative when looking for a way(s) to solve a problem; Engage in communication (interact when solving a problem, defend one's position, accept or reasonably reject the points of view of others). |
Orientation on the ground
Excursions, practical classes
Life of the earth's crust
Theoretical classes, watching movies, working with a map
World Ocean
Conversations, film classes
Land waters
Excursions, work with a map, workshop, quizzes
Earth's atmosphere.
Practical exercises, solving geographical problems
The nature of your region
excursions
Topic 1. Introduction
Acquaintance with the activities of the course, planning.
Topic 2. Orientation on the ground.
History of the invention of the compass
Exercises and movement on the ground with and without a compass
Determining directions, distances according to the terrain plan and map
Topic 3. Life of the earth's crust.
Modern hypotheses about the origin of mountains on earth.
Volcanoes, geysers, hot springs.
Earthquakes.
variety of landforms on earth.
The terrain of your area.
Topic 4. World Ocean.
Modern methods of studying the seas and oceans.
Waterspouts, storms and hurricanes in the sea.
Parts of the oceans.
vegetable and animal world oceans and seas.
Ecological problems of the World Ocean.
Topic 5. Land waters.
The largest rivers of the Earth.
The largest lakes of the earth, lakes-curiosities.
Mineral springs, their origin
Karst phenomena, caves, underground rivers and lakes.
The waters of the land of their land.
Topic 6. Earth's atmosphere.
Modern methods of studying the atmosphere.
Processing and registration of the results of observation of the weather.
Terrible phenomena in the atmosphere.
Local signs and signs for predicting the weather
The climate of your area.
Topic 7. The nature of their land.
Studying the features of the nature of your region
PC of your area.
Anthropogenic impact on PC.
Program equipment and staffing
For implementation educational process The Recreational Geography Program requires the following supplies:
- a selection of video clips;
- a selection of printed publications and media materials, the Internet;
- computer, printer, scanner, multimedia projector;
- COR set. The presence of a geographic area.
Conclusion
The main problem of education is the weakening of motivation for learning. It is extracurricular activities that contribute to the development of the desire for creativity, and especially in children with low motivation. It's no secret that it is easier for children to learn educational material in a non-standard environment. It is extracurricular activities that contribute to the development of collective creativity, form communication skills, a sense of responsibility, the ability to think freely, overcome the barrier when learning in the classroom, and create conditions for cooperation. In extracurricular activities, the skills of working with additional literature, the ability to plan, analyze and generalize, are developed. School and society are inseparable. Now a new generation is being formed at the school, which will have to transform society. Today's schoolchildren have a lot to do, and for this they need to leave the school comprehensively developed, creative people. These goals can be achieved only in the relationship of classroom and extracurricular activities.
The success of extracurricular work depends not only on active students, but also on pedagogical influence, the teacher's ability to give the interests of pupils a socially useful orientation. One of the main conditions for the successful organization of the development of extracurricular work in geography is the special training of teachers.
Literature
1. Abramova G.S. Age-related psychology/ G.S. Abramov. - Yekaterinburg: Business book, 1999. - 476 p.
2. Baransky N.N. Method of teaching economic geography / N.N. Baransky - M., 1980. - S. 120-121
3. Gerasimova T.P., Krylova O.V. Toolkit in physical geography: 6th grade / T.P. Gerasimova, O.V. Krylov. - M: Enlightenment, 1991. - S. 45-48
4. Gurvich E.M. Research activities of students in the field of geological and geographical sciences / E.M. Gurvich // Geography at school. - No. 4. - 2002. - S. 49-50
5. Dushina I.V. Methods of teaching geography / I.V. Dushina, G.A. Ponurova. - M., 1996. - S. 174-176
6. Emil'yanov B.V. Guide / B.V. Emil'yanov. - M.: Soviet sport, 2000.- S. 10 - 11
7. Zhilnikov A.V. Week of geography at school // Geography at school. - No. 4. - 1998.- S. 76-78
8. Kairov I.A. Pedagogical encyclopedia / I.A. Cairo. - M.: Soviet Encyclopedia, 1964. - pp. 339 - 340
9. Kulagina I.Yu. Developmental psychology / I.Yu. Kulagin. - M.: URAO, 1997. - 140 p.
10. Lanina I. Ya, Solomin V.P. Excursion into nature in physics and biology / I.Ya. Lanina, V.P. Slomin. - SPb., 1998. - S. 24-25
11. Nesterov E.N. Geology in modern natural science. Images of geospace / E.N. Nesterov. - SPb., SPBTTU, 2000 - S. 31-38
12. Nikolina N.V. Method of projects in geographical education // Geography in school. - No. 6. - 2002. - S. 37-43
13. Methodology for teaching geography in high school/ Under the editorship of A.S. Bibik. - M.: Enlightenment, 1969. - pp. 372-379
14. Methods of teaching geography in high school. Teaching aids for studentspod. geographic inst / Edited by L.M. Pansheshnikova. - M.: Enlightenment, 1983. - S.172-192
15. Mukhina V.S. Developmental psychology / V.S. Mukhin. - M: Academy, 1998. - 347p.
16. Petrova N.N. Geography. Initial course Grade 6: Methodological guide / N.N. Petrova. - M: Bustard, 1998. - S. 6-17
17. Programs educational institutions Geography grades 6-11. - M: Enlightenment, 1998. - S. 85-93, 202-208
18. Professional education. Dictionary. M.: Nov, 1999. - S. 170-172
19. Rumyantseva S.E. Extra-curricular work and development of students' personality / Geography at school. - No. 6. - M., 2000. - 80 p.
20. Fridman L. M, Kulagina I. Yu. Psychological reference book of the teacher / L.M. Fridman, I.Yu. Kulagins. - M.: Enlightenment, 1991. - S. 128-134.
To view a presentation with pictures, design, and slides, download its file and open it in PowerPoint on your computer.
Text content of presentation slides: Rocks and minerals of Karachay-Cherkessia An example project for students in grade 6 Aims of the work To study the rocks of the KChR and identify their role for the development of industry. Consider rare and unique rocks on the territory of the KChR. Igneous rocks Copper. The color in a fresh fracture is light pink, but quickly turns to copper-red, then to red-brown. Often there are green, brown or black plaques, as well as brown, yellow or variegated tarnish on the surface. Often, the discharge of native copper is covered with a green (malachite), blue (lapis lazuli) or black (sulfide) coating of change products. The trait is copper-red, shiny, with a metallic sheen. bright metallic Hardness 2.5-3 (cut with a knife). Very forging, malleable. Specific gravity 8.4-8.9. Silver. The color in a fresh break is silvery white, but the pure color of native silver in nature can only be seen occasionally, as it is very quickly covered with a black or gray coating. Trait - silvery white with a metallic sheen Shine - bright, metallic Hardness 2.5-3 (easily cut with a knife) Density 9.6-12 Specific gravity 10.1-11.1 Ductile, ductile, drawn into a thin wire, flattened into the thinnest leaves Quartz. The color is varied, often due to the finest impurities of other minerals; gray is the most common. The milky-white color of quartz in the veins is associated with an abundance of the smallest cracks and is observed only near the daylight surface. In crystals, the top and the peripheral zone are often colored more intensely than the central parts. The luster is glassy, sometimes greasy in solid masses. The fracture is uneven, conchoidal. Hardness 7. Specific gravity 2.60 (milky white) - 2.65 Calcite. Mostly colorless or milky white. Due to impurities, it is painted in light pink, blue, yellow, brown and other tones. Glass luster. Hardness 3. Brittle. Specific gravity 2.6-2.8 Dolomite. greenish tint. Glass luster. Hardness 3.5-4. Specific gravity 2.8-2.9. Barite. Dense, fine-grained or earthy aggregates that fill cracks and form ore-bearing veins, also sinter forms, stalactites, etc. Druses of barite crystals are found in the voids of the veins. The crystals are tabular, less often prismatic and columnar. The mineral in its pure form is colorless, water-transparent, due to impurities it is often colored gray, bluish-gray, greenish, yellow, meat-red or black. Glass luster, on cleavage planes - mother-of-pearl. Hardness 3-3.5. Fragile. Specific gravity 4.3-4.5. Scheelite. Named after the Swedish chemist K. V. Scheele (XVIII century), who discovered the presence of tungsten in this mineral. The color is yellowish-gray, pale yellow, sometimes has a brownish, reddish, orange or greenish tint; rarely colorless or white. White streak. Glass luster, greasy to diamond. Transparent. Hardness 4.5. Brittle The origin is igneousComposition of granite: feldspars - 60-65% (orthoclase and plagioclase, the former predominating), quartz - 25-30% and dark-colored minerals - 5-10% (mainly biotite, much less often hornblende). Color gray, yellowish, pinkish-gray to pink and meat red. High hardness. Slate. Siliceous shale is characterized by platy separation. The color in the absence of impurities is white, light gray, bluish; due to the admixture of carbonaceous matter - dark gray to black. Urupskoe copper-nickel deposit In terms of reserves, this is a medium-sized deposit, its ores contain an average of 2.7% copper and 1.19% zinc. The ore contains as by-products: gold, silver, cadmium, selenium, tellurium. The main ore body of the Urupskoe deposit, which occurs in the thickness of volcanic-sedimentary rocks, is a sheet-like deposit or several contiguous layers separated by interlayers of tuffs and siliceous shales. The development of the deposit is carried out by an underground method. Ores contain gold, silver, cadmium, selenium and tellurium, occasionally cobalt, molybdenum, germanium and gallium as impurities. The main ore minerals are pyrite, chalcopyrite, bornite and sphalerite; secondary and rare - galena, magnetite, hematite, tennantite, betekhtinite, native gold, argentite, hessite, molybdenite; in isolated cases, renierite and luconite are noted; the main non-metallic minerals are quartz, calcite, chlorite and sericite. Conclusion: in Karachay-Cherkessia there are a lot of various rocks and minerals that we need for the development of the economy. This was an example of a project. You can complete the project even better - try it!
Attached files
Explanatory note
The study of geography in a correctional school for children with intellectual disabilities has an important educational, practical and educational value. The formation of cognitive activity in geography and the development of independence occur in close relationship, it is an obligatory component of the process of teaching, educating and developing students with intellectual disabilities.
The correctional school must prepare its graduates for life, for correct behavior in nature, life among people, to achieve success at work. The question "How to teach?" for the children of a correctional school is especially relevant at the present time, since every person, including those with developmental disabilities, has the right to occupy a worthy niche in life.
Modern education should instill in students the ability to set a goal at the beginning of their activity, look for ways to achieve it, and achieve success. The solution to this problem is impossible without the use of various forms in the lesson, which involve the active activity of students with developmental disabilities during the lesson. It seems that the most complete implementation of this task is to involve the student in independent work. But fruitful independent work is possible only after a formed interest in the subject.
By the ninth grade, the cognitive activity of students should be at a sufficiently high level. It is very important to instill the skills of independent work not only for the purpose of knowledge, but also to form independence as a personality trait.
Geography as a subject in a special (correctional) school of the VIII type is of great importance for the comprehensive development of students with reduced motivation for learning. The study of geography broadens the horizons of students about the world around them, allows them to see natural phenomena and socio-economic processes in interconnection. Geography provides fertile material for patriotic, international, environmental education students, helps to acquaint them with the professions that are common in their region.
Workbooks in grades 6-9 help with independent practical work. But work with them has an individual differentiated character, therefore, in this work, the goal is set: to study the potential of students with developmental disabilities when performing independent work.
The teaching of geography presupposes and requires the study of the material of one's locality. The ninth grade geography course ends with a regional overview. The fourth quarter of the ninth grade is assigned to the study of the Kostroma region. In these lessons, students should systematize their knowledge about the nature of the Kostroma region, their region, get acquainted with local economic problems.
Tasks:
1. Develop a system of measures to prevent difficulties for students in the performance of independent work.
2. Prepare didactic material to test the quality of knowledge of students in geography of the 6th grade of a special (correctional) school of the VIII type.
3. Develop a workbook for the Kostroma region for grade 9.
Theoretical part
(from work experience)
Students of the correctional school of the VIII type are children with intellectual disabilities who have intellectual development impaired due to organic brain damage.
Intellectual disability is general concept, which indicates the main defect of children to be trained in a correctional school. Among the students of the correctional school of the VIII type, there are children with varying degrees of intellectual disability that occurs at later stages of the child's development due to illness, i.e. inflammation of the brain and its membranes.
As a result of the inflammation of the brain suffered by the child, mental disorders can occur.
Among the students there are also children with a traumatic brain injury, in which mental changes also occur in children.
Students with developmental disabilities differ significantly from their peers in the nature of cognitive activity, and in the characteristics of behavior in a team, in working capacity and in other personality traits. It is important for the teacher to know these features for the formation of cognitive activity of students.
Among the students there are also children whose intellectual insufficiency is due to the current painful process. These are epileptic children and schizophrenic children.
The fact that intellectual disability in a child can be caused by various reasons, in different time his life, obliges to deeply study each student, to take into account the features of the defect of intellectual insufficiency in the learning process, to gradually form the cognitive activity of children with developmental disabilities.
Defects in the development of the cognitive sphere in schoolchildren with intellectual disabilities are diverse. But all of them have a pronounced underdevelopment of the emotional-volitional sphere.
The level of speech underdevelopment in most children with intellectual disabilities corresponds to the degree of their intellectual defect. They are characterized by a delay in the formation of speech, deviations from the norm occur when learning difficult words in geography. The sentences used by children are more often built primitively at the everyday level. They often deviate from the norms of the language. Students' responses can be overly concise or, conversely, lengthy. Pupils even in the upper grades experience difficulties in those cases when it is necessary to talk about the progress of practical work.
By the senior grades, the vocabulary is significantly enriched. Deviations are found in all manifestations of schoolchildren with intellectual insufficiency, but this is especially evident in cognitive activity, in their thinking.
Thinking is a generalized reflection of the external world, a socially conditioned process of cognition. Schoolchildren with intellectual insufficiency have limitations of all levels of mental activity. The greatest difficulty is caused by tasks in geography, requiring verbal - logical thinking, such as understanding tests containing certain dependencies - temporary, causal, etc.
As the learning proceeds, the shortcomings of the students are corrected, but not overcome. The thought processes of children with intellectual disabilities are inhibited. Their mental analysis of a visually perceived object is characterized by poverty and fragmentation.
When examining herbariums, students do not name the main thing, but they distinguish what is easily evident. There is a lack of system, disorder.
Gradually, students can master the ability to characterize an object. Promotion is manifested in the increasing ability to use one's own experience. Gradually, children with intellectual insufficiency, comparing two or more objects, find with difficulty the similarities or differences between objects or phenomena, and in some cases, identifying their identity.
More challenging task for students with intellectual disabilities is the generalization of subjects.
The education of children with intellectual disabilities is based on the processes of memory, which has its own characteristics. The amount of memorized material in schoolchildren with intellectual disabilities is less than that of a normally developing peer. The accuracy and strength of verbal and visual material is low. Reproducing it, students often repeat, pronounce the missing elements.
Memorization of texts also suffers from imperfection, because. divide it into parts, highlight the main idea, determine the key words, establish semantic connections. As a result, children retain only part of the material in their memory.
High school students remember material more easily when they read aloud. It follows that in geography lessons it is important to pay attention to working with the textbook.
Characteristic for a student of a correctional school of the 8th type is a violation of the volitional sphere, the formation of a cognitive sphere in children with developmental disabilities is difficult precisely because the volitional sphere in children with developmental disabilities is defective.
Their perception is specific. Children find it difficult to draw a verbal color picture. The conditions conducive to improving perception include the display of an object, the use of various techniques - the use of stimulating remarks and a system of questions that direct attention, encourage certain actions.
Orientation in space among schoolchildren with intellectual disabilities is very poorly developed.
The study of the psychological and pedagogical characteristics of schoolchildren with intellectual disabilities and their capabilities (M.F. Gnezdilov, G.M. Dulnev, L.V. Zankov, M.S. Povzner, I.V. Soloviev and others) made it possible to develop principles of work in correctional school. Based on the teachings of L.S. Vygotsky about the leading role of education in the development of children, it was found that the work should be carried out through the use of special pedagogical techniques that will gradually contribute to the formation of cognitive activity in students with intellectual disabilities.
Based on natural history, geography lessons are built from grades 6 to 9. It would seem, why students of a special correctional school need geography. However, having delved into the content of this subject, we can conclude that, although the material is presented in a simplified form, it has a great independent, cognitive and correctional-educational value.
The program is built taking into account the principle of scientific character and is not at all primitive. Observations in nature in the primary grades, in natural history in the 5th grade are the initial basis for the study of geography. The scope of knowledge is provided taking into account the possibility of students with developmental disabilities.
The initial course of physical geography of the 6th grade introduces students to the immediate environment. Orientation on the ground serves as a basis for studying the terrain plan, and also contributes to the formation of spatial representations and orientation skills necessary in life. Tasks for independent work will not only help identify the potential of students and form a goal for further work, but also expand their horizons.
The study of the topic "Heat belts on the globe" helps to learn the cause-and-effect relationships and relationships between the location of countries and their nature. In the process of studying this topic, students gain insight into tropical forests and deserts, about the life of the population with hot, cold and temperate climates. The formation of the concept of "climate" is based on long-term observations of students over the weather.
The 7th grade course is dedicated to Russia. Students will learn what natural zones are: arctic desert zone, tundra zone, forest zone, steppe zone, desert zone, regions high mountains and subtropics. Each nature is studied in the process of comparison.
In grades 8, 9 - the geography of "Continents and Oceans". These are the World Ocean, Australia, Antarctica, North and South America, Africa and Eurasia. The formation of independent work skills continues. By this time, it is already possible to draw conclusions about the potential opportunities for students of the VIII type correctional school.
Modern geography lesson
The lesson is the main form of realization of pedagogical influences, where direct and systematic communication between the teacher and students takes place, aimed at activating the cognitive abilities of schoolchildren. Each lesson is a complex organizational and pedagogical system, all components of which are interconnected and interdependent. On the one hand, the lesson is a link in a holistic educational process. On the other hand, the lesson is a complete independent fragment of the learning process, which is often used to judge both the pedagogical and methodological skills of the teacher and the level of the student's preparation. Therefore, the lesson was and remains a kind of "calling card" of the teacher, allowing colleagues to judge the methodological style, quality of work, and the creative potential of the teacher giving the lesson. A separate lesson in the teacher's work system is a fragment of a large action, which is entirely and completely directed by the teacher himself. The success of such a “staging” depends on how correctly the goals are defined, the main and additional educational material is selected, methods and means of training adequate to the content are determined.
Geography lessons in a correctional school of the VIII type can be diversified (game lessons, travel lessons, workshops and creative work); increased attention to the integration of knowledge, as well as to conducting integrated lessons (at the stage of generalization and systematization of knowledge) with historians, teachers of reading, fine arts, mathematics, music.
Possible combinations of lesson types:
1. combined
2. learning new - combined - final survey
3. learning new "big blocks"
4. independent and practical work in the study of new - combined - generalization of knowledge ( non-standard lesson): travel lesson, business game, etc.
Table 1
Types of lessons Lessons for the formation of new knowledge Lessons for teaching skills Lessons for repeating and generalizing knowledge, consolidating skills Lessons for testing and recording knowledge and skills Combined lessons
Forms of lessons Lessons-expeditions (travels), lessons-research, integrated
lessons. Workshops, practical work, essays, dialogue lessons, lessons with role-playing, business game Lessons of extracurricular reading repetitive-generalizing lessons, games: KVN, “What? Where? When?", "Field of Miracles", "Lucky Chance". Integrated theatrical (lesson-court), lessons-competitions, lessons-competitions Lessons-quizzes, lessons-competitions, lessons-compositions, etc.
Lesson - practical work.
The specifics of geography subject lies in the fact that a necessary condition for its assimilation is that schoolchildren have the ability to use various sources of geographical information: maps, statistical data, text, etc. You can master these skills in the course of practical work.
Schoolchildren have problems in performing practical work primarily due to the fact that they perform many actions unconsciously, on the basis of imitation, copying. All this leads to overload, to low progress in the subject. To avoid this, it is advisable to fulfill the following requirements:
1. To acquaint schoolchildren with the purpose of carrying out each practical work, with possible forms of reflecting its results.
2. Use instructional cards for the successful implementation of the principles of differentiated learning.
3. To create a creative atmosphere of cooperation, not to constrain the initiative of schoolchildren, but to offer them various ways to achieve the intended goal.
4. Use game elements, creative tasks, original ways of fixing the results of work (at the request of schoolchildren).
It is important that the results of the work be evaluated objectively. To do this, we recommend the following approximate norms of assessments:
Types of practical work.
1. By content:
Definition of GP object.
Characteristics of the industry, etc.
Assessment of natural resources of the territory, living conditions and human activities.
Explanation of the patterns of distribution of minerals, sectors of the economy, population, the impact of nature on life and economic activity person, etc.
Forecasting the consequences of the impact of human activities on nature, etc.
2. By the level of independence:
Work in the classroom under the guidance of the teacher.
Work in a group with the help of classmates.
Work in the classroom or at home using instruction cards, reminders, techniques, etc.
Independent work at home, in the classroom or in the field.
3. According to the form of fixing the results:
In a notebook in the form of a diagram, table, description.
On the outline map.
Filling out a field diary during the tour.
Building a plan of the area.
4. On the organization of students' activities:
Individual work at home, in the classroom or in the field.
Group work in the classroom.
5. According to the sources of geographic information used:
Map.
Text.
painting, drawing,
Scheme, table.
Students with developmental disabilities perform practical work with contour maps according to the program. There are no contour maps specifically for the correctional school. For a mass school, they can only be used partially.
Drawing designations on a contour map begins in grade 6. A hot zone is painted over in red, a moderate one in green, a cold one in a simple pencil. In the "Globe" theme, Magellan's path is plotted with a dotted line. Designate state borders. On the topic "Overview of parts of the world", contour maps help to compare them in size.
Practical exercises on the map are also reinforced by orienteering on the map. For example:
- In what direction is Kyrgyzstan located from Tajikistan?
+ Kyrgyzstan is located to the north-east of Tajikistan.
- In what direction is Moldova located from Ukraine?
+ Moldova is located southwest of Ukraine.
Lessons - excursions
The main criterion in choosing the time should be the didactic purpose for which this excursion is conducted: the accumulation of ideas, the formation of skills, the study of the manifestation of cause-and-effect relationships on specific objects, repetition, etc.
Educational excursions in the VI grade for schoolchildren are the first geographical excursions. Before entering the area, it is necessary to explain to students the significance of excursions for studying geography, the purpose and objectives of a particular excursion; tell about the place of its holding and the objects that will be studied; it is advisable to show the route on a schematic plan of the area. Students should also be told what they should take with them from equipment, how to dress, etc. To prepare for work on the ground, it is necessary not only to show, but also to conduct training work on mastering the techniques for using instruments ¬rumentov (with a level, eklimeter, etc.). Under the guidance of the teacher, students should prepare a field diary in advance: write a plan according to which the object will be studied, and leave space for recording the data received about it. Then - to acquaint with the methods of work on the ground. It is advisable to show the children, as a sample, already prepared materials on excursions of previous years, which are usually available in the geography classroom.
At this stage, teacher assistants from adults (class teacher or high school students, parents, etc.) are also determined (if necessary).
The order of the tour is as follows. Upon arrival at the destination, the teacher reminds the students (or asks in order of reminder) the purpose and objectives of the excursion, explains why the students came here, gives appropriate explanations, indicates the objects that students should study. There should not be excursions during which the teacher gathers children around him, names and shows natural objects and considers that the excursion has been completed. There should also be no excursions on which the teacher, overestimating the abilities of students, on the very first geographical excursion invites them to complete all the tasks on their own. For children, the environment itself, that is, being outside the classroom, is a new condition for work. Therefore, the first excursions initial course physical geography should be predominantly educational in nature.
One of the options for organizing the work of students is to work according to the model shown by the teacher. After preparation in the classroom, the teacher on the ground talks about the object (hill, river, stream, lake, ravine, etc.), shows the technique for performing practical work and checks how students understood it (asks two or three students), then reminds what should be recorded in the field diary. The students get to work.
The second option for organizing an excursion assumes that students are well prepared for independent work. This preparation consists in the preliminary work of the teacher on the ground with those students who during the excursion act as foremen in groups (the number of groups of students can be formed according to the number of objects being studied). The excursion with all students of the class begins with their acquaintance with the area. Then each group goes to its object (for example, the first group goes to the source, the second one works by the stream, the third one goes to the slope of the river bank, where it studies the outcrop, etc.). After a while there is a change of objects. The teacher only observes the activities of the groups. Corrects, helps.
When organizing the work of students in groups, it must be borne in mind that this is an educational excursion, that all students should get acquainted with the planned objects for study and that's all - to perform practical work. Therefore, the distribution of groups by objects used by some teachers (one studies, for example, only a river, the other only a ravine) is permissible only on excursions that are conducted with members of a geographical circle. Usually, on excursions, depending on its goals and the number of students, their preparedness is combined frontal forms of work with group ones. At the end of the excursion, the teacher briefly sums up the results, characterizes the work of the students. It also talks about the progress of further work on the collected material.
Lessons - games.
Application didactic games in the process of learning allows you to combine the two most important types of activities: educational and gaming.
Game activity in the lesson allows you to make the learning process more interesting, attractive to everyone, helps to implement the principles of individualization and differentiation of learning.
The didactic goals of using games in geography lessons can be different:
1) development of previously acquired knowledge and skills;
2) application of knowledge and skills in a new situation;
3) deepening and expanding knowledge;
4) education of such personal qualities how to defend your point of view; a sense of responsibility for the natural wealth of the country; feeling of love for the Motherland and his native land.
table 2
Situations in which games can be successfully used
Situations Final result
1. Conditioned by content educational material The theoretical and objectively complex material has a practical orientation, it is desirable to "work it out in action", i.e. in a game situation, local history material.
2. Conditioned by didactic tasks Need to generalize new material to deepen and work out previously acquired knowledge, to apply them in a new learning situation.
3. Associated with increased attention to educational tasks. Education of a responsible attitude to nature, education of a thrifty, reasonable attitude to natural resources the ability to defend one's opinion.
Game classification:
1. Creative games:
1) role-playing (protection of projects, creation of models)
2) role-playing (travel games, presentation games, press conferences)
3) competition games
2. Games with rules (didactic):
1) board games
2) outdoor games on the ground
Memo for evaluating the answers of the participants in the game.
high score deserves the participant of the game who:
1) is actively working;
2) gave a complete and correct answer to all the proposed tasks;
3) provided assistance to teammates (group, brigade);
4) gave a complete answer, correctly used geographical terms and concepts, correctly named and showed geographical objects;
5) accepted independent solutions in difficult situations;
6) objectively assessed the activities and results of his comrades, as well as his own;
7) used in the answer not only information from a school textbook.
Lessons - tests
There are methods, forms, means and types of control: individual educational survey, frontal and compacted survey, geographical games, test control, etc.
Each form of control, while having its own advantages, at the same time is not universal. The choice of one form or another of control is determined by the goals and objectives of training and education at this stage, the type of lesson, the specifics of the educational material being checked, the level of preparedness of the class, and the age capabilities of students.
It is the choice and the optimal combination of different forms of control that is the most difficult and little developed issue in the methodology of teaching geography in a correctional school of the VIII type.
Complex material, large in volume, requiring analysis and generalization of knowledge, involves conducting an individual oral survey in order to attract the attention of the class to the key issues of the topic.
The group form of work will be effective in solving problematic assignments, when conducting offsets.
Working with the textbook
Main tutorial for students, which serves as a source of knowledge - a textbook. Textbooks on geography and natural history are new, colorful, rather difficult in content. Taking knowledge from a textbook is not easy, but the most important task. Questions to the text, to illustrations, to maps are at the end of each paragraph. Their task is to make independent work easier and help in studying and repeating the material.
The texts of the articles in the textbook are written by lesson, but students should not retell it word for word. The material is usually given more than the program provides. For example, "For the Curious" we leave for independent reading, because this material is not required, although it is easy to remember.
Most often, students read articles in a textbook after checking homework, introductory conversation and his story. The skill and ability of students to find in the article something new, not yet familiar, to compare with what is already known, is obtained only by the senior classes.
The initial reading of a business article, if it is complex, is different than in a mass school. There, the geography textbook is intended mainly for independent work. At school of the 8th type, he is not included in independent work. Students with developmental disabilities must read the entire article. And then selectively with a display on the map, pictures, described phenomena or objects. All students are included in class reading.
Less complex texts can be read silently, but it is necessary to make notes in notebooks.
This is how knowledge about geographical nomenclature gradually accumulates.
Map work
One of the main teaching aids in geography lessons is a map. It is the source of geographical knowledge. If we draw a verbal description from a textbook, then a map is a source of geographical descriptions.
Translated from Latin, "map" means drawing, drawing. Natural phenomena and objects are shown on the map using conventional symbols.
Gradually, schoolchildren will learn to read katu. And when you read a map, you can see the area. Here, a system is definitely needed as one of the means of cognitive activity. The guys remember the colors of the physical map well. They understand which surface is indicated on the map in green, brown, yellow. Conventional signs of capitals, cities, state borders do not cause difficulties.
Practicing in reading the map by conditional colors, I constantly use the globe, which clearly shows the model of the globe.
Using the map, you can compare the size of states, the length of borders. On the map, the guys show the path of famous travelers, find out the places of their stops, name the seas, oceans, straits, islands.
Correspondence travel helps to consolidate conventional signs. Students love this kind of work. They tell us what kind of terrain they will travel to Moscow, how they will get to Egypt or North America.
Students distinguish physical map, a map of natural areas, political map, a map of the hemispheres, since the maps have different purposes. Map work is accessible and interesting for students with developmental disabilities. The greatest difficulty is the representation of the true size and distance on the map, since their spatial imagination is poorly developed.
And yet the formation of cognitive activity is moving forward. Before the guys get acquainted with the main directions of the sides of the horizon on the map, they learn to determine them on the globe. Tasks of this type: to show the northern coast of the Black Sea or to determine in which direction St. Petersburg is located from Moscow cause significant difficulties for students of our school. When checking the geographical nomenclature with such tasks as showing a geographical object on a map or determining the geographical location of an object, not everyone, however, copes.
When studying natural areas, children learn a lot about the cause-and-effect dependence of a geographical nature. The map helps explain:
why irrigation canals are being built in the desert zone;
why the main occupation in the tundra is reindeer herding;
Why is the winter long and cold in the tundra?
Students practice on the map in finding islands and peninsulas, rivers and lakes, mountains and plateaus, uplands and lowlands. In Europe, Asia, America, Australia.
Thus, working with the map, we activate the cognitive activity of students, correct attention, thinking, and imagination.
Work in notebooks
Keeping notebooks on natural history and geography is considered mandatory, as it is of great importance for consolidating the acquired knowledge. The notebook teaches students to systematic work, cultivates independence and self-control.
What do we do in notebooks?
We make sketches of objects and phenomena that teach us to clearly imagine, carefully peer, observe. Free drawing is not allowed.
Then the students, using the picture, tell what they have drawn.
We draw diagrams, for example, the diagram “Structure of a volcano”, “The water cycle in nature”. This gives students the opportunity to learn and remember the content of the material better.
We make brief notes, conclusions, new words. This forms an understanding of the underlying material.
We fill in the tables.
forest zone
Plants Animals Birds Fish Mushrooms Flowers Berries
Rivers
name of the river where it originates where it flows into
The notebook gives me an idea of the individual characteristics of children. When checking the notebooks, the character traits of the children are clearly traced: imbalance, stubbornness, crossed out entries and drawings in some, accuracy and diligently done work in others.
vocabulary work
At the lesson of geography and natural history vocabulary work required. At the end of the textbooks there is a large list of words that are encountered during the passage of new material. All my vocabulary words are in folders by class. In the textbook, these words are marked with a special sign
Corals* - marine animals
Koala * - marsupial bear
etc.
Of course, there is no need to memorize all the words, but one cannot do without dictionary words in a cognitive sense.
I put the words on the magnetic board. Some of them are difficult to pronounce, so I additionally post them with division into syllables in a difficult place, for example: Atlantic. Ant is arctic. We read such words in chorus with a stop after the first syllable, then individually.
Vocabulary words are hung out for the duration of the study of the topic or for the repetition of the corresponding topic.
Vocabulary work in geography and natural history, as well as in writing, requires a system. Each year gives a certain amount of knowledge. The influx of these words is not accidental, but corresponds to the program. Getting to know the words different stages lesson, depending on the difficulty and meaning of the word, but most often before reading an article in a textbook. It is also possible to write a word in a notebook during reading.
Use of TCO and ICT
Now science has stepped far forward, it has become possible to demonstrate films at the lesson. A large film library has been created in the office on almost all topics of the geography of "Continents and Oceans" grades 8, 9, geography of Russia grade 7.
I am very careful when it comes to showing films. When selecting a film, I always take into account the peculiarities of the psychology of children with developmental disabilities. In no case should you include the entire film, as some episodes will not be understood by students. I show only small fragments, I am guided curriculum. Sometimes I don’t turn on the sound, I tell it myself, since the verbal accompaniment of the announcer can be verbose and incomprehensible to children with developmental disabilities. Students will be more understandable short phrases spoken in sync with the visual material.
Many moments from the film, the guys remember themselves without much comment. But they remember not the main thing, but the secondary, emotionally rich.
During the demonstration of the film, I direct the attention of children to the main thing that is necessary in a cognitive sense. If the announcer speaks, I first explain difficult words and expressions. Sometimes I give questions on a piece of paper, warning that they will have to be answered after watching the film. When checking homework I demonstrate a frame from the film again, if it matters in a cognitive sense. After watching the film, I definitely consolidate the information received, since it is difficult for children with developmental disabilities to catch and remember what they saw on the screen. Any educational film requires discussion, otherwise it loses its significance.
I never warn before the lesson that a frame from the film will be shown, because, having learned about it, the children will be in anticipation, and the explanation may go down the drain.
Checking and evaluating the quality of schoolchildren's training
In the process of teaching geography in a correctional school of the VIII type, certain requirements are imposed on knowledge and skills by year of study. There are somewhat reduced requirements for the knowledge and skills of students with severe complications. There are very few such children, but they are always present in the class.
It is important that the results of the work be evaluated objectively. To do this, we recommend the following approximate norms of assessments:
"5" - the answers are correctly given in terms of content, there are no errors in the design;
"4" - errors in design, minor flaws in content;
"3" - errors in disclosing the essence of the issue, inaccuracies in measurements, negligence in design;
"2" - serious errors in content, lack of design skills;
"1" - a complete lack of knowledge and skills necessary to perform the work, gross errors in content, misunderstanding of the essence of the task.
Reducing the level of requirements is carried out on the most difficult topics of the program in the course of geography. In the 6th grade, such topics are "Orientation on the ground", "Plan and map".
Instead of drawing plans and determining the scale, such students can give answers according to ready-made plans, drawings made by other students or the teacher.
In the 7th grade, when studying the map of Russia and the nature of our Motherland, in assessing the knowledge of students with sharply reduced intelligence, memory and spatial orientation, some restrictions can also be made. So, when working with a wall and table map, the teacher can help such students find the location of objects, and the student can read the name. In such cases, the student should take into account the names on the map not mechanically, but with a specific representation of the area, the object that he names. To do this, it is especially important for weak students to show the image of these objects in a picture, postcard, etc. simultaneously with the display on the map.
On topics related to the study natural conditions Russia, main
when questioning students, attention should be paid to their assimilation of knowledge about the economic use of natural resources, about the work of people and to cultivate a caring attitude towards their native nature.
Independent and verification work with a contour map (mapping the objects under study, performing geographical dictations) are given to all students in the class. At the same time, students with a sharply reduced level of mental development can be allowed to use desktop maps or atlases.
The teacher should be aware of the level of knowledge and skills of students, in accordance with which it is necessary to prepare tasks that contribute to the advancement and development of mentally retarded students in mastering the material in this subject.
Teaching geography involves the use of a large number of tasks for independent work, which helps to more successfully implement the correctional capabilities of the subject.
Methodical part
As practice shows, the application of knowledge of geography in the performance of independent work causes difficulties for students with developmental disabilities. Hence, it became necessary to explore the potential of students in their independent work.
The object of study in this experiment was the independent work of students in grades 6-9 of a special (correctional) school of the 8th type in the city of Buya, Kostroma Region, in which children from the city of Buya, Kostroma and Buysky districts, the city of Kostroma study. Children are diagnosed with mental retardation. Some of them have violations of the emotional-volitional sphere.
52% of students live in rural areas. 73% live in low-income families, 38% in single-parent families.
IN teaching practice geography teachers of the 8th type of school encounter certain difficulties in organizing independent work in a geography lesson, on the one hand, and the lack of desire for independent activity among students, on the other hand.
The idea of the experiment was the assumption that independent work is the most important means of correcting developmental deficiencies. However, when performing independent work, students, due to the peculiarities of cognitive activity, experience certain difficulties, therefore, special pedagogical work is needed to organize independent work. learning activities.
The practical solution to this idea was the development workbook on the geography of the Kostroma region for students in grade 9 (Appendix 2) and didactic material for grade 6 (Appendix 1), which can be used in the classroom, as well as a repetition in general lessons.
When performing independent work, students perform exercises based on a map and plan, make schematic sketches, and observe the weather. These activities are difficult for students with developmental disabilities. They are not able to comprehend the task and outline a plan of action, since they cannot subordinate their actions to the goal. They also find it difficult to apply the acquired knowledge and skills related to spatial orientation.
When performing independent work, students face difficulties in analysis, since when going through topics in geography, children more often remember secondary, emotionally rich, and not the main thing. The shortcomings of the analysis have a negative impact on the process of comparing objects, as well as on the nature of representations.
Of particular difficulty for students with developmental disabilities is the understanding of cause-and-effect dependencies and phenomena of the surrounding reality. These relationships are much better understood not from the words of the teacher, but as a result of practical, effective familiarization with various transformations of objects under the influence of certain external influences (T.I. Golovina
To find out the possibilities of independent performance of work, a series of experiments was conducted with students from grades 6 to 9. Methods of increasing and weakened teacher assistance and free choice of tasks were used. Experiments show that students can be divided into four groups according to the level of independent work in geography.
The first group - students who have a high level of independent work. Such students cope with tasks of a search, creative nature. They show interest in doing independent work, although some of them also need stimulating actions from the teacher. There are 25% of such students.
The second group is students who are characterized by an average level of independent completion of tasks. These schoolchildren, when performing independent work, need the guidance of a teacher. Such students can perform simple search tasks, but find it difficult to perform creative tasks. There are about 51% of such students.
The third group is students who are characterized by a low level of independent completion of learning tasks in geography. These students need significant help with their independent work. Constant failure in independent work forms a negative attitude towards it. This group includes students with a sharp violation of purposeful activity. They make up about 24%.
The fourth group is students who cannot cope with independent work in geography at all due to low intellectual development.
The experimental data show that 87% of students in the class, 86.5% in the 7th grade, and 86% in the 8th grade cannot cope with independent tasks. Significant difficulties were encountered by students of the second group, who needed the help of a teacher. Significant help is needed for students of the third group. 11% of students did not cope with the work in the 6th grade, 12.8% in the 7th grade, and 11% in the 8th grade.
The results of these experiments confirm the assumption that tasks of an independent nature are performed by students with a higher level of development.
These results were obtained in 2008-2009 at the initial stage of the experiment.
Analysis of the result of the experiment on the study of student independence
Education of independence is the most important goal of remedial education, the achievement of which is necessary for their successful social and labor adaptation.
The solution to this problem depends, first of all, on ensuring the active position of students in the educational process, on the widespread use of their independent activities during the lesson. But in a school of the 8th type, only this condition is not enough to obtain a full-fledged educational and corrective effect. It is important, taking into account the specifics of independent learning activities of schoolchildren with intellectual disabilities, the content features of the program geographical material, to consistently apply a number of interrelated didactic and methodological requirements to the organization of practical work of students in the lesson. Each of them has its own pedagogical purpose. Thus, an increase in the share of independent work of students in the process of a lesson with a variety of tasks provides an opportunity for a significant number of exercises in the independent performance of tasks of different nature of cognitive activity. This condition, as well as conducting independent work at all the main stages of the lesson using various teaching methods, contributes to the preparation of students for the assimilation of new educational material, the conscious assimilation of information during active mental work; solid consolidation of acquired knowledge; developing skills to use them in other situations. Conducting independent work with a gradual complication of tasks is aimed at developing students' ability to work independently, at consistently leading to the solution of increasingly complex educational and cognitive tasks. This condition makes it possible to program the use in the educational process of various types of tasks for independent work, taking into account the specific geographical content of the educational material, the degree of its novelty for students, the growth of their cognitive capabilities and independence.
The need for special training of students in the independent fulfillment of educational tasks is caused by the peculiarities of their independent activity and is aimed at correcting significant shortcomings that prevent students from working independently. These are such as a decrease in the motives of activity, lack of confidence in one's cognitive abilities, poor orientation in the task, inability to imagine the sequential course of its implementation, inability to master the techniques for completing tasks, difficulties in verbalizing the results of work, etc.
It is important to consistently change the nature of the interaction between the teacher and students in the direction of a constant reduction in the external interference of the teacher in the course of the student's work. The main methodological tool in this case is the variation of various types of instruction for students (preliminarily generalized, phased, current), taking into account the content features of the material and the changing cognitive abilities of students. The main pedagogical goal of such work is to achieve an integral structure of truly independent learning activities of schoolchildren.
So, in order to overcome difficulties in organizing independent work, it is fundamentally important to teach students the very process of doing independent work. In this case, the following characteristic stages in training should be followed:
1. Cultivating a positive attitude towards the independent completion of tasks.
2. Teaching techniques for sequential execution of tasks.
This sequence looks like this:
the teacher himself directly takes part in the task, the class works collectively under his leadership;
the teacher participates in the analysis of the task, the class works on it independently;
The teacher gives the task, the class independently completes it.
3. Independent use of previously learned techniques when performing new tasks.
Since schoolchildren with intellectual disabilities with great difficulty perceive the requirements of the task as a whole, they cannot present the task in sequence of the work performed, and they find it difficult to draw up the results of the task. Therefore, while teaching schoolchildren with impaired intelligence the methods of consistent implementation of practical work in geography, it is necessary to achieve:
- assimilation by students of the content of the task;
- the ability to select geographical maps and other illustrated material necessary to complete the task;
- The ability to independently present the results of the task.
Based on the fact that students with intellectual disabilities, as a rule, begin to complete the task without thinking through the methods of action to the end, do not first orient themselves in the proposed task, they should be taught to analyze the task.
So, when carrying out independent work, the following conditions must be observed:
- start organizing practical work from the simplest (both in content and in methods of implementation) tasks;
- from lesson to lesson, complicate the content of the proposed tasks, as well as increase the degree of independence of students in their implementation;
- the rate of increase of difficulties is determined based on individual characteristics schoolchildren;
- to bring something new into each subsequent work.
Such an organization of independent work is built on the principle of a gradual transition from actions that the teacher shows the children to actions that require complete independence on their part.
Constantly stimulating students to use already familiar, as well as new methods of independent completion of tasks, it is possible to achieve from schoolchildren mastery of the system common methods mental work in the process of independent educational activity.
Research results
The study showed that students have an increasing interest in the subject, the desire for knowledge, and positive motives for cognitive activity are formed. This achievement can be regarded as a consequence of the systematic inclusion in the learning process of various independent works, which are a variety of didactic materials.
To determine the effectiveness and in order to verify the effectiveness of the use of the workbook on the geography of the Kostroma region, a research. Research methods: comparative analysis- comparison of the quality of knowledge of 9th grade students in 1-4 quarters over the past three years. 9th grade students in 2008 – 2009 academic year, in 2009 - 2010 they studied the section "Kostroma Region" without using a workbook, and in 2010 - 2011 - using this manual.
Analysis of the quality of knowledge of 9th grade students
Year of study Quality of students' knowledge
1st quarter 2nd quarter 3rd quarter 4th quarter
2008 - 2009 49% 49,4% 50% 50%
2009 - 2010 50% 34% 49% 49%
2010 - 2011 60% 60% 58% 73%
Conducting tests for 1 - 3 quarters of grade 9 showed that in 2008 - 2009 the number of those with grades "4" and "3" fluctuated within a small range. In the fourth quarter, when studying the geography of the Kostroma region, the assessments remained the same. The composition of the class was very weak, so it was not possible to significantly increase the indicator.
In the 2009-2010 academic year, the number of good students in the second quarter decreased due to the appearance in the class of a new student with a profound intellectual disability. In the third, the results became higher; in the fourth, they remained at the same level.
In 2010-2011, the number of good students in the first and second quarters slightly increased. In the fourth quarter, due to the use of the allowance, the number of good students increased significantly.
The analysis showed that when using the workbook on the geography of the Kostroma region, the number of good grades also increased. Qualitative analysis shows that when using this manual with independent tasks, the quality of knowledge increases compared to the period when this manual was not used.
Dynamics of the quality of knowledge of 9 classes in geography for the period
2008 2009, 2009 - 2010, 2010 - 2011 academic years.
Comparative analysis of learning outcomes in geography
from 6th to 8th grades
The quality of students' knowledge of geography based on the final results for the period from 2008 to 2011 indicates a positive dynamics in the results of teaching geography. Students have an increase in the quality of knowledge due to high cognitive interests and the development of independence in connection with the introduction of independent practical work into the educational process. The positive dynamics of the quality of knowledge is determined by the creation of co-creation of children and the teacher, connected by common tasks, activities, the development of cognitive interest, and an interested attitude to learning.
Materials for approbation of the proposed developments
Determining the possibilities of students in the independent performance of work in geography.
In order to determine the potential of students in performing independent work, an experiment was conducted (the method of Lipetskaya E.I.) in the first two parts of the experiment, students were asked to complete tasks using the skills of working on already studied material. The first part was carried out using the method of increasing teacher assistance. The ability to independently perform the proposed task was measured by four levels. The skills of those schoolchildren who independently coped with the proposed task belonged to a high level. The average level was noted among students who completed the task after the teacher's guiding explanation. Students who resorted to significant teacher assistance in the course of completing the task were classified as students with a low level of independence. The level of ability to independently complete tasks for students who did not cope with the task and after significant help from the teacher was considered zero.
Tasks for the study of the use of teacher assistance.
6th grade.
Write down the direction you need to go to get back.
Where did you go In what direction should you go back
IV. To the East
South
On North
To the west
To the northeast
To the southeast
To the northwest
To the southwest
7th grade
Fill in the table Geographical position Russia".
Name of the hemisphere in which Russia is located Direction from the equator Name of the continent on which Russia is located Light belts in which Russia is located Oceans washing the continent on which Russia is located
8th grade
Fill in the table "Plants and animals of the Sahara"
The name of the plants and animals of the Sahara How they adapted to the dry climate
1. Camel thorn
2. Solyanka
3. ….
4. Snakes, lizards
5. Antelopes 6. ….
In the second part of the experiments, the method of weakened analogy between tasks was used (V.A. Sinev's method). Each student was offered three tasks: the first was similar to those performed in previous lessons; the second - in terms of content and methods of implementation, close to the first; the third differed from the previous ones in essence. Depending on what set of tasks the student was able to cope with (with the first, second, third; with the first, second; only with the first; with none), his skill belonged to a high, medium, low or zero level.
Assignments with weakened analogy
1. Similar to completed
2. Close to the first
3. Different from the previous ones
6th grade
1. a) the train travels from St. Petersburg to Moscow in the Southeast. In which direction will he return?
b) in the summer I go to the sea to the south. In which direction should you go back?
c) from the house to the river I go to the northeast, in which direction do I return?
2. In what direction does the river flow?
In which direction does the railroad run?
I am standing on a bridge over a river, where is the forester's house, deciduous forest, mixed forest, bush from me?
3. At sunset, the tourists approached the village. In what direction were they walking if the sun was directly in front of them? In which direction was the bus traveling if the sun was shining from the left side at noon?
7th grade
1.Fill in the table using the map.
Islands of the Arctic Desert Zone Peninsulas of the Arctic Desert Zone
1. Fill in the table "Animals of the Arctic"
Mammals Birds Fish
2. Determine the depth of the seas of the Arctic Ocean, using reference material. Conclude: which sea is the deepest?
Seas of the Arctic Ocean Maximum depth in meters
8th grade
I. Name the illumination zones of North America and plot them on a contour map.
II. Determine on the map what natural zones are on the mainland of North America, put them on the contour map.
III. Fill in the table "Plants and Animals of North America".
natural area Plants and animals
To clarify the issue, about the attitude of students to tasks of different nature, offered to them for independent fulfillment,
the third part of the experiments was organized. At the same time, I was guided by considerations about the importance of not only the possession of specific knowledge and skills, but also the motivational side of the activity, the mental readiness of the student to independently perform the assigned tasks.
In the third part of the experiments, the method of free choice of tasks was used: students had to choose one of the three proposed tasks to perform - reproductive, search and creative types. It is known that students with intellectual disabilities are characterized by an inaccurate understanding of the content of the task and the inability to independently organize their mental activity in accordance with these tasks.
Tasks for students to choose from.
1. Reproductive
2. Search engine
3. Creative
6th grade
1. Draw a compass and color it.
2. Use the compass to determine the sides of the horizon in the classroom
3. The highway runs from west to east. The bus was moving east along the highway. Arriving in the village, the tourists moved to the cave, to the right of the highway. In which direction did the tourists go to the cave. Make a drawing.
7th grade
1. Fill in the table "Mineral resources of the tundra"
Minerals Symbol
Apatity
Nickel
Iron ore
Coal
Gas
Copper
2. Fill in the table "Mineral resources of the tundra"
Minerals Symbol Location
Apatity
Nickel
Iron ore
Coal
Gas
Copper
3. Determine what kind of strait connects these two seas. One of them is marginal, the other is internal. The first sea is located much to the north of the second. In winter, its southwestern part does not freeze. The second (from November to May) is covered with drifting ice, and in the bays and off the coast it freezes completely.
8th grade
1. Write in a notebook the name of the animals and plants of South America.
2. On the contour map, inscribe the names of the mainland of South America, the islands and peninsulas of the mountains, and the lowlands.
3. Fill in the table "Similarities and differences in South America"
South America Australia
In order to study in more depth the possibilities of independent performance of independent work of a geographical nature by students of each of the selected groups, the fourth part of the experiments was organized. It was found out how much students from different groups understand the content of tasks without outside help, in what forms pedagogical assistance they need when performing work, what content should be the instruction of the teacher. The first part of the experiments involved independent performance of tasks without prior instructions from the teacher.
The second part of the experiments included the performance of a task with a preliminary instruction from the teacher. The instruction was compiled in two versions: abbreviated and detailed. According to the conditions of the experiment, the students of the first group initially performed the task without instructions, the students of the second and third groups were initially offered the first version of the instruction. If the student did not cope with the task, the instruction of the second option was offered.
As evidenced by the results of students completing the task of the first series, the lowest rates are among students of the sixth grade: only 25% completed the proposed task on their own without resorting to the help of a teacher, 30% of schoolchildren, while working on the task, needed the guidance of a teacher, the rest completed the task only after great help from the teacher. In the seventh and eighth grades, the results are slightly higher, however, the percentage of students who independently completed the task is low: in the seventh grade - 35, in the eighth - 38. The percentage of students who need significant help in completing the task is high (in the seventh grade 31 , in the eighth - 28). From 4 to 6% did not fulfill the proposed task at all; one student from each class.
The results of the second series of the experiment showed that the vast majority of students (grade 6 - 71%, grade 7 - 77%, grade 8 - 64%) completed the first and second, or only the first task, and only about 22% of students in each class coped with all the proposed tasks. mi.
Thus, the results of the first and second series of experiments are very close and indicate that children with impaired intelligence in most cases are not able to perform the initial tasks. independent work geographic content without special training and outside assistance.
In the works of many defectologists, it is emphasized that in children with intellectual disabilities the active side of activity is underdeveloped, volitional qualities are not developed to the proper extent, and therefore the child always follows the line of least resistance.
The third series of the experiment showed that the vast majority of students, regardless of the year of study, took to complete the task
reproductive nature (grade 6 - 69%, grade 7 - 58%, grade 8 - 57%).
An analysis of experimental data allows us to conclude that most students resort to choosing tasks that do not require analysis, comparison, establishing causes and effects, detailed verbal descriptions based on the actualization of ideas.
Of those who chose the task of the reproductive type, only 44% completed it correctly. Among the schoolchildren who chose the task of the search and creative types, only 40% completed them correctly.
Thus, the obtained results confirm the conclusions about the low level of self-fulfillment.
In addition, they indicate a decrease in students' positive attitude towards independent completion of tasks, especially more complex ones that require active mental activity.
Here are two interesting facts: on the one hand, disbelief in their cognitive abilities is characteristic, due to which they follow the line of least resistance; on the other hand, in a number of cases, positive motives for activity, consisting in the desire to complete a difficult task, are in conflict with the knowledge, skills, and capabilities that students have.
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Municipal state educational institution
« Secondary school No. 4
urban district - the city of Novovoronezh "
research project
“But it still spins…!”
The project was made by:
students of 6 "A", "B", "C" classes
Coordinator:
geography teacher
Kovaleva Galina Valentinovna
Relevance:
The fact that the shape of our planet is spherical, people did not immediately learn. Let's move smoothly back to ancient times, when people believed that the Earth was flat, and together with ancient thinkers, philosophers and travelers, let's try to come to the idea of the Earth's sphericity, and with the help of our experiments we will prove the Earth's sphericity.
Target: prove that the earth is not flat, but has the shape of a sphere
Tasks:
1. Collect evidence of the sphericity of the Earth.
2.Find out the true shape of the Earth.
3. Conduct experiments (experiments) in favor of the sphericity of the Earth.
4. Make a conclusion based on the results of the study.
Object of study: the planet we live on, the planet Earth.
Methods:
1. Analysis of literary sources.
2. Comparative - descriptive.
3. Experiments.
Equipment: a device for demonstrating centrifugal force, a funnel, a glass vessel for water, a tellurium model, a camera.
1. Introduction.
Everyone knows that the planet we live on is spherical. Earth is a ball. Is it really?
The correct idea of the Earth and its shape was formed by different peoples not immediately and not at the same time. However, it is difficult to establish exactly where, when, among which people it was most correct. Very few reliable ancient documents and material monuments have been preserved about this.
2. The main part.
1. How the ancients represented the Earth
In Rus', it was believed that the Earth is flat and rests on three whales that swim in the boundless global ocean.
The ancient Greeks represented the Earth as a convex disk. The land is washed by the Ocean River from all sides. Above the Earth is a copper firmament, through which the Sun moves.
The Egyptians believed that the Earth is a lying god, from whose body trees and flowers grow, and the sky is a leaning goddess, the stars are jewels on her dress.
The ancient Indians believed that the Earth is a hemisphere held by four elephants standing on a huge turtle.
2. Evidence of the sphericity of the Earth by scientists
The great mathematician Pythagoras 580 - 500 BC. He was the first to suggest that the Earth is round, has the shape of a ball.
Ancient Greek mathematician, astronomer and geographer Eratosthenes of Cyrene
(about 276-194 BC) with amazing accuracy determined the size of the globe, thereby proving that the Earth has the shape of a ball. The contribution of Eratosthenes, is to measure the length of the earth's meridian. A summary of this work is known to us from the treatise of Cleomedes "On the Circulation of the Firmament".
Aristotle 384 - 322 BC. He confirmed the sphericity of the Earth, in the center of which is the Earth and the Sun and planets revolve around it.
It took a lot of courage for Aristotle. He repeatedly observed lunar eclipses and realized that the huge shadow covering the Moon is the shadow of the Earth that our planet casts when it is between the Sun and the Moon. Aristotle drew attention to one oddity: no matter how many times and at what time he observed moon eclipse, the Earth's shadow is always round. But only one figure has a round shadow - the ball.
Aristotle provided another proof of the earth's sphericity. When you stand on the shore of the ocean or the sea and watch the ship leaving the horizon. Note that at first the hull of the ship is hidden behind the horizon, then gradually the sails and masts. If the Earth were flat, we would see the whole ship as a whole until it turned into a point and then disappeared into the distance.
As you go up, your horizons increase. On a flat surface, a person sees around him for 4 km, at a height of 20 m it is already 16 km, from a height of 100 m the horizon expands by 36 km. At an altitude of 327 km, a space with a diameter of 4000 km can be observed.
Climbing to high places (they can even be the roofs of houses), you can see that the horizon, as it were, is expanding. The expansion of the horizon is one of the proofs of the convexity of the earth's surface: if the earth were flat, this would not be observed.
Nicolaus Copernicus 1473 -1543 also contributed to the proof of the sphericity of the Earth. Put the Sun at the center of the solar system and made the Earth revolve around it.
He also established that, moving south, travelers see that in the southern side of the sky the stars rise above the horizon in proportion to the distance traveled, and new stars appear above the Earth that were not previously visible. And in the northern side of the sky, on the contrary, the stars go down to the horizon and then completely disappear behind it.
Galileo Galilei 1548 - 1600
« And yet she turns!"- a catchphrase allegedly uttered in 1633 by the famous astronomer, philosopher and physicist Galileo Galilei, being forced to renounce before the Inquisition his belief that the Earth revolves around the Sun, and not vice versa.
“And yet she is spinning!” - Let's say we are at the beginning of the 21st century, meaning any star in the universe. There are no stars in the vast expanses of outer space that do not rotate around their axis. No, and never has been! What are we talking about? About the stars and the sun. Modern observations have proven that the emerging cloud of interstellar gas and dust, the actual protostar, rotates. Compressing under the action of gravitational forces, the matter inside the protostar continues its rotation around its axis, passing through the center of mass of the future star. Reducing the volume of the protostar with the resulting increase in the frequency of rotation of the cloud. According to Newton's law, if a force acts on a body, then it moves with acceleration. Exactly gravitational force the compression of the protostar leads to an ever greater increase in the frequency of rotation of the matter that makes up this cloud!
Gradually, ideas about the Earth began to be based not on a speculative interpretation of individual phenomena, but on precise calculations and measurements. The equatorial radius of the Earth is 6378 km, the polar one is 6357 km. The difference is 20 kilometers. It turns out that the Earth is not really a ball, but a ball flattened at the poles. This is all due to the movement of the Earth around its axis.
Two important consequences follow from the sphericity of the earth for the processes taking place on it.
The angle at which the sun's rays fall on the earth's surface, and, consequently, the amount of energy they bring, depends on the sphericity of the earth.
3.Evidence of the sphericity of the Earth by scientists and travelers
Round-the-world travels begin in the first half of the 16th century. The first of these was accomplished (1519-22) by Magellan, more precisely, he commanded the expedition that made the first known circumnavigation of the world. Magellan was killed on the way.
After him, many traveled around the world. Relatively recently, in June 2005, the Russian traveler Fedor Konyukhov completed a solo circumnavigation of the world in 189 days.
4. Our experiments
Proof one (experience number 1)
Tellurium (Sun-Earth-Moon Model)
"Movement of Heavenly Bodies"
When this device rotates, both the sphericity of the Earth and its rotation around the Sun are clearly visible. You can observe the illumination of the planet and changes
seasons.
The daily rotation of the Earth is the rotation of the Earth around its axis with a period of one day. The Earth makes a complete revolution in 23 hours 57 minutes 6 seconds.
From our side - on Earth - we observe the movement of the sky, the Sun, planets and stars. The sky rotates from east to west, so the sun and planets rise in the east and set in the west. The main celestial body for us, of course, is the Sun. The rotation of the Earth on its axis causes the Sun to rise above the horizon every day and fall behind it every night. Actually, this is the reason that day and night succeed each other. The Moon is also of great importance for our planet. The moon shines with light reflected from the sun, so the change of day and night cannot depend on it, however, the moon is a very massive celestial object, so it is able to attract the liquid shell of the Earth - the hydrosphere, slightly deforming it. By cosmic standards, this attraction is negligible, but by our standards, it is quite tangible.
We see high tide twice a day and low tide twice a day. Tides are observed on that part of the planet over which the Moon is located, and also on the opposite from it. The moon makes a complete revolution around the Earth in a month (hence the name of the incomplete moon in the sky), in the same time it makes a complete revolution around its axis, so we always see only one side of the moon. Who knows, if the Moon rotated in our sky, perhaps people would have guessed about the rotation of their planet much earlier.
Conclusions: the rotation of the Earth around its axis leads to a change of day and night, the emergence of tides.
Proof two (experience number 2)
They took a device that demonstrates centrifugal force. When this device is rotated, the cylinders located in the center will be mixed to the edge of the rod, due to the appearance of this force.
The rotation of the Earth on its axis causes it to flatten at the poles so that all points on the equator are 21 km farther from the center than at the poles.
The study of the shape of the Earth showed that the Earth is compressed not only along the axis of rotation.
It has hills, mountain ranges, valleys, depressions of the seas and oceans. Therefore, scientists take the level of the ocean for the earth's surface. The same level of the oceans can be mentally extended to the continents, if all the continents are cut through with such deep channels that all the oceans and seas would be connected to each other. The level in these channels was taken as the surface of the Earth. This true form of the Earth was called GEOID (geo-Earth, id-form).
Conclusion: As the Earth rotates, matter flattens at the poles. And the faster the device rotates, the faster the displacement of the cylinders occurs, which means that the flattening of the spherical body occurs faster, and the bodies that are in the neighborhood are repelled.
Proof three (experience number 3)
Made in the evening in the room such an experience. On the night of the eclipse, we watched the moon. We saw how the shadow of the Earth falls on the Moon. They took the ball and the lamp.
The ball represents the Moon, the head represents the Earth, and the lamp placed at a distance represents the Sun. Holding the ball in an outstretched hand, moving it around us, we saw how the illuminated part of the ball was visible to us. The Moon will also be visible from the Earth, around which the Moon revolves. The stars in the night sky located in the southern hemisphere are not visible in the northern hemisphere.
The fourth proofexperience number 4)
First, mix alcohol with water, so that the density of the mixture is equal to the density of vegetable oil. Mixing ratio: 25 ml of alcohol, 10 ml of water.
Pour the mixture into a vessel and drip oil, the drop turns into a ball. Weightlessness conditions are created for the ball. Carefully rotate the liquid and see how the ball is flattened.
The oblateness of the Earth at the poles. The oblateness of the Earth at the poles is caused by centrifugal force, which occurs only as a result of rotation.
The change of night and day.
Conclusion: The oblateness of the Earth is a consequence of its rotation.
Proof fifth (experience number 5)
We conducted an experiment that proves that the planet Earth rotates around its axis and has two magnetic fields. In our photo, we can see that the water flows clockwise, since we are in the northern hemisphere. In the southern hemisphere, water will flow counterclockwise. At the equator, when draining, the water will not rotate.
All bodies moving horizontally deviate to the right in the northern hemisphere, and to the left in the southern hemisphere relative to an observer looking in the direction of motion. The deflecting force of the Earth's rotation manifests itself in many processes: it changes the direction of air masses, sea currents as they move. For this reason, the right banks near rivers in the northern hemisphere of the Earth and the left ones in the southern hemisphere are washed away.
The earth rotates from west to east, so a force arises that deflects all bodies, and hence water.
Proof six (experience number 6)
The Star Hall, which seats 450 spectators, is equipped with a domed screen and a large Planetarium apparatus made in the GDR. There are 99 projectors on the device, with the help of which you can simultaneously see more than 6 thousand stars and planets.
The projection device has a variety of technical capabilities. With it, you can observe the movement of the sky, the view of the starry sky from anywhere on the Earth at different times, as well as natural phenomena such as sunrise and sunset, the aurora, flights of comets and meteors. The ability to simulate flights in outer space allows viewers to observe the starry sky from the surface of the Moon or any planet, for example, to be near Jupiter, or to see the solar system from the side. With the help of a special device, a zoom lens, viewers can also observe the constellations with varying degrees of approximation.
The Foucault pendulum is a massive weight suspended on a wire or thread, the upper end of which is reinforced (for example, using a cardan joint) so that it allows the pendulum to swing in any vertical plane. An observer who is on the Earth and rotates with it will see that the swing plane of the pendulum slowly rotates relative to the earth's surface in the direction opposite to the direction of the Earth's rotation.
Thus, the fact of the daily rotation of the Earth is confirmed. At the North or South Pole, the swing plane of the Foucault pendulum will rotate 360° in a sidereal day.
3. Conclusion.
Conclusion on the project.
Proof sphericity is based on the assertion that all celestial bodies our solar system are spherical in shape and the Earth in this case is no exception.
A photo evidence sphericity became possible after the launch of the first satellites, which took photographs of the Earth from all sides. And, of course, the first person who saw the whole Earth - Yuri Alekseevich Gagarin
04/12/1961.
“Having circled the Earth in a satellite ship,
I saw how beautiful our planet is.
People, we will preserve and increase this beauty, and not destroy it.”
And in conclusion, I would like to say: "Let there be peace throughout the world!"
List of references and sources of information used
1. Wonders from all over the world. M., ed. "Enlightenment", 1995, 224 p.
2. Bezrukov A.M. Entertaining geography - M .: Bustard, 2005 - 320 s
4. Bychkov A. V. Method of projects in modern school. - M., 2000.
5. V. Krylova “Project activities of students in geography” “Geography” Appendix to September 1 No. 22, 2007
6. Pavlova N.O. “Research activities of students secondary school” Festival "Open Lesson" 2006/2007