Explanatory note

Geography of Russia

Explanatory note

The geography course is built in accordance with the current basic curriculum and the draft Basic School Education Standard. It is designed to study geography in grades 5-9 for 306 hours (in grade 5 - 34 hours *, in grades 6-9 - 68 hours each year).

* The second half of the science course for the 5th grade (34 hours) is devoted to the history of the Earth and life on it. It belongs to the biology curriculum.

School course geography includes the following sections:

1. How people studied the Earth and created a map. 34 hours (5th grade).

2. Geography. World of the Earth. 68 hours (6th grade).

3. Geography. Earth is the planet of people. 68 hours (7th grade).

4. Geography of Russia. 136 hours (grades 8–9).

The program has been compiled in accordance with the Educational Program "School 2100"*. Under this program, each school subject, including geography, with its goals, objectives and content of education should contribute to the formation of a functionally literate personality, i.e. a person who can actively use his knowledge, constantly learn and master new knowledge all his life.

* "School 2100". Educational program and ways of its implementation. Issue 3. - M .: Balass, 1999, p. 102–131.

Geography at school is a classic academic discipline that actively participates in the formation of a scientific picture of the world. Modern school geography is a unique school discipline. The uniqueness of its place and role lies in the fact that it represents both natural (physical geography) and social (social and economic geography) branches of knowledge. Moreover, the cartographic component of school geography brings it closer to the group of information and technical sciences. This is explained by the unique feature of the most modern geography as a science. None of the 1600 currently existing branches of knowledge has the peculiarity of relating to several blocks of sciences at once and integrating such diverse information and patterns.

Geography has long ceased to be a "land-descriptive" and "search-discovery" discipline. Despite this, still modern society, and in school geography it is often treated as a reference and encyclopedic field of knowledge. Such a view fundamentally contradicts the essence of modern geographical science. Its main goal at present is to study spatio-temporal relationships in natural and anthropogenic geographic systems from the local to the global level. Playing the role of a kind of bridge between the natural and social sciences, geographers are actively involved in solving various natural-science, environmental, and socio-economic problems of our time.

In accordance with the modern concept of school geographical education and the concept of geographical education within the framework of the Educational Program "School 2100", geography is an integral school subject of an ideological nature, which forms in students a comprehensive, systematic idea of ​​the Earth as a planet of people.

The main directions of development of students by means of the subject "Geography"

For many years, the main goal of school geographical education was to master the basics of geographical science. However, now, within the framework of the teaching hours assigned to geography and due to the lack of clear boundaries in modern geography, this task is practically impossible. Therefore, within the framework of the "School 2100" concept, the main goal of educational geography is to master the basics of geographical knowledge as a means of forming the student's personality. It is geography as an ideological interdisciplinary subject that should help students realize their place in the world and understand their close relationship with the natural and social environment. The study of geography is aimed at developing the student's personal responsibility for everything that happens in the world around us. School geography courses should help children adequately respond to the changes taking place around them and consciously engage in practical activities from the standpoint of modern geographical science. Ultimately, school geography is designed to help solve the problem of survival in the modern world, and geographical thinking should become part of the public consciousness, which is largely formed during the period of schooling.

Determining the value of scientific and geographical knowledge in the formation of personality makes it possible to formulate the main educational goal of educational geography - the formation of a unified geographical picture of the modern world among schoolchildren, which at this stage of its development is characterized by the transition of the geographical shell to a new stage of its development, where the leading factor is the activity of mankind. The main educational goal of the course "Geography" should be considered the education of a citizen who is aware of his place in the Fatherland and in the world of the Earth.

In this regard, among the main tasks of school geography, it is proposed to include the formation of the ability to comprehensively consider the human habitat; and also to perceive the world not as a set of separate natural and social components, but in the form of natural-anthropogenic, or in other words, natural-social systems that form and develop according to certain laws. A necessary condition for the modern development of a student in the process of teaching geography should be the understanding that, along with the laws of development of nature and society, there are laws of their interaction. The implementation of the goals of school geographical education requires the solution of a number of general educational tasks, including:

- formation of an idea of ​​the integrity of the surrounding world with its territorial diversity, of the complexity of the problems of interaction of a single system "nature - population - economy";

- development of systemic geographical thinking among schoolchildren;

- conscious mastery of vital geographical knowledge, skills and abilities (the volume of which is determined by the relevant federal standard) to prepare the graduate for survival and productive work in modern conditions;

- preparing students for creative activity, non-stereotypical solution of geographical problems and independent choice of existing geographic tools for this (geographic maps and profiles, literary, video and electronic sources of geographic information, etc.).

Continuity in the content of primary and secondary schools

The course of the surrounding world "World and Man" served as the basis of natural science education in elementary school. It was aimed at forming a holistic picture of the world. The activity approach used in this course allows not only to get acquainted with the world around and find answers to the questions of interest to the child, but also to master the most important concepts and patterns that allow us to explain the structure of the world.

Here (p. 504) is a diagram of the system of the most important concepts, which was studied in elementary school as part of the course "World and Man". The concepts on which the high school geography course is based are highlighted.

Conditions for the successful implementation of content

The traditional mechanism for organizing educational activities is based on the assimilation by schoolchildren of a system of basic concepts and does not meet the requirements modern school. The new school assumes that the main result of education is the transformation of the individual picture of the world when it interacts with the scientific and geographical one. A feature of the modern learning process is the transition from traditional to personal oriented learning aimed at self-development and self-education of schoolchildren. Therefore, the basis for studying geographic content can be the technology for organizing the educational activities of schoolchildren within the framework of student-centered learning.

The task of the teacher in this case is to identify the student's selectivity to the content, type, form of educational material, his motivation, the flow of the process of self-realization, preferences for activities.

The basis for the organization of educational activities is the solution by students of a system of educational geographic tasks that create conditions for the development of an integrated style of thinking, contribute to spatial thinking in the temporal aspect, solve geographical problems, act in nature from the standpoint of environmental expediency; be able to work with geographical maps, reference books, conduct observations.

In this regard, the implementation of the goals of geographical education of schoolchildren involves the observance of the following conditions:

- structuring the educational material into semantic blocks and setting cognitive tasks for each of them, creating a cognitive need for schoolchildren;

- the creation of special educational and cognitive motives, since the real meaning of learning is determined for schoolchildren not by goals, but by motives, their attitude to the subject;

- setting a cognitive goal and learning objectives that, by their content, program the focus of students on the discovery, fixation and assimilation of a new mode of activity;

- setting a learning task is most often implemented by creating a problem situation "knowledge - ignorance";

- the method of learning activity is developed by the student independently in the process of solving educational problems, which is fundamentally different from traditional methodological techniques, which are set out in the form of ready-made rules, samples, algorithms in textbooks, are explained and fixed by the teacher.

6th grade (68 hours)

EARTH WORLD

The program of this course is based on the mandatory minimum content of the basic general education in geography and the concept of developing education "School 2100", focused on the mass school. At its core, "The World of the Earth" is a traditional basic course of elementary school geography with elements of a new structure and content basis for the modern geographical picture of the world.

The course "The World of the Earth" is a general earth science basis of school geography. At its core, this is a traditional course of elementary physical geography with elements of geoecology. This course is designed to help a sixth grader understand the world of the Earth, its uniqueness and richness, its connection with the emergence and development of the Universe, the inseparable unity of natural and anthropogenic geographic objects.

The main goal of the course "The World of the Earth" is the formation of a modern geographical picture of the world and modern geographical thinking. Particular attention is paid to the development of geographical culture - geographical language, cartographic skills, etc. It is important that the student understands why he needs knowledge about the world of the Earth, so that he can use it in life. Particular emphasis is placed on the worldview basis of geography, the active introduction of a systematic geographical approach to understanding the world around us, taking into account the age interests of sixth graders. Attention to natural phenomena and processes, as well as advice and recommendations on behavior in difficult situations associated with natural disasters, are designed to update the relevant geographical knowledge of schoolchildren.

In accordance with the principle of historicism, acquaintance with the development of scientific geographical ideas dates back to the ancient Greeks, when such concepts as "atmosphere", "hydrosphere", "lithosphere" were first introduced into geographical science. These and other geospheres of our planet, as well as the planet Earth itself, are considered from the standpoint of the origin and development of their constituent matter.

It is assumed that by the 6th grade schoolchildren involved in the Educational Program "School 2100" are already familiar with the history of geographical discoveries, with many geographical terms and concepts, with large geographical objects, with geographical maps and plans after mastering the propaedeutic course " The world: Our planet Earth (2nd grade) "(Author's team led by A.A. Vakhrushev) and the historical and cartographic part of the systematic course of school geography" 5th grade: How people discovered the Earth and created a map (34 hours) ".

For the first time in school geography, among the components of the world around us, in the most general terms, a special state of matter is considered - plasma, which modern children already know about (stellar matter, laser, not to mention lightning and auroras). When considering the world of water (the section on the hydrosphere), information about solid (crystalline) water is included in a separate and rather large section.

As the main cartographic aid for the course "The World of the Earth" it is supposed to use the most massive and familiar to geography teachers for the 6th grade, compiled and prepared for publication by the PKO "Cartography" (M., 1999).

Introduction (3 hours)

Geography is an ancient philosophical science. Who are geographers, what did they do before and what do they do now. The content and structure of modern geographical science. Natural (natural) and artificial (anthropogenic) geographical objects: bodies, processes and phenomena. The concept of geographical information systems(GIS) and monitoring. Sources of geographic information and work with them.

The concept of the elements of nature as the bricks of the universe and the allocation of the atmosphere, hydrosphere and lithosphere by the ancient Greeks.

Practical work. Introducing students to the textbook workbook and an atlas for the 6th grade, as well as other sources of geographic information.

Section 1. Earth - a particle of space (8 hours)

The meaning of the word "space". The earth is a tiny part of the universe. Hypotheses of the origin of the Universe and the Earth. The device of the Universe: galaxies, stars, planets, comets and other space bodies. The concept of plasma as a special physical state of matter in stars. Earth as part of the solar system and the Milky Way. The Earth globe is a model of our planet.

Space address of the Earth. Model of the universe of Ptolemy and N. Copernicus. Comparative sizes of the Earth and other bodies of the solar system. The impact of cosmic bodies on the world of the Earth.

Features of the position and movement of the Earth in space. The movements of the Earth in orbit and around the axis, their geographical consequences - the change of seasons, day and night, the phenomenon of a leap year. The concept of the rhythm of geographical processes and phenomena. Polar day and polar night. Orientation in space and time by the Sun, Moon and stars.

Geographical consequences of the interaction of the Earth with the Moon and the Sun. Causes of high and low tides, their geographical consequences and patterns of distribution. The value of knowledge about the ebb and flow. The impact of the Sun on the nature of the Earth.

The shape and size of the Earth, their geographical consequences. The contribution of Pythagoras and Eratosthenes to geography. Evidence for the sphericity and convexity of the Earth. The equatorial and polar radii of our planet, its surface area. Pole compression of the Earth is a consequence of its axial rotation. The geoid is the true figure of the earth.

Natural phenomena on Earth associated with space. meteors, meteorites, cosmic dust, their geographical consequences and significance for the nature of the planet.

Practical work. Globe exercises. Tellurium and work with it.

Geographic study tours.

1. Excursion to the planetarium, observatory or evening lesson-observation of space bodies.

2. Development of practical skills of orienteering on the terrain by the Sun, Moon, stars.

3. Autumn local history excursion into nature: identification and observation of various geographical objects and phenomena, development of behavioral skills in nature, collection of rocks, minerals and artificial materials that make up the lithosphere.

Section 2. World of stone (12 hours)

Methods of study and composition of the earth's interior. Origin and age of the earth's firmament. The internal structure of the Earth: the earth's crust, mantle, core. Earth's magnetic field and its significance. Magnetic poles Earth. Compass and orientation with it.

The concept of "lithosphere". Lithospheric plates as a solid foundation for ancient and modern continents and oceans. The main lithospheric plates of the Earth, their location and movement. Minerals and rocks. Life of different types of rocks. The main groups of rocks: sedimentary, igneous and metamorphic. Patterns of distribution of rocks on our planet.

The place and role of the world of stone for people. Minerals. The concept of artificial firmament and anthropogenic deposits. The use of rocks by man.

Continental and oceanic crust. The practical significance of knowledge about layers earth's crust. The structure of the earth's crust: sedimentary, granite and basalt layers. The concept of "relief", "landforms". Planetary landforms: protrusions of the continents and depressions of the oceans. Flat and mountainous terrain. Examples of major landforms and their location. Relationship between the relief and the internal structure of the earth's crust.

External and internal processes are the creators of the relief. Internal relief-forming processes: tectonic and volcanic. Energy sources of external and internal processes of relief formation.

External relief-forming processes: weathering and its varieties, the work of flowing waters, waves, glaciers, wind, gravity, living organisms. The practical significance of knowledge about the relief. Handmade relief.

The relief of the plains and mountains of land and the bottom of the oceans. Differences between plains and mountains in height and appearance. Relationship between plains and mountains. Geographic patterns of their distribution. Unique objects of the relief of our planet in height and area.

Natural phenomena in the lithosphere: earthquakes, seaquakes and volcanic eruptions, landslides and landslides. Their nature and distribution. Rules of conduct during earthquakes, in areas of landslides and landslides.

Practical work. 1. Analysis physical map in order to determine the severity of lithospheric plates in the relief, the ratio of flat and mountainous relief. 2. Finding objects of the lithosphere on a physical map, including those mentioned in the text of the textbook. 3. Drawing on contour map large and unique objects of the Earth's relief. 4. Work with a compass. 5. Determination of samples of the collection of rocks and minerals using determinants. 6. An experiment to determine the resistance of various rocks to heating and cooling. 7. Characteristics of the relief and rocks of their area.

Section 3. The world of water (14 hours)

The presence of water is a planetary feature of the Earth. Origin of water. Unique properties of water and their geographical implications. World water cycle. The concept of "hydrosphere". Unity and parts of the hydrosphere.

Practical work. Description of the features of the waters of their area.

Solid water.

Types of solid waters of the Earth. Snow is the most common crystal. Snow cover and its properties. The layered structure of the snow mass. Life of seasonal water crystals. Patterns of the geographical distribution of snow cover. Geographic consequences of snow cover. The impact of snow on the life and economic activity of people.

Ice on dry land. Glaciers: formation and types (mountain and cover, ancient and modern). Glacial deposits and landforms. Underground ice: formation, properties, permafrost landforms and their distribution. The impact of ice on the economic activity of people.

Ice on the water. Freeze up. Sea ice. Icebergs: formation, properties, distribution on Earth. Naledi and their life. Freezing phenomenon. Man and ice on the water.

Natural disasters associated with snow and ice - collisions with icebergs, snow avalanches. Avalanche-prone areas and iceberg distribution areas. Fight against avalanches. Rules of conduct on the ice of reservoirs and when falling into an avalanche.

Practical work. Drawing on the contour map of the areas of distribution of geographical objects from solid water.

Geographic study tours. Winter local history excursion: Familiarization with the features of the winter nature of your area: studying the thickness and structure of the snow cover, its relief, the influence of winter conditions on the life of plants, animals, humans, etc. Practicing orientation skills on the ground.

liquid water.

Characteristics of terrestrial waters. The role of liquid water in nature and human life. Chemical weathering.

Practical work. 1. Analysis of the results of observations of changes in the state of water bodies in their area. 2. Description of the “journey” of a droplet through the large and small circulations from the reservoir closest to the school.

The world ocean is the basis of the hydrosphere. Parts of the oceans. properties of sea water. Types of ocean water movement: waves and currents. water masses. Natural elements in the waters of the oceans.

Practical work. 1. Drawing on the contour map of the main geographical objects of the World Ocean. 2. Analysis of the physical map in order to determine the depths of the oceans and seas. 3. An imaginary journey through the oceans in a system of surface currents.

Land waters. Ground and surface waters. Types of groundwater. Karst. Types of surface waters. Rivers. Nutrition and regime of rivers. Floods on the rivers. Waters of lakes and swamps. Artificial reservoirs: canals and reservoirs. Protection of waters from pollution. Elements of land waters.

Rules of conduct during the onset of water elements.

Practical work. 1. Determination of the position of water bodies on the terrain plan. 2. Drawing on the contour map of the main objects of land waters. 3. Description of one of the rivers according to the plan. 4. Determination of the degree of pollution of the waters of their area and measures for their protection.

Section 4. World of Air (12 hours)

Atmospheric air and its movement. Problems of the origin of atmospheric air. Composition of air and its change with height. The concept of the atmosphere. Layers of the atmosphere. The role of the ozone layer for life on Earth.

Plasma in the atmosphere. The ionosphere is the plasma shell of the Earth. Lightning linear and ball. Rules of conduct during a thunderstorm. Fires of Saint Elmo. Polar Lights. Ionized gases in the service of man.

Man and air. Natural and anthropogenic sources of air pollution. Comfortable living conditions.

Earth in the rays of the sun. Solar energy on Earth. Light in the atmosphere. Belts of illumination. Distribution of solar energy in the atmosphere and earth's surface. Heating of atmospheric air. Heating differences and change atmospheric pressure. Atmospheric pressure and its measurement.

The concept of wind. Direction and strength of the wind. Breezes. Trade winds. Monsoons. Western winds. Introduction to meteorological instruments.

Practical work. 1. Drawing up diagrams of the composition of air and its temperature near the earth's surface and at heights. 2. Determining the height of a building using an aneroid barometer.

Air masses. Movement of air masses. atmospheric fronts. Vortices in the atmosphere. Cyclones and anticyclones. Tropical cyclones.

Water in the atmosphere. Air humidity (absolute and relative). Hygrometer. Clouds, their formation and types. Fog.

Atmospheric precipitation and their types. Distribution of precipitation on the earth's surface.

Weather and climate. Weather forecasting is the science of the weather and its prediction. Weather cards. Weather forecast. Sources of climate information.

Practical work. 1. Determination of the prevailing types of clouds during the week. 2. Making a weather forecast for the coming days.

Elements of the atmosphere. Thunderstorm and hail. Drought and frost. Ice and its formation.

Practical work. 1. Processing the results of weather observations. 2. Determination of climatic indicators of your area and their interpretation.

Section 5. The world of life (11 hours)

Birth of life. Theories of the origin and development of life on Earth: divine, cosmic, evolutionary.

The biosphere is the shell of life. The concept of "biosphere". The boundaries of the biosphere. The concept of "adaptation". living conditions. Life in the cycle of spheres. Systems "biosphere - atmosphere", "biosphere - hydrosphere", "biosphere - lithosphere".

Man and the biosphere. Human impact on the biosphere. Cycles in the biosphere. How the living assimilates and transmits energy. Producers, consumers, decomposers.

Life in the ocean. Distribution of life in the ocean with depth and geographic latitude. The system of living organisms in the ocean.

Life on dry land. Forest and grass communities and their types. The concept of "taiga", "broad-leaved forests", "moist tropical forests", "savannas", "steppe".

Life in extreme conditions. Problems of survival of people in the tundra, hot and cold deserts.

"Floors of life" in the mountains. The concepts of "latitudinal zonality" and "altitude zonality".

Elements of the biosphere. The idea of ​​natural phenomena and processes in the world of wildlife.

Section 6. The World of Geographical Systems (6 hours)

Geographic systems, their types and components. The geographic envelope is the largest geosystem of the planet. Artificial components of geographical complexes. The concepts of "habitat", "natural-anthropogenic complex (geosystem)".

Humanity on Earth. The concept of "population explosion". Placement of people on Earth.

Man and energy. Types and sources of energy in the geographical envelope. Transformation and use of energy. An idea of ​​the energy problems of mankind and ways to overcome them.

Soil is a system that connects inanimate and living nature. Basic properties of soils. Soils natural and artificial. The concept of soil erosion and the fight against it.

Cities on the way to the future. The concepts of "rural area", "city". Ecological problems of modern cities.

From the geographical shell to the sphere of the mind. The concept of "noosphere". The noosphere is a single system "humanity - environment".

Geographic study tours. 1. Identification of natural and artificial components of geographical complexes. 2. Description of the soil section of the area.

(Time reserve - 2 hours)

7th grade (68 hours)

EARTH IS THE PLANET OF HUMANS

Within the framework of the new concept, the course of the 7th grade opens the regional study block of school geography. The development of its content is based on the best traditions of school regional studies, laid down at the turn of the 19th and 20th centuries. domestic geographers. The revival and expansion of the country-geography basis of school geography is intended to serve to strengthen an integrated approach to the study of territorial natural-social systems, to develop schoolchildren's interest in studying geography.

Strengthening the regional foundation of school geography has been tested by world practice and corresponds to age characteristics schoolchildren. In students of transitional age, psychologists note an increase in cognitive interest in natural phenomena and in the events of social life, the ability to reason on the basis of general premises, the desire for knowledge, and the expansion of the field of interest.

Through a comprehensive regional study, which combines the study of nature, population and its economic activities, students will learn to understand the reasons for the diversity of the nature of continents and oceans, large regions and individual countries, to understand people of a different culture, to realize their place in the life of the planet.

Regional knowledge will serve as a way for schoolchildren to view the world, will allow them to see, understand and evaluate the complex system of interaction between people, territory and the natural environment.

The main goal of the course is to develop in schoolchildren a holistic view of the Earth as a planet of people, as well as regional knowledge about the integrity and differentiation of the nature of the continents, their large regions and individual countries, about the people who inhabit them, the features of life and economic activity in various natural conditions, i. e. the formation of a minimum of basic knowledge of a country-specific nature, necessary for every person of our era.

The main objectives of the course:

– to expand and specify ideas about the spatial heterogeneity of the Earth's surface at different levels of its differentiation (from planetary to local);

- create figurative representations of large regions of the continents and countries, highlighting the features of their nature, natural resources, and their use by the population;

- to strengthen the humanization, humanitarization and cultural orientation of the course content through the comprehensive regional characteristics of regions and countries, in the center of which are a person, people, peoples of continents and countries, their way of life, material and spiritual culture, economic activity in specific natural conditions, both on land, and in the adjacent waters of the oceans;

- to promote the education of students in the spirit of respect for other peoples, in order to "learn to live together, developing knowledge about others, their history, traditions and way of thinking", to understand people of a different culture;

– on the basis of a historical-geographical approach, reveal changes in the political map, environmental management practices, the process of growing environmental problems within the continents, oceans and individual countries; to form in schoolchildren an emotional and value attitude to the geographical environment;

- to continue the development of cartographic literacy of schoolchildren by working with maps of various content and scale (maps of continents, oceans, individual countries, city plans); study of ways of depicting geographical objects and phenomena used on these maps;

– to develop practical geographical skills to extract information from various sources of knowledge, to compile comprehensive country-specific descriptions and characteristics of the territory based on them.

The selection of countries studied in the course is supposed to be carried out not only on the basis of their role in the development of world civilization, the size of the territory and population, not only taking into account the degree of reflection in their nature of the characteristics of large regions of the continents, but also taking into account the specifics of the ethnic composition of the population, the way of life of the peoples of the plains and mountainous countries, their economic activities and regional features of the interaction between man and nature.

Unlike the existing course "Geography of continents and oceans", the course "Earth - the planet of people" focuses on the consideration key features territories (the nature and population of the continents, the nature of the oceans and human economic activity in their water areas), and most importantly, individual countries (the availability of their natural resources, the peculiarity of nature management, the ethno-cultural characteristics of the population, the main types of economic activity, environmental problems).

Structurally, the course consists of an introduction and five sections: "Peculiarities of the nature of the continents", "Development of the Earth by man", "Peculiarities of the nature of the oceans", "Continents and countries", "Earth is our home".

Introduction (3 hours)

The surface of the planet Earth. The ratio of land to water on Earth. Continents and parts of the world. Land is the place of life and activity of people. Groups of continents: the continents of the Southern and the continents of the Northern Hemisphere, the continents of the Old and New Worlds. Features of the geographical location of each continent. The concept of "geographical location"; the influence of geographical location on the formation of the nature of the territory. The practical significance of these concepts in the daily life of people.

The geographical envelope is the environment of human life and activity. Spatial inhomogeneity of GO and its causes. Planetary differentiation of the geographic envelope: its largest parts are continents and oceans. Zonal and azonal natural complexes of the geographic envelope on land and in the ocean. Vertical zonality on land and in the ocean. The border areas of land and ocean are special territorial-aquatic complexes. Humanity is part of the geographic shell.

Sources of geographical knowledge. A variety of sources (travel diaries, reference books, dictionaries, aerospace images, etc.). A geographical map is the most important form of reflection of human knowledge about the Earth, a special source of geographical knowledge. The variety of geographical maps, their differences in coverage of the territory, scale, methods of construction, content. Ways of depicting objects and phenomena used on maps. Geographical descriptions, geographic characteristics.

Practical work. 1. Drawing up the simplest scheme "Division of civil defense into natural complexes." 2. Acquaintance with annotations of gazetteers and other sources of geographic information, self-compilation of annotations. 3. Grouping the maps of the textbook and the atlas according to various criteria. 4. Determination of the geographical position of objects (continents, islands, oceans, etc.) on the globe and map.

Section 1. Features of the nature of the continents (11 hours)

The relief of the continents. How the relief of the continents is formed. Continental drift hypothesis. Plates of the lithosphere. Platforms and folded belts. Map of the structure of the earth's crust. Seismic belts of the Earth. The practical significance of knowledge about the structure and development of the lithosphere.

Plains and mountains of the continents, patterns of their placement depending on the structure of the lithosphere and the movement of lithospheric plates. Common features in the structure of the relief of the continents; differences and their causes. relief-forming processes. Patterns of distribution of mineral deposits on the continents. Features of the relief of individual continents.

Climate and water. Patterns of distribution of air temperature, atmospheric pressure and precipitation on the continents. climate factors. Air masses and their types. Climate maps. Climatic zones and regions. Features of the climates of individual continents. Influence of climatic conditions on the distribution of the population. Human adaptation to the climatic features of the territory, means of protection from adverse effects.

general characteristics inland waters continents. Dependence of waters on relief and climate. Similarities and differences between the waters of the continents. Geography of "river civilizations".

Flora and fauna of the continents. Features of vegetation, soils and fauna of the Northern and Southern continents. originality organic world every continent. Cultivated plants and domestic animals. The study of the centers of origin of cultivated plants N.I. Vavilov. The most favorable natural areas for human life.

Natural and anthropogenic landscapes. The degree of anthropogenic change in the nature of the continents. Reserves and national parks. Map of anthropogenic landscapes of the continents.

Practical work. 1. Description according to the relief plan of one of the continents. 2. Comparative characteristics the relief of the two continents with the identification of the causes of similarities and differences. 3. Description of differences in the climate of one of the continents. 4. Assessment of the climatic conditions of the continents for the life of the population. 5. Compilation of a catalog of cultivated plants and domestic animals on the continents. 6. Drawing on the contour map of each continent areas of territories with anthropogenic landscapes.

Section 2. Features of the nature of the oceans and islands (3 hours)

The division of the oceans into parts.

The nature of the oceans. Features of the geographical position of each of the oceans. The main features of the topography of the ocean floor. Climate, water masses, main surface currents. Features of the organic world of each of the oceans. natural belts.

Economic activity of people in the oceans. Environmental problems and ways to solve them.

Practical work. 1. Drawing up a description of the nature of one of the oceans (optional). 2. Identification and reflection on the contour map of the transport, commercial, raw material, recreational and other functions of the ocean (optional).

The nature of the islands. Island land, its geographical position. Types of islands by origin. The peculiarity of the nature of the largest islands. Island population. Environmental problems associated with economic activity on the islands.

Practical work. 1. Description of the features of the geographical position of one of the large islands; comparison of the geographical position of the two islands (optional). 2. Description of the atlas maps and other sources of information about the nature and population of one of the islands.

Section 3. Development of the land by man (4 hours)

Hypotheses of the appearance of man on Earth. The ancient homeland of man. Territories of the most ancient development. Proposed ways of human settlement on the continents. human races. Humanity is one and many.

The number of people on earth. Modern distribution of people on the continents, climatic regions, natural zones, by distance from the oceans. Earth population density map. main areas of settlement. Old and New World. The way of life of people on the plains and in the mountains.

The concept of "ethnos". largest ethnic groups. Small nations. Map of the peoples of the world. Ethnic migrations. Diversity of cultures and ethnic groups. Formation modern religions and their geography. Historical and cultural regions of the world.

Practical work. 1. Modeling on the contour map of the location of the largest ethnic groups and small peoples. 2. Designation on the contour map of the ways of settling the Indo-European peoples.

Section 4. Continents and countries (42 hours)

Ways of accumulation of regional knowledge. Typical structure of the geographical characteristics of the territory.

Country-specific characteristics are supposed to be compiled taking into account the following provisions. A brief description of the main features of the nature of the mainland and its population. The division of the continent into major regions. The composition of the territory and countries of the region. Geographic location of individual countries. The influence of geographical location on the nature of countries and the life of the population.

The main features of nature and natural wealth of the countries of the region. The combination of typical and special in natural conditions and natural wealth of the countries of the region. Influence on the nature and economic activity of the population of adjacent parts of the oceans. Reflection natural conditions in people's lifestyle.

Historical features of the settlement of the territory. The influence of nature on the formation of the spiritual and material culture of the peoples of the region. The main features of the population: language, religion, life (type of dwellings, national clothes, food, traditions of peoples, rituals, customs).

Historically developed types of economic activity on the use of natural resources of land and adjacent water areas. Modern views economic activity. Cultivated plants and domestic animals.

Anthropogenic and cultural landscapes in the countries of the region. Environmental problems associated with nature management, lifestyle and the level of ecological culture of the population.

Large cities, their geographical position, layout, appearance.

Africa (7 h)

Features of the nature of the mainland. Population. The division of the continent into large regions. North African countries. Egypt. Western and Central Africa. Nigeria. Congo (Kinshasa). East African countries. Ethiopia. Zambia. Countries South Africa. SOUTH AFRICA.

Practical work. 1. Drafting of sailing routes off the coast of North Africa and travel across the Sahara. 2. Determination by maps of the natural wealth of the countries of Central Africa. 3. Identification of the characteristics of the racial and ethnic composition of the population of East African countries. 4. Determination of the main activities of the population of the countries of South Africa. 5. Establishing the features of the geographical location, layout and appearance of the largest cities in Africa.

Australia and Oceania (4 hours)

Features of the nature of Australia. The population of Australia. Australian Union. Oceania: nature and people.

Practical work. 1. Comparative characteristics of nature, population and its economic activity of two regions of Australia (optional). 2. Description of the nature and population of one of the groups of islands in Oceania.

South America (5 hours)

Features of the nature of the mainland. population of the continent. Eastern countries of the mainland. Brazil. Argentina. Andean countries. Venezuela. Peru.

Practical work. 1. Description of natural features and natural wealth, differences in the composition of the population, in the features of its culture and life in Brazil (or Argentina). 2. Identification of the main types of economic activity of the population of the Andean countries. 3. Description of the geographical location of major cities of the countries of the continent.

Antarctica (2 hours)

Features of the nature of Antarctica. Human exploration of the Antarctic. International status of the mainland. Influence of Antarctica on the nature of the Earth. Peculiarities of human exploration of the "Southern" Ocean. Achievements of geographical science in the study of the southern polar region of the planet.

Practical work. 1. Determining the goals of studying the southern polar region of the Earth. 2. Drawing up a project for the use of the natural resources of the mainland in the future.

North America (6 hours)

Features of the nature of the mainland. Population.

Canada. USA. countries of Central America. Mexico. Cuba.

Practical work. 1. Establishment on maps of the main types of natural resources of Canada, the USA and Mexico. 2. Identification of the features of the distribution of the population within each country. 3. Description of the geographical location, layout and appearance of the most big cities these countries.

Eurasia (18h)

Features of the nature of Eurasia. Mainland population.

Northern European countries. Iceland, Norway, Sweden, Finland, Denmark. Countries Western Europe. UK and Ireland; Germany, the Netherlands and Belgium; France, Austria, Switzerland.

Eastern European countries. Poland. Baltic countries. Danubian countries. Southern European countries. Spain and Portugal. Italy and the Balkan countries. Countries of Southwest Asia.

South Asian countries. India.

Central and East Asia. Mongolia. China. Japan.

Countries of Southeast Asia.

Practical work. 1. Compilation of a "catalog" of the peoples of Eurasia according to language groups. 2. Description of the types of economic activities of the peoples of the Nordic countries associated with work in the ocean. 3. Comparative characteristics of Great Britain, France and Germany. 4. An imaginary journey through the countries of Eastern Europe. 5. Revealing the peculiarities of culture and life of the population of the countries of Southern Europe. 6. Grouping the countries of Southwest Asia according to various criteria. 7. Description of the geographical location of major cities in China, drawing them on a contour map. 8. Modeling on the contour map of the distribution of India's natural resources.

Section 5. Earth is our home (3 hours)

Nature is the basis of human life. Types of natural resources. The interaction of nature and man on the continents, in the oceans, individual countries. Changing nature on a planetary, regional and local scale. The problem of sustainable development of the natural environment.

The role of geographical science in the rational use of nature. Methods of geographical science: geographical descriptions, cartographic models in geographical research, comparative geographical method, statistical, historical and field methods. Aerospace and other remote methods.

Application of the latest research methods. The study of nature on Earth and beyond.

Practical work. 1. Modeling on the map of the main types of natural resources of the continents and oceans. 2. Modeling the position of the Earth's continents in different epochs of the planet's life and in the distant future. 3. Drawing up a description of the area in which the student spent the summer holidays, comparing it with descriptions made by other students.

(Reserve study time - 2 hours)

8th–9th grades (136 hours)

GEOGRAPHY OF RUSSIA

In the structure of school geography courses, the leading place is occupied by the course "Geography of Russia", designed primarily to educate a patriot and citizen of one's country. However, no less, if not more, essential is the need for the ideological aspect of this course.

The main attention is paid to showing the manifestation of the laws of interaction between society and nature within Russia. At the present stage given task is especially relevant: it is necessary to select factual material, bringing it into line with the requirements of today, which makes it possible to explain to students the need and essence of fundamental socio-economic transformations in Russia, to present all the diversity of our country's nature not only as a powerful natural resource potential, but also a source of beauty and inspiration, all that exists, which forms the self-consciousness of the peoples inhabiting this territory.

Goals and objectives of the course. On the basis of specific geographical material, to form a system of principles and views of students in relation to the territory of their country as a natural habitat. The territory of the country should appear to schoolchildren, on the one hand, as a single social and natural system, on the other, a territorially diverse system of its regions.

The main object of study of the integral course of school geography in Russia is territorial social and natural systems, and the geographic environment acts as a link between the physical and socio-economic geography of Russia. A holistic perception of the territory of Russia is achieved by using a systematic approach to geographical objects and phenomena. In the course "Geography of Russia" it is proposed to consider complex social and natural regions, geotechnical systems, and the modern territorial organization of society. The course "Geography of Russia", unified in content, consists of two interrelated parts: "Geography of Russia: a person and the geographical environment" (8th grade) and "Geography of Russia: geographical complexes and regions" (9th grade), which are allotted for studying two hours a week for two years.

In the 8th grade, a general geographical description of Russia is given - "Geography of Russia: a person and a geographical environment." This part of the course includes an "Introduction" and four sections: "Geography in Russia: past, present, future", "Geographic space of Russia", "Geographic environment and human activity", "Population and quality of the geographical environment".

In the 9th grade, the main attention is paid to the regional characteristics of Russia. The second part of the single course - "Geography of Russia: Geographical Complexes and Regions" - consists of four sections: "Systems of the Geographical Environment and Economic Activities", "Geographical Regionalization of the Territory of Russia", "Regions of Russia", "Russia in the Modern World" and the block " Conclusion".

Part 1. Geography of Russia: man and geographical environment

(68 hours, 2 hours per week)

Introduction (2 hours)

Why is it necessary to study the geography of your country? A look at the world through the eyes of a geographer: geographical objects, phenomena and processes (natural, social, etc.).

Practical work. Making a drawing, preparing a message, compiling a story or writing an essay about an interesting geographical feature in Russia.

Section 1. Geography in Russia: past, present, future (3 hours)

Geography of Russia as a system of knowledge and a system of sciences. "Tree" of modern geography. Profession: geographer.

Development of geographical ideas and teachings in Russia. The contribution of Russian explorers and geographers to the development of geographical knowledge about the country, their names on the map of Russia. Russian Geographical Society. The role of geographical knowledge in solving the practical problems of society. Geography of Russia on the way to the future.

Practical work. 1. Acquaintance with educational, scientific and popular science sources of geographic information on Russia - literary, cartographic, computer and others. 2. Analysis of the table "The most important events in the development of geographical knowledge in Russia" and the "Tree" scheme of modern geographical science. 3. Acquaintance with the origin of geographical names on the map of Russia.

Section 2. Geographical space of Russia (10 hours)

The “visiting card” of Russia as one of the largest states in the modern world: symbols, political and administrative structure, capital, population, area.

Territorial and economic space of Russia. Geographical aspects of the location, extent and size of the territory. Sea, land and air borders. border states.

Standard, maternity, summer time. Time zones in our country. The impact of time difference on the life of the population and the economy of the country.

The history of the formation of the geographical space of Russia: from Kievan Rus to the Moscow principality, the expansion of the territory of the Moscow principality to the north, the annexation of the eastern territories (the Volga region, Siberia, Far East), from the Russian Empire to the USSR, the collapse of the Soviet Union and the formation of a new geographical space of Russia.

Practical work. 1. Finding your location on the map of Russia. Determining on the map the remoteness of your settlement from various geographical objects (the nearest sea coast, state border, capital, etc.) and assessing the favorable geographical position.

Section 3. Geographical environment and human activities (45 hours)

Man and Geographical Environment (5 hours)

The concept of "geographical environment". Environment natural (natural) and anthropogenic (artificial). The role of the geographical environment in the formation and development of human society. Properties of the geographical environment: integrity, spatial heterogeneity and temporal variability.

Man and geographic environment. Man as a special biological and social view. Biological human needs and geographic environment. The geographical environment of the era of hunters and fishermen, the geographical environment of the era of farmers and pastoralists.

Ethnos and geographical environment. The concept of "ethnos". The ethnoi of the mountains and the ethnoi of the plains. Modern ethnic picture of Russia, language families, the religious composition of the population. Maps of languages, peoples and religions of Russia. Nature and culture of ethnic groups.

Natural conditions and resources. The concepts of "natural resources", "natural conditions". Classification of natural resources. Resources of matter, energy and information. The concept of "natural resource potential of the territory".

Human economic activity and geographic environment. The concept of "labor resources". Human potential is the most important resource for Russia's development. The concept of "nature management", types of nature management (rational, irrational). Economics as a tool for nature management. The concept of "industry". Branches of the production and non-production sphere. The main sectors of the economy.

Medium components (45 hours)

The concept of "components of the geographic environment".

Relief and bowels of Russia. The structure of the Russian part of the lithosphere. Basic tectonic structures and connection with the relief. Volcanic and seismic regions of Russia. The relief of the Russian shelf.

Geological chronology. Cartographic sources of geological information: geological and tectonic maps Russia, geological profiles. The main stages of the geological development of the territory of Russia. Grade. Knowledge and development of Russian mineral resources. Methods for the study of bowels and relief.

The main external processes of relief formation. Water activities: river valleys, sea and lake shores, karst, erosion and its control. Permafrost and icy landforms, their origin, distribution and impact on people's livelihoods. Glacial landforms, their origin, distribution and impact on the economy (avalanches and their control). General patterns distribution of the plains and mountains of Russia.

Practical work. Establishing the dependence of landforms and mineral deposits on the structure of the earth's crust.

The climate of Russia. Airspace of Russia as an integral part of the Earth's atmosphere. Methods for studying weather and climate in Russia. Cartographic sources of meteorological information: synoptic and climatic maps, climatograms.

Climate-forming factors in Russia. Geographic latitude and continentality, properties of the underlying surface. Transformation of air masses.

Radiation factor: direct, scattered and total solar radiation and their distribution across the country. Distribution of light and heat energy, change in the length of day and night by the seasons of the year, during the day, by latitude and depending on the relief (absolute height, exposure and steepness of the slopes).

Circulation factor: meridional and latitudinal (western transfer), monsoon and local circulation. Vertical circulation: cyclones and anticyclones, atmospheric fronts (warm and cold) in Russia.

Air masses in Russia: types, characteristics, movement. Climatic zoning: belts and regions.

Natural phenomena: droughts, downpours, hailstorms, hurricanes, dust storms and snowstorms, frosts.

Seasons of the year: features of the summer and winter seasons in Russia. Seasonality of the way of life of the population of Russia, its influence on the nature of traditional clothing, housing and food. Seasonality of economic activity in agriculture, transport, energy. Anthropogenic weather. The climate of the city. Agro-climatic resources of agriculture.

Practical work. 1. Determination of climate-forming factors of individual territories using atlas maps. 2. Comparative analysis synoptic maps, explanation of the weather features of individual territories. 3. Assessment of the climate of individual territories for the life and economic activities of the population.

Russian waters. Waters of Russia: ground and underground as an integral part of the hydrosphere. Methods of hydrological research. Cartographic sources of hydrological information: hydrological maps, hydrographs of rivers, hydrological profiles.

Water bodies of the World Ocean and waters of the land surface in Russia: seas and parts of the oceans, rivers and canals, lakes and reservoirs. River basins and watersheds.

Life and work of rivers: power sources and regime, slope, fall, flow velocity, water content (flow rate and annual runoff), ice regime. Rivers of plains and mountains. River and sea transport: main ports, environmental problems. Pollution of land and ocean waters in Russia, environmental problems of waters and ways to solve them.

Practical work. 1. Explanation of the patterns of distribution of various types of water (rivers, lakes, swamps, glaciers, etc.). 2. Assessing the security water resources individual territories.

Live nature Russia. The Russian part of the single biosphere of the planet. A look at biological objects through the eyes of a geographer. Cartographic sources of biological information: maps of distribution areas of the main species of animals and plants, geobotanical profiles.

Flora of Russia. Plant resources: natural and anthropogenic. The main branches of crop production and areas of distribution.

Animal world of Russia. Hunting and commercial resources of land and waters of Russia. Beekeeping and beekeeping. Fishing and fish farming.

The role of specially protected natural territories of Russia in maintaining and preserving the species diversity of the world of its wildlife. The concepts of "reserve", "monument of wildlife", "Red Book". Reserve business is a special national branch of the country's economy.

Practical work. Making a forecast of changes in the flora and fauna under the influence of economic activity using the example of your area.

Section 4. Population of Russia (6 hours)

Population of Russia. The population of Russia and its change. Birth, death, natural increase. Demographic indicators of the quality of life of the population: infant mortality and life expectancy. demographic crises. Reproduction of the population and its types.

Population migrations. The territorial mobility of the population is the result of the uneven quality of the geographic environment. Factors of external and internal migration, their impact on the economy and people's lives.

The composition of the population. Sex and age composition of the population: the ratio of male and female population, "female preponderance" in Russia, factors of population aging. Analysis of sex and age pyramids. Labor resources: composition and use, labor market, geography of unemployment.

The quality of life of the population. Economic development of the country and demographic indicators of the quality of life. Social security and main indicators of the quality of life: lifestyle and health of the population, level of education. Indicators of the quality of life of the population. Differences in the standard of living of the population of various regions of Russia.

The ecological state of the environment and the quality of life of the population. Ecological and geographical situation in Russia and the need for a transition to sustainable development. The role of geography in problem solving.

Practical work. Determination of the main directions of migration of the population of Russia based on maps and materials of the current press.

Part 2. Geography of Russia: geographical complexes and regions

(68 hours, 2 hours per week)

Section 5. Geographical complexes (4 hours)

Systems of the geographical environment and economic activity. The concept of "geographical system" as a complex of interrelated components of the geographical environment. Natural and economic systems: natural and anthropogenic systems (agricultural, forestry, industrial). Diversity (classification) of geographic systems: territorial (PTK) and aquatic (PAK), zonal and azonal, basic and transitional, modern and relict. The concept of landscape. Natural and anthropogenic landscapes. Reserves and other specially protected territories of Russia as standards of natural geosystems: composition, location.

Soils and aquatic systems are special natural formations. Soil is a special geographical system. V.V. Dokuchaev is the founder of soil science. Properties, composition and structure of the soil. The concepts of "soil horizons", "fertility".

The main types of soils of the plains and mountains. Arable soils. Soil map. Soil resources are the property of Russia. Melioration and reclamation of soils. Artificial soils, hydroponics and greenhouses. Ecological problems of Russian soils.

Aquatic systems: natural and artificial. Natural aquatic complexes (PAC): shelf, lakes, rivers. General properties and distinctive features. Zonality and azonality of PAC. Interrelation of PAK components. Artificial aquatic systems - reservoirs, canals. Environmental problems.

Practical work. Determination of the mechanical composition of the soil.

Amphibious geographic systems. Bogs: origin and development, types, distribution. Swamp resources and their use. Solonchaks, salt licks, solod: origin and distribution. Ameliorative systems.

Zonal natural and economic systems. The doctrine of geographical zonality. V.V. Dokuchaev, L.S. Berg, A.A. Grigoriev and M.I. Budyko - the founders of the doctrine of landscapes. Features of life and management in zonal natural complexes. The history of the development of natural zones on the territory of Russia.

Arctic deserts and tundras. Ice cover and permafrost, extreme climatic conditions (strong winds, polar night) are the most important deterrents for economic activity. Life and life of the peoples of the North: features of settlement, clothing and housing, reindeer breeding and crafts. Specially protected natural areas.

Forest-tundra and forest zones. Western and eastern, northern, middle and southern taiga: geographical differences, appearance and composition of tree species. Mixed and broad-leaved forests: appearance and composition of tree species.

The forest is a source of material and spiritual values ​​of the people. The role of forests in the history of the state. Traditional activities of the indigenous peoples of the taiga. The forest is the main wealth of Russia: the composition and distribution of forests, forest management, the main forestry regions of the country. Modern forest cover in Russia (map). The concepts of "forestry", "reforestation". Focal development and settlement. Timber industry in Russia: history, composition, location, largest enterprises. Ecological state of forests in Russia. Ecological problems of the forest zone. Specially protected natural areas.

Forest-steppes and steppes. Soils are the main natural wealth of the zone. Little snow, insufficient moisture, strong winds and dust storms are the natural elements of the steppe. Anthropogenic transformation of the forest-steppe and steppe zones. Development and settlement: the steppe of nomadic pastoralists and the steppe of farmers, the modern zone of continuous development, the main breadbasket of Russia. Environmental problems and ways to solve them. Anti-erosion, soil-protective, climatic and water-protective role of forest belts. Specially protected natural areas.

Deserts and semi-deserts. Extreme living conditions for animals and plants and adaptation. Life and way of life of indigenous peoples in extreme conditions. Rare settlement. Desertification is a consequence of economic activity. Water is the most valuable resource. Irrigation and rainfed agriculture. Specially protected natural areas.

Practical work. Making a forecast of changes in the nature of the zone (at the student's choice) as a result of economic activity.

Azonal natural and economic systems. Altitudinal zonality is the main geographical pattern in the mountains. The nature of altitudinal zonality depending on the location and height of the mountains. Altitude belts. Mosaic and complexity of geographical systems of mountains. Settlement of man in the mountains. Conditions of life and life of the mountain peoples. Economic activity in the vulnerable nature of the mountains. Specially protected natural areas.

Geographical systems created by man. The country's economy as an economic system (complex). Systems of material and non-material spheres of economy.

Intersectoral complexes (systems): a complex of branches of the primary sphere (agriculture and forestry); a complex of branches of the secondary sphere (KKM, military-industrial complex and mechanical engineering, electric power industry); a complex of industries of the tertiary and quaternary spheres (service sector, transport and communications, science, information and management). Maps of branches of economy. The concept of "territorial production complex" (TPK).

Settlement as a system. Population density map. Cities as systems: types of cities, urban lifestyle. Urbanization. Agglomerations are systems of cities. Rural settlements.

Section 6. Zoning of Russia (3 hours)

The concept of "zoning". Why is it necessary to allocate geographical areas on the territory of our country. History of zoning in Russia. Types of zoning. Zoning of nature, population and economy. Schemes of natural and socio-economic regions. Complex socio-natural areas. Regional maps and other sources of information.

Section 7. Geographical areas (40 hours)

The characteristics of the districts are given according to the following scheme:

1. Geographic location.

2. Natural features and geographical patterns.

3. History of development of nature and settlement of the territory.

4. Population (traditions, way of life) and labor resources.

5. The economy of the region and its geographical pattern.

6. Social, economic and geoecological problems of the region.

7. Internal differences and main centers.

european part of Russia

the East European Plain

European North

central Russia

Volga region

Ciscaucasia and Caucasus

The Ural region is the border between Europe and Asia

Asian part of Russia

Western Siberia

Central Siberia

Far East

Practical work. 1. Compilation of a comprehensive geographical characteristics of the area; identification of interregional differences. 2. Comparative characteristics of the regions. 3. Determination of trends in the economic development of areas of new development.

Section 8. Russia in the modern world (6 hours)

Conclusion (1 hour)

Geography Program Grades 5-9

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Line UMK V. P. Dronov. Geography (Wind rose) (5-9)

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Geography

Modern geographical education at school: questions and answers

The publishing house "First of September" held a webinar dedicated to the future of geographical education in Russia. Its participants were Viktor Dronov, Doctor of Geography, Academician of the Institute for Education Development Strategy of the Russian Academy of Education, author of textbooks on geography of the Russian Textbook corporation, researcher at the Center for Social and Humanitarian Education of the Institute for Education Development Strategy of the Russian Academy of Education, head of the federal commission of developers KIM USE in geography Vadim Barabanov and the head of the department "Economic and social geography named after academician of the Russian Academy of Education V.P. Maksakovskiy" Moscow State Pedagogical University Alexander Lobzhanidze.

This year, during a speech at a meeting of the Board of Trustees of the Russian Geographical Society, President Vladimir Putin called for the return of geography lessons to all grades of secondary and high schools, for the first time the All-Russian Verification work in geography was held among students in grades 10 or 11. In expert circles, the issues of geographical education of schoolchildren are increasingly being discussed

Ways to improve the quality of geographical education

Today, among the urgent decisions is to increase the number of hours in the subject in grades 5-6. Victor Pavlovich Dronov, Doctor of Geography, Academician of the Institute for Education Development Strategy of the Russian Academy of Education, author of textbooks on geography of the joint publishing group DROFA-VENTANA, which is part of the Russian Textbook Corporation, notes: we should not expect an increase in hours in geography, including, because these watches have nowhere to take. The content of the subject is difficult to squeeze into a formal and time frame. The solution to the problem can be additional forms gaining knowledge, namely, access to the so-called "green school".

“There is a system that the whole world is now moving towards: only the most important things are given in the lessons, and the rest of the knowledge is presented through many other activities in various formats. The number of hours in this case is always strictly limited,” says Viktor Dronov.

Implementation of the system-activity approach

It is important that the student is successful in the activity and is passionate about the subject. It is noted that today teaching aids have acquired enough great importance. However, in modern geography it is also necessary to use a geographic information system (GIS), without which the very existence of geography at this stage is impossible. Do not forget that one of the main functions of geography is to apply the acquired skills in life.

The role of electronic forms of textbooks in geographical education

Educators and experts in the field of geographical education agree that there is quite a lot of potential. However, this material format must be methodically selected. Experts note that the use of electronic educational resources(EER) in the classroom and teaching useful technologies will help teachers make the lesson more active, effective and interesting.

Ecology as an independent subject

According to teachers, in world practice, environmental education is implemented as a meta-subject, since it is difficult to separate it from biology, geography, chemistry and life safety. The main purpose of geography is to teach the relationship between man and the environment. Experts note that ecology is possible only as an integral part of a common geographical culture - students learn in the lessons about the interaction of society and nature, about possible approaches to improve the ecological state of the environment as a result of human economic activity.

The essence of the concept of geographical education

Now we are at the stage when the ways of development of school geography are being formed, the Concept of geographical education has already been developed and is being approved. The first attempts to determine the strategy for the development of geographical education were 17-18 years ago, when the Concept of school education was developed, designed for 12 years. Since much has changed, the forms of presentation of educational material require rethinking. The concept is dedicated to how geography will develop in the new conditions.

Tasks for contour maps have been revised taking into account the updated content of the atlas. The systematic use of contour maps in the classroom and when doing homework contributes to a stronger assimilation of educational material, forms both a holistic perception of a particular territory and the ability to highlight its specific features. The publication has been reviewed by the Commission of the Russian Geographical Society for Geographical and Environmental Education. The content of contour maps is developed in accordance with the requirements of the Federal State Educational Standard. Contour maps are a universal product and can be used as part of any teaching kit.

Geography as a science appeared in ancient times, but only in the second half of the 17th century. geography as a subject was introduced in the schools of Western Europe. In the first half of the XVIII century. the teaching of geography in schools in most countries of Western Europe became universal. The beginning of the teaching of geography in Russia also dates back to this time. Until the 18th century in the parochial schools of Russia, the teaching of any subjects about nature was not conducted. The main textbooks were alphabets containing the alphabet, prayers, some fragmentary information about parts of the world, countries and cities. In church schools they taught counting, reading church books, writing, singing.

At the beginning of the XVIII century. the active growth of crafts, the development of trade, industry, the expansion of the country's territory caused a need for literate people, including those with geographical knowledge. In addition, the rapid development of fundamental natural sciences had a significant impact on interest in geography. Earth exploration has become more reliant on natural Sciences, which made it possible to explain many geographical phenomena; Earth measurements and geographical maps became more accurate. The development of Russia, its industrial development was impossible without the use of geographical knowledge.

The first secular educational institutions in Russia that taught geography were School of Mathematical and Navigational Sciences, opened in 1701 in Moscow, E. Gluck's gymnasium in Moscow (1703), mining schools, ac 1915 and the Academy of the Marine Guard (Naval Academy). The content of the geography course in different educational institutions had a different character. Mathematical geography was mainly taught at the School of Mathematics and Navigation, the Naval Academy and some other educational institutions, and political issues were discussed at the E. Gluck Gymnasium.

In the first half of the XVIII century. under Peter I, theological seminaries were opened, which played the role of the main general education schools.

Both priests and secular persons came out of the seminary walls. In most educational institutions in Russia at that time, political geography was studied, which included descriptions of various countries of the world. Subsequently, before describing the states that constituted the main content of the geography course, some information from mathematical geography began to be given as an introduction. In the first half of the XVIII century. education in Russia was conducted with the help of translated publications, which were not always suitable for practice Russian school.

In Russian educational institutions, the Dutch textbook “Geography, or a Brief Description of the Earth's Circle” (1710) translated into Russian, the German textbook by J. Gübner “A Brief Description of the Amphibious Circle” (1719) and “General Geography” by the Dutch scientist B. Varenius (1718 ). These textbooks contained a description of the Western European states, which was clearly not enough for the practice of the Russian school. Information about Russia was scarce and even erroneous. So, Peter I ordered from the geography of J. Hubner to throw out the chapter on Russia and compose again. In addition, the translated textbooks contained extensive lists of geographical names, facts and figures, which were proposed to memorize. In order to organize education, domestic textbooks were required that met the needs of that time and adapted to the age of the students.

And such works on geography appeared. Among them, the works of V.N. Tatishchev ("General geographical description of all Siberia", "Introduction to the historical and geographical description of the Great Russian Empire", etc.). In the 30-50s of the XVIII century. the first two Russian geographical atlases were published, a number of maps, the famous “Russian Atlas” by I.K. Kirillov (1745). In 1742, the first Russian geography textbook, Guide to Geography, was published (by an unknown author).

Second half of the 18th century associated with the transition of the Russian economy to commodity production, the strengthening of its positions on the seas, and the expansion of the European territory of Russia. The need for literate people leads to the appearance in 1786 of the "Charter of public schools in the Russian Empire." Under Catherine II, for the first time in Russia there was created a public education system. Public schools of two types were organized: small with two years and main with five years of education. By the end of the XVIII century. geography is included in the curriculum a number of public schools, with the main attention being paid to the study of the geography of Russia. The course of study in small schools was designed for two years and was limited to reading, writing, counting and studying the Law of God. The course of the main schools included geography, history, mechanics, physics and natural history. In the main schools, geography was studied in two senior classes: in the 3rd grade - an introduction to the geography of Europe, in the 4th - the geography of Russia and general geography (for two years). It is in the charter that the first methodological instructions are contained: on the collection of local material and its use in the classroom, a number of rules in accordance with which disciplines should be taught. Some methodological requirements were also given in textbooks on geography.

In 1773 the first Russian geographical dictionary was published. At the same time, the textbook of Russian geography by Khariton Chebotarev "Geographical and methodological description of the Russian Empire" (1776) was published. Unlike foreign textbooks, for the first time he gave more complete and accurate information about the geography of Russia. During this period, a lesson system of education is being introduced, students are recommended to be divided into classes, such visual aids as a globe, a small atlas with maps of states appear.

The emerging interest in geographical information was dictated by the requirements of practice. The development of industry, the growth of foreign trade, the development of new territories in the era of the reforms of Peter I determined the need for geographical knowledge and, as a result, the introduction of geography in the educational institutions of the country.

At this stage, the content of the domestic geography course concerned mainly information from mathematical geography and a brief description of the most important states. In the future, the development of the economy, which required new sources of raw materials, intensified the teaching of geography in Russia.

From the second half of XVIII in. happening in Russia the formation of methods of teaching geography, which, in particular, was expressed in the development guidelines placed in the prefaces to textbooks. The main teaching methods were considered to be drawing objects from memory on a contour map and repeating them from a textbook, memorizing and showing them on a map. It should be noted the textbook by E.F. Zyablovsky, which, unlike the previous ones, contained reliable geographical information, although it was overloaded with nomenclature. E.F. Zyablovsky was also the author of "The Land Description of the Russian Empire" and "The General Land Description" - books that for three decades served as the main sources in compiling textbooks on geography.

The textbooks of K.P. Arseniev, which, compared to other textbooks of that time, contained more explanatory material. In his textbook "Inscription of statistics Russian state“For the first time, the territorial differentiation of Russia (“spaces”) was applied - the forerunner of the economic zoning of the country. Textbooks K.P. Arseniev contained more explanations than the textbooks of E.F. Zyablovsky and Western European textbooks of that time. They showed some connections between economy and nature, physical geography was more widely covered.

Of particular interest is the publication of the original textbook of geography for the cadet corps by I. Zavalishin, in which the material was presented in poetic form. According to the author, the best way to teach children “is to combine teaching with fun, and especially in a science that requires more memory than reason. Poems of every kind, arranged according to measure, are more likely to solidify than prose ... ".

An interesting methodological phenomenon of that time was the geographical "game", "travels on the map", "geographical forfeits" and other techniques were also offered.

The approval of geography as a subject in all secondary schools was secured school charter of 1804 In accordance with it, a statistics course was introduced in gymnasiums, which indicates the need for and interest in economic and geographical information. AT early XIX in. in Russia, seven-grade gymnasiums were introduced, in which geography was studied from the 3rd to the 7th grade.

Since the 30s of the XIX century. the general educational value of geography is declining, and teaching is transferred to the lower grades. The material of textbooks is reduced due to descriptions, lists of nomenclature are memorized.

In 1838, N. Sokolovsky and N. Grech prepared textbooks in which various interesting information was presented in one font, and material for memorization in another. Thus, an attempt is made to find methodological techniques that increase interest in geography.

In the textbook by F. Studitsky (1846), the teaching material is presented in the first person. In the "Notebook of lovers of geography" M.M. Timaeva (1853) focuses on the use of visual aids.

In the textbook "Elementary Foundations of Geography" S.I. Baranovsky, published in St. Petersburg in 1853, the author attaches great importance to entertainment, offering to show images (drawings, drawings) of the objects being explained, to compare the unknown and the new with the known, gives examples related to the area where the students live. For this purpose, it is recommended to use artistic descriptions of nature, since the descriptions "fill the imagination with lively representations."

Underestimation of the role of geography in school education and the nomenclature nature of the course caused fair criticism of the progressive people of that time. So, N.V. Gogol (who for some time worked as a geography teacher at the Nizhyn Gymnasium) protested against the dryness of teaching, calling the geography of that time "a lifeless, dry skeleton." The importance of geography for classical and real education, moral education of students was emphasized by N.I. Pirogov, while criticizing the unpreparedness of the gymnasium teachers and teaching methods. In the early 50s of the XIX century. in the gymnasiums, the number of weekly lessons was reduced, and thus geography in these years became a subject of secondary importance.

In the 60s of the XIX century. in the public life of Russia, the pedagogical movement became more active, expressing protest against scholasticism in schooling. Progressive educators insisted on expanding the teaching of geography in schools. In the second half of the XIX century. K.D. Ushinsky, emphasizing the importance and possibilities of school geography in the education and development of the thinking of students, suggested starting the study of geography from one's own locality. This is what contributed to the penetration into the Russian school homeland ideas Ya.A. Comenius and I. Pestalozzi.

K.D. Ushinsky called for increased attention to the study of the fatherland, connection with life, to reduce the cramming of nomenclature in geography lessons. It is significant that the textbooks of that time (by A. Obodovsky and Ya. Kuznetsov) differed from previous editions in their greater systematic and logical presentation. In the 60-70s of the XIX century. kits were distributed educational cards and illustrations.

The motherland principle in teaching geography was taken up by the advanced teachers of that time. In 1862, a textbook by P.N. Belokha, including elements of homeland studies.

In one of the first domestic methodical works"Pedagogical Notes for Teachers" (1864) D.D. Semenov developed the rhyme-novel direction in school geography. His pen also belonged to the textbook "Lessons of Geography", built on the basis of native studies. The author made extensive use of conversation, visual aids, the method of "traveling" around countries, note-taking of the content of lessons by schoolchildren, drawing maps and other teaching methods. He assigned a large role to the written presentations of students in geography, paying attention not only to the assimilation of the nomenclature of concepts, but also to the understanding of geographical patterns; he widely used the comparative method of teaching (after the students had mastered the questions of geography, he moved on to a statistical review of states, comparing them with each other and especially with Russia).

At the same time, the teaching of geography was dominated by constructive method learning - drawing maps from memory. Against this method of teaching in the 80-90s of the XIX century. A. Sokolov, E.Yu. Petri, G.N. Raevsky and other teachers who opposed him with the method of "reading cards". Reading the map, the student had to answer the questions: at what latitude and longitude, in what zone does the country lie, what seas and lands it is surrounded by, etc. Schoolchildren measured distances, lengths of rivers and ridges on a map, calculated areas, and then made more complex conclusions and generalizations about the country's climate, flora and fauna, and population density. In the methodological manuals of V.P. Budanova, S.A. Arzhanova emphasized the importance of picture descriptions in the lower grades and explanations of geographical phenomena in the older ones. Much attention was given comparative method geographical presentation. However, all these proposals have not received official support. Contemporaries noted the "Textbook of Geography" by the famous naturalist A.Ya. Gerd, distinguished by its bright and interesting content (parts 1-4, 1887-1889).

In the early 90s of the XIX century. elements of local history. Documents relating to that period testify to creative searches in the schools of Moscow, Vladimir, St. Petersburg, Tver, Nizhny Novgorod and other provinces. Instead of book studies, advanced teachers sought to introduce new methods into the school, which were based on a local history approach to learning, an active study of the surrounding life.

In general, the end of the XIX century. significant research in geography. So, the doctrine of the soil was created by V.V. Dokuchaev, research was carried out in the field of geology, climatology, oceanography, geobotany, zoogeography. All this contributed to the development of not only geographical science, but also school geography. At the same time, after the implementation of the gymnasium reform, the number of hours devoted to its study was once again reduced.

Simultaneously with these changes, a course was introduced in comparative geography (economic geography of Russia and major foreign countries) and general geography in the 6th and 7th grades of real schools. However, the textbooks on this subject contained numerous information on political economy, commodity science, and there was little actual geographical material.

• Zavalishin I. Abbreviated land description of the Russian state. Composition in verses. SPb., 1792. S. 1.

The analysis of programs is carried out in order to identify excursion forms of education in various variable programs in the modern school, and analysis of their capabilities in the process of forming schoolchildren's ideas. The formation of such ideas is carried out throughout the school age.

Knowledge of the world was singled out as an independent subject only in the fourth grade. In grades I-III, schoolchildren acquired knowledge about nature mainly in the process of reading. In the Explanatory Note, in the paragraph “Reading Content”, the following is said about this: “The topics of natural history content in grades I and II are arranged according to the principle of seasonality. This gives the teacher the opportunity to organize students' observations of natural phenomena and use the children's knowledge obtained in this way in reading lessons. ”It is clearly stated here that the observation of natural phenomena needed for reading lessons.

Neither the curriculum, nor the reading program, nor the explanatory note indicated the number of hours that should be allocated for excursions and observations. Only in the reading program for class I was mentioned the number of excursions into nature due to seasonal changes - a total of 3 excursions during the school year, as well as 2 excursions to get acquainted with the work of people.

The instructions that are given in the reading program and outline the range of information about nature received by schoolchildren testify to the limited and superficial nature of this information. So, for example, it was recommended in the first grade to acquaint schoolchildren with the signs of summer, autumn, winter, spring. Several domestic and wild animals are mentioned. In grade II, familiarization with some garden and forest plants (recognition of parts of garden plants, forest trees and shrubs), as well as with the work of people in the garden and in the forest, appears. Several domestic and wild animals that schoolchildren get to know are indicated. Special hours in the curriculum were allocated for the knowledge of the world in the fourth grade. Its content is revealed in the same way as in grades I-III: enumeration of individual objects and processes and their description.

As the structure of the curriculum shows, in experiential learning there is no knowledge of the world, which combines elements of natural science and geography. The two subjects mentioned exist independently starting from the 1st grade. At the same time, of course, a close, organic connection between them is realized.

We present an experimental program for knowledge of the world, highlighting those points that are unusual for elementary grades and are typical for our program.

The end of summer is the time for the ripening of fruits, seeds and their distribution. In this regard, children will learn about the role of ripening of fruits and seeds in the life of plants and about the use of this phenomenon by man. They watch and read about agricultural work at the end of summer, get acquainted with grain crops.

Autumn. Children's attention is focused on preparing plants for winter (dropping leaves - protecting plants from drying out; moving nutrients accumulated over the summer into the trunk and roots of trees). Watching the departure of migratory birds, children learn about the reasons for the flight, as well as why wintering birds move closer to human habitation. The subject of knowledge is also the storage of food reserves by animals, the significance of changing the color and density of wool. Schoolchildren watch and read about agricultural work in autumn, garden work and the significance of this work.

Winter. Winter is characterized by a deep rest in plant life. The cork layer of the bark and bud scales protect the trees from drying out and from sudden temperature fluctuations.

Children get acquainted with the appearance and habits of a hare, a fox. The subject of knowledge is also the adaptability of wintering birds to living conditions (structure of the beak, paws), wintering of insects, hibernation of amphibians and reptiles, wintering of fish. Learn about the role of various domestic animals in the national economy, about caring for them. Of great importance is the knowledge of the origin of domestic animals, their domestication, targeted breeding.

Spring. The subject of knowledge is the various forms of spring awakening of plants, the conditions for plant growth. Children will learn about the spring molt of animals and its meaning, about the birth of cubs from animals, caring for them. The sequence of arrival of birds appears in connection with the peculiarities of obtaining food. When it comes to nesting, students learn about differences in nest building between different types birds, about the protection of birds and the benefits they bring. Schoolchildren will learn about the “spring run” of fish and its meaning, about laying eggs and growing fry. The awakening and development of insects is also the object of attention of schoolchildren. Children watch or read about agricultural work in the spring: tillage and sowing, work in the garden, in the garden.

In the process of getting acquainted with the above topics, schoolchildren get acquainted with a number of animals and birds, with their appearance, habits.

II class

Air. In addition to the general concept of the atmosphere and the properties of air, students will learn about the importance of air thermal conductivity for plants, animals and humans. The composition of the air, its change during breathing and combustion, measures to purify the air are considered. Finally, the movement of air, "good" and "evil" winds, the wind in the service of man.

Minerals. The subject of knowledge is the formation of mountains and their destruction. Sand, clay, limestones, their properties and application are considered. Children's attention is drawn to the formation of peat and hard coal, their extraction and use. Schoolchildren also get acquainted with oil, iron, cast iron and steel, with their properties, extraction, with their use and application.

Elements of mechanics and electrical engineering. Schoolchildren receive information about such phenomena as movement, inertia, friction, about certain types of machines (transport, agricultural, etc.) and about the main parts of machines. A number of issues and concepts of electrical engineering appear: sources of electric current, the transformation of one type of energy into another, the connection of sources of electric current with consumers, the simplest electrical circuit, household and industrial consumers of electric current.

III class

Lessons in grade III are devoted to the topic “The human body. Health protection". In the process of studying the topic, schoolchildren receive a significant amount of elementary information on human anatomy and physiology, as well as practical instructions and advice on health protection. The main sections of the topic are as follows: Skeleton. Muscles. Digestion. Breath. Circulation. Nervous system. Brain. Sense organs. Dream. Mode of work and rest. The most important discoveries of scientists in the field of physiology and medicine.

As we can see, the characteristic feature of the experimental program for understanding the world, in contrast to the old one, is the variety of knowledge that is given to schoolchildren. At the same time, the cognition program is characterized by those characteristics, which have already been partly noted when considering programs in the Russian language and mathematics. First of all, the line on the disclosure, to the extent that it is possible at the initial stage, the inner essence of the studied phenomena, their interrelationships, regularities.

In our programs, as far as possible, attention is paid to the origin and development of the phenomena studied. This idea is vividly and diversely demonstrated by information about the formation of mountains and their destruction, about the formation of limestone, peat, and coal. In the same plan, the question was raised about the transformation of one type of energy into another in the study of elements of mechanics and electrical engineering.

In our experimental curriculum geography allocated as an independent subject from grade I. This does not mean that a systematic course of geography is taught in the elementary grades. However, geographical material is not limited to superficial, external information. We proceed from the fact that it is inappropriate to postpone the explanation of geographical patterns until the next stage of school education.

In the traditional methodology, the view has long been established that a number of basic knowledge of geography and cartography, which is invariably associated with it, is too difficult and complicated for the understanding of younger students (the description of programs in geography was made by M. V. Studenikin).

Such, for example, are ideas about the shape and size of the Earth, the concept of the causes of climatic differences observed on it, the change of seasons, the concept of a geographical map, etc.

Therefore, in the composition primary education they did not seek to include geography, and the circle of information from it at the initial stage of the school was deliberately limited and is now limited to elementary knowledge of local lore.

The task is brought to the fore on the basis of material from the immediate environment and the geography of the Motherland, as the richest in concrete clarity, to form in children a certain stock of elementary geographical knowledge, concepts that later, in the middle and senior grades, would serve as the basis for the systematic study of regional geographic information. In other words, the knowledge of the world turned into a special propaedeutic course that preceded the "real" study of geography in the middle and senior classes.

Having encountered difficulties in communicating to children a number of general geography knowledge, as well as the concept of a map, teachers embarked on the path of limiting the geographical knowledge communicated to schoolchildren and continued their propaedeutic training course, which “bypassed” these difficulties. But did he contribute to the development of children? The answer to this question is given by school practice. It has clearly shown and continues to show that, in terms of its quality, such a geographical education of younger schoolchildren cannot contribute to their development. The geographic outlook of students is very narrow, and the knowledge and skills they acquire are very primitive, and sometimes even incorrect. The latter applies in particular to cartographic knowledge and skills. Their formation along the traditional methodological path “from plan to map” is done slowly, with great difficulty, and the concept of a map, built on the basis of an analogy with a plan, turns out to be far from complete, moreover, unscientific.

Children have to be retrained, to abandon previously learned concepts and skills (a similar analysis of these facts is given in the work of M. V. Studenkin “From the history of the development of the methodology for teaching cartography in the elementary course of geography in schools” [Studenikin M. V. From the history of the development of the methodology for teaching cartography in the initial course of geography // Uchenye zapiski Gorky Pedagogical Institute, Issue 88. Series of Geographical Sciences, 1998, pp. 27-53]).

The course taken to limit the geographical knowledge of younger schoolchildren led to a sharp reduction in teaching time for geography and relegation of it in the primary grades to the position of a third-rate academic discipline.

Methodology built on other pedagogical and psychological principles. Its originality lies in the fact that education in the primary grades is considered not so much as a propaedeutics of mastering systematic knowledge, but as an initial stage. enrichment of schoolchildren with knowledge. It is based on the idea of ​​high learning efficiency for the overall development of schoolchildren. One of the ways to achieve this goal is to quickly acquaint children with a wide range of knowledge, already in the primary grades to give them a general, holistic picture of the world.

In solving this problem, geography plays a significant role due to the specifics of its content: after all, it contains knowledge that introduces us to our planet, on which humanity lives. In addition - and this is especially important for the purposes of the experimental methodology - geography brings children diverse, broad and accessible to children's understanding of information about the world around them and therefore contributes to their development to a greater extent.

Geography makes a significant contribution to the formation of elements of a scientific worldview in children. Widely expanding the horizons of knowledge of the Earth, showing a wide variety of phenomena in their mutual connections and relationships, it reveals the causes and patterns of processes, teaches children to think broadly and multilaterally. There is no need to prove how important this is for the general development of man.

A special sphere in geography is occupied by man, his material and spiritual culture. This geographical knowledge captivates and excites children. Geography introduces them to what kind of people inhabit our country and other countries of the world, how children and adults live there.

A specific and important side of geography is associated with the use of a geographical map in the educational process. The map appears before the children, first of all, as the main visual aid in geography. Being a figurative-sign model of reality, the map carries generalized and sometimes complex, abstract information reflected on it in graphic form.

We point out, for example, that many concepts, connections and relationships become more accessible to understanding if they are perceived with the help of a map. The map is of exceptional importance in transmitting information about the spatial distribution of objects on the earth's surface (directions, distances, areas, outlines, location, spatial combinations). Teaching cartographic literacy is essential for the development of children, as it introduces them to the special intellectual art of conveying human knowledge in graphic form. In addition, we must not forget that the graphic language of the map is international, it has basically a single form of expression for all peoples. That is why the familiarization of children from early school age through the map to graphic design should be considered as an element of general education.

The path to assimilation of the concept of a map, which traditionally begins with plans of the area, is unsuitable for experimental methods. It is natural to begin the development of cartographic knowledge with a globe. The concept of a plan, however, is not excluded by this. It is required when familiarizing schoolchildren with the surrounding area, and work with the plans of the area is successfully carried out after the skills of orientation in the area previously learned by the children using the compass, the sun, local signs, as well as after some exercises and when measuring distances on the ground and depicting directions and distances on drawing.

When determining the content of geographical material within the framework of the experimental didactic system, the laboratory immediately abandoned the motherland concept, as it clearly does not provide the realization of many positive opportunities for the development of children. We put the worldview principle at the basis of the geographical education of younger schoolchildren.

Our task is to widely introduce local history, educational and practical and geographical knowledge into the junior classes. This diverse geographical material should be presented in such a way that children have a holistic, vivid picture of natural conditions and people's lives in different countries and corners of the globe (giving Special attention, of course, to their country) so that children get a general idea of ​​​​the world and our planet, on which humanity lives.

Program for geography is presented in the following form:

I class. Skyline. sides of the horizon. Various methods for determining the sides of the horizon. Compass.

The globe. Earth shape. The size of the globe. Poles. Equator.

Arctic and Antarctic. Climate. Animal world. Expeditions to study the Arctic and Antarctic. "Journey" around the globe (location of the area in which the school is located, the Arctic, Antarctica, Equatorial Africa, South America).

The reason for the sharp differences between the above-mentioned regions of the globe (demonstration of the corresponding layout).

Geographical observations in the area where the school is located are carried out by children throughout the year.

II class. Globe and map of the hemispheres. Plan. Map. Image of directions and distances. Scale. Conditional signs and conditional coloring.

Planet Earth. The sun is a star (hot celestial body). The Moon is the Earth's satellite. Artificial Earth satellites and space rockets. earth axis. Rotation of the Earth around its axis. Day. The change of night and day. Year. Change of seasons, its dependence on the change in the height of the sun above the horizon. Thermal belts. The concepts of "weather" and "climate", a comparison of these concepts. natural areas. Ice zone. Tundra zone. Temperate forests. Steppes. Deserts. Savannah. Rainforests.

As you can see, in the second grade, the idea that the schoolchildren in the first grade about the Earth is clarified and concretized. There is another line in the second grade program, which consists in the fact that children receive an explanation of the observations they have accumulated in the first grade about seasonal changes in nature. These are the causes of the change of day and night and the change of seasons.

At the same time, the pictures of nature in contrasting areas and their explanation, obtained in the first grade, are now deployed in space: schoolchildren receive information about thermal zones and natural zones - from the ice zone to the tropical forest zone.

AT III class the task is not to give schoolchildren a systematic course in the geography of our country in natural zones. Familiarization of children with nature and the work of people by zones, knowledge of the riches and diversity of the nature of our Motherland should be organically linked with the further development of the idea that was laid down in the 1st grade and found its further development in the 2nd grade. We have in mind the dependencies that link the uniqueness of climate, vegetation, and the animal world. It should also give vivid pictures of the labor of people, the use of natural resources and the transformation of nature.

The results of work with younger schoolchildren fully confirmed our assumptions. First of all, they showed that geography is perceived by children as one of the most interesting items. The canonical ideas of the traditional methodology about the didactic and psychological difficulties of teaching geographical knowledge are refuted.

If geography expands the schoolchild's horizon in space, then history does it in time. To show schoolchildren that people used to live in a completely different way than now, what changes have occurred over the centuries in their work, it seems very important to fulfill the task of optimal development of children. Observations of natural phenomena and practical work on the ground are carried out at a higher level than in elementary school. Study of air, water, rocks, soils, plants, animals and environmental issues, organization of laboratory and practical work suggest a wider use of local history material.

Thus, the content of educational material on the knowledge of the world in the lower grades contributes to the initial formation of the concept of the native land, its natural conditions and the economic activity of the population among schoolchildren. The necessary conditions for equipping students with practical knowledge in the lower grades are:

purposeful and methodically thought-out planning of the study of topics and sections in the lessons of knowledge of the world;

organization of systematic observations of students for natural phenomena and economic activities of the population of their area;

collection of practical material and the preparation on this basis of the necessary didactic aids (plans and maps of one's area, herbaria, collections of rocks, etc.).

The initial ideas of students about their native land are the basis on which further work is carried out to implement a practical approach in teaching geography.

Consider the elements of a study tour in the content of school geography courses in high school.

Already at the first lesson, introducing students to the purpose and objectives of studying the course, the teacher restores in the memory of students the methodology for organizing meteorological and phenological observations and, in connection with this, solves a number of organizational problems. The study of geography is preceded by an excursion, during which students study the shape and structure of the relief of the surrounding area, get acquainted with the rocks that make it up, with questions of research and description of the nearest river, lake or source. When studying the topic “Image of the Earth on a globe and maps”, students get an idea of ​​​​the terrain plan and its survey, expand their knowledge of orientation methods. Practical work on this topic should equip students with the knowledge and skills of drawing up a terrain plan (measuring distances, determining directions, depicting objects, etc.). At lessons and practical classes, schoolchildren get acquainted with the topographic map and the plan of their area (village, city block), learn to read topographic and geographical maps and determine the significance of maps and plans in practical human activity. To consolidate practical knowledge, a topographic dictation is practiced, the content of which includes proposals about the specific physical and geographical conditions of their area. Great Opportunities to enrich students with practical knowledge, they are available in the study of the lithosphere, hydrosphere and atmosphere.

A practical approach in the process of studying the earth's crust and its structure contributes to the conscious assimilation by students of the structure and main landforms, familiarization with the features of the relief of their area and the conditions for its formation under the influence of internal and external processes, the rocks that make up the area, the features of their occurrence.

When studying the topic "Hydrosphere", many issues are considered on the basis of practical material and are better absorbed by students. Local sources (rivers, lakes, swamps, artificial reservoirs, etc.) are the objects of research in the study of underground and surface waters and their interrelations and interdependencies with the relief. During guided tours to study and describe a river or lake, students will learn about the simplest methods of hydrological research.

The study of the topic "Atmosphere" and the assimilation by students of such complex geographical concepts as "weather" and "climate" are possible only on the basis of the use of local material. The organization of systematic observations of students over atmospheric phenomena and the determination of the characteristic signs of the weather and climate of their area, the comparison of the climate of their area with the climate of other territories located in other climatic conditions, lead to the formation of general concepts of weather and climate among students. A necessary condition for the formation of the concept of "climate" is the knowledge of the following elements by students: the average air temperature for the seasons of the year and its relationship with the change in the height of the Sun above the horizon; prevailing winds and their directions; seasonal and annual rainfall; the relationship of seasonal phenomena in nature with the weather conditions of one's area, etc. Practical work on the topic involves summarizing the results of observations of the weather in the form of graphs, diagrams, diagrams and descriptions of the weather in one's area for a day, a week, a month, and for a season. The practical knowledge of students, obtained by them in the study of the lithosphere, hydrosphere and atmosphere, is decisive when considering natural complexes and relationships between their individual components. The program provides for an excursion to study and describe the natural complexes of the area and identify the relationships between the relief, rocks, soil, vegetation and other components. The study of natural complexes is generalizing in the initial course - physical geography. Assimilation of the concept of natural complexes serves as the basis for the further development of the geographical thinking of schoolchildren and the study of country studies courses in physical geography and the geography of continents.

The content of the initial course of physical geography provides for familiarization of students with the issues of protection and restoration of natural conditions and resources of their area and involves the active participation of schoolchildren in this nationwide cause. The presence of an accessible natural environment is a fertile source in the study of the initial course of physical geography, especially in the conditions of a rural school.

Geography of the continents. The course of geography of the continents in the VI-I class, compared with the initial course of physical geography, has limited opportunities in implementing a practical approach. But in the study of this course, with careful planning of the lesson and the methodology for its conduct, an approach can be implemented. “The practical principle in the course of the geography of the continents is not that the nature of the continent is revealed by the example of the relief, climate, rivers, vegetation of its area. It consists in the fact that the features of the nature of the territory under study are compared with the corresponding natural phenomena of their area, which are well known to students.

Practical knowledge of students can be used in comparisons of similar or different geographical phenomena. “You can, for example, compare the summer weather in Antarctica with the winter weather in your area and clearly show how severe the Antarctic climate is. Such a comparison helps to better understand, specifically imagine, and sometimes feel the peculiarities of the nature of a distant country.

Comparison, as a method of implementing a practical approach, should be applied in the study of the natural conditions of Africa. So, studying the climate of Africa, for example, you can ask students the following questions: what is the lowest or highest height of the Sun above the horizon in our area and in the tropics? How does the temperature change with the seasons? Where in Africa are the highest July temperatures? Compare them with the July temperature of our area. Which part of Africa has the largest annual amplitude, which has the smallest, and why? Compare all these amplitudes with the annual temperature fluctuations in your area.

Such comparisons, aimed at a solid assimilation of educational material, can be used in the study of many issues from the course of the geography of the continents. For example, in schools located directly in the zone of mountains, one can use knowledge about the nature of the structure of the relief of their area when studying the structure of the Ural Mountains.

The comparison method can also be used in studying the general overview of Eurasia. "Students, for example, living in the European part of Kazakhstan, attract practical material when studying the nature of the part in which they live ..". Comparison in the implementation of a practical approach in schools is advisable to carry out when studying the physical and geographical characteristics of the seas of the Atlantic and Arctic Oceans, the features of the relief and minerals, the general characteristics of the climate, rivers and lakes of the basins of the Atlantic and Arctic Oceans, in the study of natural zones and the population of Eurasia.

Implementing a practical approach, each section of this review must necessarily begin with the restoration in memory of the most famous, most specific material and then use it for comparison.

The content and purpose of the section "General geographical patterns" allow the use of practical material in the study of the following issues: the structure of the earth's crust, stable and mobile parts of the earth's crust, the development of the land relief, changes in the relief and outlines of the continents, the Earth's climates and climate-forming factors, geographic zonality on the plains and in the mountains, temperate zones, patterns and character traits geographical envelope, the interaction of nature and society, natural resources and nature protection. The final stage in the study of this topic is an excursion, the purpose of which is to deepen and consolidate students' knowledge on the basis of local material about the individual elements of nature, the relationship between them and the importance of nature for human economic activity.

Physical geography of Kazakhstan. One of the main tasks of teaching this course is to equip students with knowledge about the patterns of development of nature in Kazakhstan, about the conditions for development and the relationship of geographical components in certain territories of our Motherland and natural resources. Of great importance in the implementation of the educational and practical approach in the study of the physical geography of Kazakhstan is that it ensures the development of students' ideas about their region as an integral part of the country.

When studying the geographical location and borders of Kazakhstan, practical work is provided to determine the geographical location of one's area, determine its geographical coordinates on the map, and place on the map.

Studying the topic “Population. The political and administrative map of Kazakhstan makes it possible to highlight the following issues of practical content: the administrative division of one's region (region), the composition of one's administrative district, and the national composition of the population.

A deeper and more conscious assimilation of the topic "Maps and methods of working with them" is facilitated by the use of information about the nature of the geomorphological conditions of the area general structure the surface of its terrain, the quantitative and qualitative characteristics of its individual sections, measuring the height of individual points, determining the directions and steepness of slopes, etc.) and carrying out practical work with the regional component. A particularly wide opportunity for the implementation of a practical approach appears in the study of the main issues of the general physical-geographical survey. Students' knowledge of the structure of the relief of their area and their use in the lesson, practical work on the study and identification of rocks and minerals native land are a necessary didactic condition in the study of the topic "Relief, geological structure and minerals."

The use of practical material in the study of the topic "Inland Waters" depends on the geographical location of the school. In schools located near large lakes and reservoirs, elements of their locality can be used in the study of the physical and geographical conditions and natural resources of the seas and their influence on the nature of their native land.

The content of the educational material on the topic "Climate" is relatively difficult for eighth graders. The need to use practical material is dictated here both by the content of the educational material and by didactic requirements. The main elements of practical tasks in the content of this topic are: the prevailing seasonal winds, the nature of the influence of the oceans on the climate of a given area, the prevailing weather according to the seasons, the coefficient of moisture and precipitation of the area. In order to restore this practical knowledge of students, to concretize and enrich them, the curriculum in the VIII grade provides for the organization of excursions and observations of the weather for one month. It enables students to determine the cause of the formation of weather in their area.

When studying the topic “Inland waters”, it is necessary to find out the connections between the nature of the relief structure and climatic conditions, which are decisive in the formation and development of inland waters. This is only possible with extensive use of local material. Hydrographic observations of local water bodies and the use of students' practical knowledge acquired in previous classes is a necessary condition for mastering such concepts as the influence of relief and climate on the nutrition and regime of rivers, their erosive and accumulative activity, the origin of lakes, hydrographic features of groundwater and other issues.

There are ample opportunities to use practical material in the study of soils, flora and fauna of Kazakhstan. The main purpose of the practical material in the study of the topic “Soils. Natural areas" - to help students understand the cause-and-effect relationships in the natural environment.

When studying soils, students can be asked to answer the following questions:

• What are the soil-forming factors in our area?
• - How to explain the different nature of the soil cover of such and such a field, which occupies a relatively small area?
• - What are the ways to improve soil fertility in our area?

Differences in soil texture, types of soils on the territory of Kazakhstan and problems of soil protection.

When studying natural zones, the relationship between the relief, soil, vegetation and microclimate is considered, and the content of the natural zone of Kazakhstan, on the territory of which its own region (district, city) is located, is revealed.

The study of the topic "Protection and resource supply of (natural) resources and nature protection" also involves the widespread use of practical material. The task of the teacher here is to use local material and show the role of natural resources and conditions in the national economy, the relationship between their individual components, to reveal the essence of the rational use and restoration of natural resources.

The issues of nature protection permeate basically all topics of the physical-geographical review of Kazakhstan. "Physical geography is a scientific basis for understanding practical actions for the protection and restoration of many natural resources" . At the lesson devoted to the study of natural natural resources, practical measures carried out by scientific institutions, economic organizations and the school for the protection of nature and natural resources of the native land should be considered. Practical knowledge of students about the physical and geographical conditions of their native land is the basis and source for the implementation of the approach in the study of natural conditions and natural resources of large areas of the country.

Questions and tasks with practical content, which are provided with the methodological apparatus of the textbook, favor the successful implementation of the regional approach in teaching this course.

Economic and social geography of Kazakhstan. The school course of economic and social geography of Kazakhstan, based on knowledge of the natural conditions and natural resources of Kazakhstan, aims to equip students with knowledge about the population and labor resources, about the characteristics of the national economy of the country, its structure, patterns of development and location of production.

In the course of the economic and social geography of Kazakhstan, special attention is paid to armament, students with the knowledge of industrial enterprises, concentration, specialization, cooperation and combination of production. About intensive and extensive areas of agriculture, etc.

Increasing attention to the theory of economic geography and to economic knowledge in the teaching of this course is one of the main tasks of the modern school.

One of the methodological means in solving these problems is the implementation of a practical approach to teaching. And it is no coincidence that the program of the course of economic and social geography of Kazakhstan contains many questions of practical content: the population and labor resources of their region (district, city), the industry of their region, its raw materials and energy resources, the sectoral composition and location of agriculture in their region, its specialization, transport, its types, composition and direction of cargo flows.

The educational and educational significance of the economic and social geography of Kazakhstan and its role in the general education of young students urgently require the activation of a practical approach to teaching, strengthening the connection between education and the labor activity of the population and production practices in their native land. In this regard, the teacher needs to take a more serious approach to the planning and methodology for implementing a practical approach in teaching this course.

At the very first lesson, introducing students to the subject of economic and geographical science, one should show the role of economic geography in the rational distribution of the national economy using the example of the development and distribution of the national economy of the native land. Even N. N. Baransky pointed out that it is necessary to connect the study of economic geography with the practical tasks of a planned economy, to trace, using a number of examples, how economic geography can help rationalize the economy.

In the following lessons, devoted to the general characteristics of the national economy of Kazakhstan, on concrete examples development and placement of economic objects of the native land, it is possible to reveal the patterns and principles of the location of the national economy.

Ninth graders generally have a sufficient understanding of the natural conditions and resources of their native land and the country as a whole. The task of a practical approach in studying the topic " Natural conditions and resources"Is to teach students to give an economic assessment of the natural resources of their area, their region, their region as a whole. To do this, it is advisable to ask students to answer the following questions:

• - what are the natural prerequisites of our area for the development of the national economy?
• - How are the natural resources of our area used in the economy, district, region?
• - Using the physical and economic maps of the area, name the industries based on the use of the natural resources of the native land, etc.

When studying the topic “Population and labor resources”, it is advisable to use information as characteristic types of rural settlements, their distinctive feature, the nature of buildings, the location of villages and cities of the native land, depending on natural and transport and economic conditions. Basic labor skills of the population of their village (region) and district, issues of improving material well-being, educational level, problems of training personnel for the leading branches of local (regional) production and industrial enterprises in their area.

The study of the topic “Geography of the industry of Kazakhstan”, due to its special significance in the disclosure of many economic and geographical concepts, requires from the teacher, and especially from rural areas, great attention and thorough methodological preparation. In conditions rural schools it is not always possible to organize excursions of students to industrial production. Therefore, often a rural schoolchild has an insufficient understanding of a modern industrial enterprise. But after all, an industrial enterprise is not only a plant or factory, but also regional and local repair shops, a regional association of agricultural machinery, power plants and other facilities located in rural areas. The organization of excursions for rural schoolchildren to local industrial enterprises and the study of their economic and geographical aspects will help students comprehend many economic and geographical concepts (structure, specialization and cooperation of production, production-territorial relations, etc.).

The introduction of elements of a study tour into the content of this topic is determined by the economic and geographical conditions of the local area and the peculiarity of the development and location of the branches of the national economy of the native land as a whole. For example, in some schools in our region, when studying the industries of Kazakhstan, teachers use information about the structure of industry, fuel and energy resources, ferrous metallurgy, petrochemical and chemical industry, engineering and other industries of Kazakhstan.

Opportunities for the use of excursion material in the study of the geography of the industry of Kazakhstan are available in many schools and other regions and districts. The task of the teacher is, having found out and studied these possibilities, to think over the methods and techniques for implementing a practical approach to teaching.

The study of the topic "Geography of agriculture" in the context of secondary schools is built, as a rule, on a practical basis. Local material is a source of knowledge for rural schoolchildren in the disclosure of such economic and geographical concepts as agricultural land, their structure and location, the main ways of intensifying agriculture, the growth of labor productivity in agriculture and its transformation into a kind of industrial production, etc. This contributes to professional orientation of students. Of great cognitive and educational importance in the study of the geography of agriculture is the performance by students of practical work based on the material of their village (drawing up diagrams, cartograms, charts, tables, etc.).

The implementation of the practical contributes to the conscious assimilation of the content of the topic "Geography of Transport".

Depending on the transport and economic conditions of the native land, it is advisable:

• a) find out the economic and geographical conditions for the development of transport in the native land (features of the geographical location, natural conditions, internal and external economic relations of the district, city, region);
• b) determine the main types of transport of the native land and their role in the development of the national economy;
• c) clarify the role of transport and vehicles in the economic and cultural development of their village or city.

The use of materials on the Kazakhstan-2030 strategy in the lessons of economic and social geography of Kazakhstan has a very important educational and cognitive value.

In this regard, when preparing for each topic, it is necessary to carefully select specific information characterizing economic development republics, territories, regions, cities, districts, enterprises that help schoolchildren to evaluate the contribution of their fellow countrymen to the creation of a material and technical base, to see the socio-cultural transformations in their native land, to be convinced of the legitimacy and timeliness of the tasks put forward by the plans of the state.

The knowledge of students about the economic and geographical conditions of their native land, enriched and systematized in the process of studying the general economic and geographical characteristics of their region, is the theoretical and practical basis on which the teacher conducts educational and excursion work in the process of studying the economic and geographical overview of the republics and economic districts.

Economic and social geography of the world is the final course in the geographical education of secondary school students.

The content of the educational material of this course contributes to the formation of students' geographical outlook, the development of their conviction in the fundamental advantages of the production system, the preparation of students for self-education in the field of economic and social geography of the world. School graduates have a certain practical training and a fairly wide range of economic and geographical knowledge, which are a solid basis for studying the course of economic and social.

The beginning of a study tour, as the formation of a conscious and correct attitude to objects of nature, depends on environmental literacy and pedagogical excellence adults. An important aspect of the methods of formation of the beginnings of geographical education is the inclusion of schoolchildren in various activities.

The topics of excursions are determined by the geography program. By subject, all excursions can be divided into the following groups:

• - familiarization with the diversity of the organic world, observation of natural phenomena at different times of the year;
• - orientation in the area, familiarization with the forms of the earth's surface, toponymy, minerals of their area;
• - ecological excursions to study the adaptability of organisms to the environment, various types of natural communities, familiarization with natural wealth of the region and the problems of environmental protection;

excursions to the local history museum, exhibitions, production.

So, the significance of excursions is that they connect educational material with local natural and social phenomena that are directly observed by schoolchildren. The student approaches the primary source of human knowledge - the real surrounding reality.

Conducted analysis curricula, methodological recommendations and their use convinces the relevance of this study, proves the need to create new methods for the use of excursions in the development of ideas about the world around schoolchildren.

A scientific study was conducted in order to confirm the importance of direct contacts with nature on the level of geographical knowledge and skills of children, to obtain empirical evidence (or refutation) of the expediency of using excursions in the development and formation of ideas about the world around schoolchildren.

The study was conducted on the basis of the Pyatigorsk secondary school in the 6th grade. The experiment involved 24 students.

The work used methods and techniques of scientific and pedagogical research, such as: pedagogical observation, written survey, testing. Processing of experimental materials was carried out in the form of counting absolute digital data and expressing them in relative units (percentage). The results of quantitative processing received tabular and graphical design.

The first stage (stating) was carried out in order to identify the initial level of observation among schoolchildren. To this end, the children were given a number of tasks. The time for completing tasks was not limited.

To complete the first task "Paint the Magpie", the students were given sheets with the contours of a bird. The students were tasked with remembering what a magpie looks like (its color), because they watched her more than once, and decorate her (see Appendix).

When completing the second task, the students had to write the main features of higher and lower plants based on the results of the material of the previous lesson in order to identify how observant the children were in the lesson and learned the material.

In the processing of experimental data, we used the following criteria levels of development of observation.

• Level 3 - no answer.

In the first case, we consider the complete correct answer if the main painted parts of the magpie's body (breast, wings, sides, back, tail) match the color of the magpie.

As an incomplete correct answer, we consider correctly decorated body parts, but the number does not match the indicated one and allows from 1 to 2 incorrectly decorated body parts.

Incorrect answer or no answer - containing 3 to 5 incorrectly painted parts or no pictures at all.

In the second case, we consider the complete correct answer, the students indicated all the signs of higher and lower plants (root, leaves, stem, seeds, flowers, how they reproduce). We consider an incomplete correct answer to be correctly indicated signs of plants, but the number does not coincide with the indicated one and allows no more than 2 incorrectly indicated signs. No answer - containing no more than 4 incorrectly indicated signs or they are not indicated at all.

When processing the obtained data, we obtained the following results, which are presented in Table 9.

Table 1

The results of this ascertaining experiment showed that students of the 6th grade have a low level of development of ideas and observation.

Thus, a study conducted to identify the state of 6th grade students of such a personality quality as the formation of an idea of ​​the world around us allows us to draw certain conclusions.

In general, such a quality of personality as the formation of ideas about the world around the majority of students in the 6th grade is not sufficiently developed.

Pupils of the 6th grade showed a poor development of observation (students did not correctly decorate all parts of the magpie's body or painted parts of the body incorrectly; the ability to distinguish between signs of higher and lower plants is poorly developed) due to the insufficient use of excursions for developing ideas about the world around and observation.

In our opinion, the main reason for the low level of development of children's observational skills is rare and irregular contacts with wildlife.

The next stage of pedagogical research is aimed at obtaining empirical evidence (or refutation) of the expediency of using excursions in the formation of ideas about the world around schoolchildren.

In connection with this, the hypothesis put forward was experimentally tested, in particular, its position that the systematic conduct of geographical excursions using a series of pedagogical techniques will have a positive impact on the development of ideas about the world around as a quality of the student's personality.

The main task of the learning experiment was the state and testing of a series of educational geographical excursions in the school with the implementation of a number of tasks aimed at developing ideas about the world around.

Great importance was attached to a combination of teaching methods, such as: observation, conversation.

According to the program of Gerasimov T.P. "Physical Geography" Grade 6, 10 lessons were held in the main sections: "Development of geographical knowledge about the Earth", "Plan of the terrain", "Surveying the terrain", "Basic landforms of the Earth's surface", "Land waters", "Weather", " Climate", "Natural complex", "Animal protection", "Settlements".

According to the topics of the lessons, 4 excursions were held. We offer the development of 3 abstracts of excursions (see Appendix 2.3)

We offer fragments of excursions containing tasks for the development of observation on the following topics: "Natural complex"; "Human impact on the natural complex".

Fragment of the tour on the theme "Natural complex. Diversity of nature".

Purpose: to strengthen children's knowledge of living and inanimate nature.

• 1. introduce students to new concepts and definitions about the area;
• 2. consider the relationship of terrain in nature;
• 3. show the importance of the surrounding nature for a person.

Venue: Park them. A. Kunanbayeva village Karabalyk

table 2

Tour progress

Lesson stage	Teacher activity	Student activities
Learning new material	We are in the park named after A. Kunanbaev and our task is to be very attentive and observe the surrounding nature. Look around, look at the surrounding nature. What do you see? Yes, it's all nature. Its diversity amazes and delights people. What two groups is nature divided into? Look around and say what belongs to living nature and what to inanimate. Now I will make riddles, and you, having guessed it, say what kind of nature it belongs to. Flutters from flower to flower Get tired - rest. A lonely fiery eye wanders, Everywhere that happens Looks warm. From the branch to the path From grass to blade of grass jumping spring, Green back. What is this girl? Not a seamstress, not a craftswoman, Doesn't sew anything And in needles all year round. You were able to distinguish living and non-living nature. What is the difference between living and non-living things? What kingdoms is wildlife divided into? Name and show the plant kingdom. Name the animal kingdom. Mushroom Kingdom. We can say that everything in nature is interconnected, but tell me how. Yes, absolutely true, thus, living nature interacts with inanimate nature. What is the importance of nature for people? So what conclusion can we draw?	The sun, dragonflies fly, trees, grass. For living and non-living. Inanimate nature includes: the sun, air, water, minerals. Wildlife includes: humans, animals, plants, fungi, microorganisms. Dragonfly belongs to wildlife. The sun (children point to the sun) refers to inanimate nature. Hedgehog, refers to wildlife. Pine - living nature. Living beings, unlike inanimate nature, breathe, eat, grow, develop, multiply, die. Plant kingdom, animal kingdom, mushroom kingdom. Grass; shrubs; trees: birch, spruce, pine, maple, etc. Squirrel, butterfly, magpie, lion, tiger, bear, gopher, etc. All microorganisms, mushrooms: boletus, chanterelles, white fungus, etc. Plants need warmth, light and water. Plants purify the air. They serve as food for animals, and many animals distribute the fruits and seeds of plants. Nature gives people wood, cotton, wool, medicines, and so on. Nature is diverse, everything is interconnected in it. Living nature cannot exist without inanimate nature, they are interconnected. Nature is of great importance to man.

During the excursion, we teach schoolchildren to carefully observe the surrounding nature, examine natural objects, find differences between animate and inanimate nature, expand their knowledge of the history of the creation of the park, and strive to instill in students a love for the park.

Fragment of the excursion on the topic "Human impact on the natural complex".

Purpose: the formation of students' knowledge of ideas and knowledge about natural complexes.

• 1. generalize knowledge with changes in natural complexes, features, causes and consequences of these changes about nature;
• 2. show the impact of man on the environment, giving positive and negative examples of this impact.

Venue: The area around the school.

Table 3

Tour progress

Lesson stage	Teacher activity	Student activities
Learning new material	We are on a tour around the school. Let's compare the air in the streets of the city and in the forest. Where is the air cleaner? How did you determine this, explain using the example of a leaf on a city tree? What are the causes of air pollution in the city? And what can be said about water. What are the causes of water pollution? How do human activities affect plants? Find confirmation in nature. For mushrooms? And why do we need inedible mushrooms, well, let people destroy them. Do humans affect animals? Give examples. If we come to the forest, how can we harm the animals, the birds? And in the city, how do we harm the birds?	In the city, the air is polluted, in the forest it is cleaner. By smell, in the forest, trees purify the air, it smells of freshness there. In the city, on the trees, the leaves are dusty and the trees do not breathe. Exhaust gases from cars, smoke from the chimneys of enterprises. It is dirty (for example, the Amur River). People wash cars, motorcycles, throw bottles, throw out garbage, etc. Damage and felling of trees. Now there are many people who walk on lawns, trample plants, tear flowers. When trees are cut down, the air is not cleaned, it is polluted. And polluted air affects other trees (dust on leaves, drying out of trees, etc.). Incorrect picking of mushrooms. Destruction of inedible mushrooms. Animals feed on them. Yes, there are fewer animals, they die from fires that a person sets up when he leaves and does not extinguish the fire after a hike, or a person kills animals for meat, because of the skin, etc. Still catching them. Destruction of frogs, toads that help people in the gardens; destruction of anthills. Cutting down hollow trees that serve as a refuge for a number of animals. Noise scares away animals, makes them leave their habitual habitats. Destruction of bird nests. In case of fires that occur due to non-extinguishing of fires, animals leave their habitats, saving their lives, in search of food. Animals are also dying due to environmental pollution. Cutting down trees, some guys destroy nests, shoot birds with slingshots, kill them.

During the excursion, we consider with students the problem of the impact of these changes, teach students to protect nature, observe changes in nature and form an idea of ​​​​human impact on the environment.

At the end of the work in the experimental class, according to the content developed by the experimenter, methodological guidelines and recommendations aimed at developing observation ability among schoolchildren, a control work was carried out to check the degree of development of observation ability. Students (25 people) had to answer the questions:

Observe and compare the following trees: pine, birch, spruce, elm.

From the story "Winter Park" underline the sentences that do not correspond to this topic.

In the processing of experimental data, the following criteria for the levels of development of observation were used:

• Level 1 - complete correct answer;
• Level 2 - correct incomplete answer;
• Level 3 - no answer.

In the first case, we consider the complete correct answer if the students wrote the distinctive features of these trees (are there leaves, flowers, buds, do they bloom all year round). We consider the correctly indicated distinguishing features to be an incomplete correct answer, but at the same time, the students did not indicate 1-2 distinguishing features. Incorrect answer or no answer - containing from 3 to 5 incorrectly indicated signs.

In the second case, we consider the complete correct answer if the children found all 7 errors from the story. We consider an incomplete correct answer if students found 6-4 errors. Wrong answer or no answer - containing from 3 to 0 errors that students found in the text or did not find them at all.

When processing the obtained data, we obtained the following results, which are presented in Table 10.

Table 4

Levels of development of observation

The analysis of the answers received showed that the students were able to see and highlight the distinctive features of coniferous trees, underline in the text of the sentence that did not correspond to the excursion.

Thus, the results of the analysis of children's answers to the first question allow us to conclude that there is an increased interest in environment.

An analysis of the answers to the second question of the control work showed significant differences in the knowledge of children in the process of the experimental and control sections. The results are presented in the diagram (see Appendix).

The diagram (see Appendix) clearly shows the increase in students in grade 6 of such a quality of personality as observation. On average, 35% of all students named all the signs. They were marked, all wrong sentences and distinctive features of these trees (elm and spruce; birch and pine) - deciduous trees have leaves, flowers, berries, catkins, etc., and coniferous trees bloom all year round, have needles, cones, etc. In their works, some students indicated in sufficient detail the distinguishing features of pine and birch: “Pine is a brown trunk, large needles, the tree has resin, needles and cones are preserved all year round. Birch is a white trunk with black stripes, green leaves are not all year round, juice, earrings, kidneys."

In the control 6 "b" class, many children did not indicate all the distinguishing features of trees.

The conclusions obtained in this part of the work allow us to conclude that the content of excursions developed by us is quite effective in developing students' ideas about the world around them.

The work done allows us to draw the following conclusion - the systematic conduct of geographical excursions using a series of pedagogical techniques will have a positive impact on the development of ideas about the world around us as a quality of the student's personality.

Topic: Diversity of animals.

• 1. Summarize children's knowledge about the diversity of animals;
• 2. Observe groups of animals and their signs;

Venue: Local Lore Museum of Karabalyk village.

Time: Second decade of November.

Preparatory work:

The route from the school to the museum of local lore;

Objects of observation on the excursion;

The main animal exhibits that children will see in the museum.

On an excursion to the local history museum, we form a caring attitude towards animals, both wild and domestic, among schoolchildren, we take care of animals.

Abstract of the excursion according to the program of Gerasimov T.P. "Physical Geography" Grade 6.

Subject: Land waters.

• 1. Clarify and supplement ideas about the huge role of water in everyday life and human economic activity;
• 2. Observe the state of the water;
• 3. To develop observation in children;
• 4. Develop the ability to analyze and summarize the information obtained as a result of observations.

Venue: Tobol River, Karabalyk settlement.

Time: October.

Preparatory work:

The teacher goes to the place 2-3 days before the excursion and determines:

The route from the school to the Tobol River;

Objects of observation on excursions for changes in the state of water.

Then the teacher draws up a plan for the excursion, which takes into account: what objects are familiar to the children and they themselves will be able to talk about them; and what objects it is necessary to acquaint children with.

An important condition for the tour: children must be accompanied by at least 2 adults.

Table 5

Tour progress

	Teacher activity	Student activities
Learning new material Fixing the material Homework	We are with you on the Tobol River. The topic of our lesson is "Water land". We will talk about water, its importance for plants, animals and humans. About how to protect and conserve water. Saving water means saving life. Your task on the tour is to observe the sources of water pollution, to be careful. Water is of great importance for animals. Which? What role does water play for humans? Water is contained in the blood, is part of saliva and gastric juice, helps digest food and removes harmful substances from the body. It seems that there is a lot of water on earth and it should be enough. But it's not. Every year there is less and less clean water, as people pollute it. Pay attention to the Amur River, is it clean? List the sources of water pollution. And what should be done in order not to pollute the water. What measures to prevent water pollution do people use in factories? You are right, the law on nature protection requires the construction of special installations for water purification in all factories and factories. Rivers and lakes become very shallow when forests are cut down around them. The Law on Nature Protection prohibits the discharge of harmful waste and sewage into water bodies, and the cutting down of forests around water bodies. Where does our tap water come from? The droplets we wash our hands with have come a long way. First they swam in the river, then the man sent them into the pipes. Yes, and therefore it is specially cleaned, and after cleaning it enters the tap. Well done boys. So, do we need to conserve water? Why? At home, find entertaining material about rivers, river pollution.	For example, for fish, water is a natural habitat and if the water is contaminated or not available, the fish will die. Plants also need water. A man can live without food, but he cannot live without water. On waterways, a person moves in boats, motor ships, transports goods. Water is needed for drinking and cooking, to maintain cleanliness in homes We cannot live without water. There can be no life without water. Industrial enterprises pollute water with sewage, poisoning with oil products can cause great harm. They kill fish and other animals that serve them as food. People who rest near the river can throw garbage into the river. They wash cars, throw away bottles, bottle fragments, then other people cut their legs when they bathe. People should not throw rubbish into the water. They should take it with them and throw it in the trash at home. Special treatment facilities. Passing through the treatment plant, the water leaves harmful impurities and returns to the river purified. It comes to us from a river or a well in the ground. But you can’t drink water from the river, it’s not very clean. Water is needed not only for humans, but also for animals and plants. Without water, everything on earth will perish, and even a person will not be able to live long without water.

On an excursion along the Tobol River, we form a general idea of ​​the rivers for schoolchildren - their parts, composition, types, nutritional characteristics and regime. We are compiling a description of a geographical object - a river of respect for land waters.

Federal basic academic plan for educational institutions The Russian Federation devotes 210 teaching hours to the study of geography in two years of study in high school, i.e. in the 10th and 11th grades, and provides for the possibility of including geography in two modules - socio-economic and natural-geographic.

The goals of teaching geography at the profile level. School geography is the only subject that considers direct and feedback relationships between natural and socio-economic objects, phenomena and processes in the conditions of modern civilization, which have a tremendous impact on surrounding people geographic reality.

The expansion and deepening of human interaction with the environment, the aggravation of the ecological conflict between society and nature, the depletion of natural resources determine the integration of various disciplines in the knowledge of geographical space. Almost all disciplines included in geographical science consider some or other aspects of a holistic geospace.

Studying a geography course at the profile level allows you to make the most of the general educational and cultural potential of geography as an academic subject, helps graduates, on the basis of a system of geographical knowledge, skills, to self-determine themselves in a rapidly changing world, continue their education in the chosen field.

The study of geography in high school at the profile level is aimed at achieving the following goals.

- mastering the system of geographical knowledge in order to understand the subject and tasks of modern geographical science, its structure, development trends, the place and role of geography in the life of society, solving its problems, in order to prepare for continuing education in the chosen field;

Rice. 13.1.

• (according to I. V. Ryabtseva) 1
• 1 Ryabtseva I. V. Methods of pre-profile training of schoolchildren in the system of geographical education: monograph. Novokuznetsk, 2011.
• - mastering the skills to solve complex problems that require taking into account the geographical situation in a particular area, modeling natural, socio-economic and geo-ecological phenomena and processes, taking into account spatio-temporal conditions and factors;
• - development of geographical thinking for orientation in the problems of the territorial organization of society, its interaction with nature, skills for competently solving household and professionally oriented tasks;
• - education of patriotism, tolerance towards other peoples and cultures, socially responsible attitude to the environment in the course of everyday work and household activities;
• - acquisition of competence: in the field of elementary meteorological, geological, hydrological, landscape, geoecological modeling and forecasting; the use of a variety of geographical knowledge and skills in everyday life and in preparation for the future professional activity; ensuring personal safety, life and adaptation to environmental conditions.

The course of geography at the profile level is designed to complete the formation of the geographical school graduate competence. The fundamental signs of geographical education of a secondary school graduate are the following:

• - awareness of spatio-temporal unity and the relationship of development in the geographical reality of natural, socio-economic, technogenic-natural, technogenic processes, objects;
• - skillful application of knowledge and skills in subjective-objective activities, including in nature management, taking into account economic feasibility and environmental requirements in geospatial reality;
• - the ability to independently distinguish and assess the level of safety or danger of the environment in order to develop a personal value-behavioral line in the sphere of life.

The formation of geographical competence of students at the profile level serves to achieve the correspondence of geographical education to the realities of the environment in personal, social, territorial and spatial dimensions.

First section -"Geography as a science" (at least 30 hours). Students consider the history of the formation of geographical ideas and current trends in the development of geographical science. The structure of modern geography and ideas about the geographical picture of the world are studied. The simplest geographic forecasts are made.

Second section- "Introduction to General Geography" (at least 30 hours). The theory of geospatial systems is being studied. Attention is focused on trends in geographic space and issues of its expertise, monitoring and management. The features of the geographical space of Russia and the relationship of nature, economy, population, environmental problems of the native land (their locality) are considered on the basis of direct observations, excursions, expeditions, hikes and other sources of geographical information (statistical, audiovisual, electronic, literary).

Third section -"Introduction to physical geography" (at least 30 hours). The most important geographical features of the Earth as a planet are studied. The stages of development of the geographic shell, its components and ideas about it are considered. Theoretical basis section is the doctrine of geosystems. The practical part provides for the solution of landscape and environmental problems, the compilation of geographical characteristics of natural and natural-anthropogenic complexes of various ranks.

Fourth section -"Introduction to Geology" (at least 10 hours). Students get acquainted with the subject and tasks of geology, the specifics of geological research. The practical significance of geological knowledge for providing humanity with mineral resources, engineering and economic activities is substantiated. Produced the simplest geological surveys of their area.

Fifth section- "Introduction to economic and social geography" (at least 50 hours). A system of socio-geographic disciplines is presented, including not only economic and social geography, but also political geography and geopolitics, regional studies and country studies. The practical part provides for the compilation of complex geographical characteristics of various territories, educational modeling and design of the development and distribution of the population and economy of Russia in the future of the republic, territory, region, city, and locality.

Section six -"Nature management and geoecology" (at least 30 hours). The contribution of geography, geology, geochemistry, ecology to the knowledge of the environment is emphasized. The stages of development of geoecological knowledge in the era of scientific and technological progress are considered. Processes in the environment, issues of environmental quality management are studied. Manifestations of geoecological processes unfavorable for humans are analyzed (by the example of one's own locality).

The main forms of organization of the educational process. The most important feature of the learning process is based on the previous training of students in physical and economic geography, as well as related sciences (history, social science, biology, physics, chemistry and mathematics).

When teaching geography at the profile level lecture-seminar-testing classes can and should be carried out to a much greater extent than in the main school, due to the more mature age of the students. They can learn more generalized theoretical concepts during lectures and seminars.

An important place should be project-based learning in connection with its personally oriented orientation. In the technology of project-based learning, there are ample opportunities for the formation of the experience of the creative activity of students and the emotional and value attitude to the world.

The authors of specialized courses note that when studying educational material, it is advisable to conduct debate lessons, discussions, organize public performance, writing texts, reports, presentations x. These forms of educational work contribute to the formation of communicative competence (the ability to express one's point of view and defend it, the ability to present material orally and in writing, the ability to cooperate and work in a group, the ability to listen to the interlocutor).

A differentiated approach to students is implemented using a system of multi-level creative assignments. Knowledge on the issues under study can be significantly expanded with the help of statistical materials, additional literature, materials from various Internet sources.

Game learning technologies should be widely used in profile education. Holding business games allows not only to master the basic geographical concepts, but also contributes to the formation of logical, communicative, organizational skills.

Requirements for the level of training of graduates. As a result of studying geography at the profile level, the student must:

• 1) know/understand:
  • - peculiarities modern stage development of geographical science, its object, subject, structure, methods and sources of geographical information, basic theories and concepts; the importance of geographical science in solving socio-economic and geoecological problems of human society;
  • - the meaning of the main theoretical categories and concepts, including geographical location, geographical zoning, territorial systems, integrated geographic regional studies and regionalism, development of the geographical envelope, nature management and geoecology, geographical division of labor;
• 2) wise.
• - apply the basic provisions of geographical science to describe and analyze the modern world as a complex, contradictory and dynamic natural and social territorial system;
• - to characterize different types of countries and regions, to compose complex geographical characteristics of various territories;
• - conduct educational research, modeling and design of territorial interactions of various geographical phenomena and processes using a variety of methods of geographical science;
• - solve socially significant geographical problems on the basis of geoecological and geoeconomic expertise;
• 3) use acquired knowledge and skills in practical activities and everyday life:
  • - to analyze and evaluate different territories in terms of the interrelationships of natural, socio-economic, man-made objects and processes in the context of planning their development;
  • - descriptions and explanations of various phenomena in the environment based on their geographical and geoecological expertise;
  • - geological substantiation of engineering and economic activities, technogenic impact on the earth's crust;
  • - understanding the place and role of geographical science in the modern world, in various spheres of society; preparation for continuing education in the chosen field.

• Kholina V. II. The program of the course “Geography. Profile level” // Geography at school. 2010. No. 5. P. 37.