In what natural zones is the Volga region located. Natural conditions and resources. d) environmental problems

If a person walks in line to the beat of drums out of step with his companions, think about it, perhaps because he hears the beat of completely different drums.

V. A. Sukhomlinsky

Many adults think that a gifted child, who is ahead of his peers in terms of intelligence, has good mental faculties, has no problems in an educational institution during educational process. It seems to everyone that such a child is destined for a happier childhood than others. In reality, gifted children have certain difficulties and problems.

Problems are closely related to such individual psychological characteristics of the child as ability, giftedness, talent. The world of a child is a great mystery of nature. Gifted children are so different, unlike each other, but equally facing problems in their lives. The teacher needs to understand, accept the child as he is, help him to fully reveal his capabilities and become stronger in this life.

Currently, many scientists and educators are trying to solve the problems of gifted children and are making a great contribution to understanding the problems facing gifted children.

Thanks to this, pedagogy has developed a classification of the problems of gifted children as follows:

1. Presence of specific activity strategies.

Gifted children have a peculiar individual style activity, which is expressed in the tendency to "do everything in their own way" and associated with the system of control and regulation of their actions inherent in a gifted child.

2. A special type of learning gifted children.

It can manifest itself both in high speed and ease of learning, and in a slow pace of learning, but with a subsequent sharp change in the structure of knowledge, ideas and skills.

3. protest behavior.

A gifted child sometimes expresses protest if there is a long-term suppression of his important needs for activity, in demonstrating his abilities, in leadership. Protests can take the form of demonstrative defensive aggression in behavior. Such a child behaves defiantly, violently and unkindly reacts to the actions and assessments of others.

4. Enthusiasm and obsession for gifted children.

Gifted children often have a pronounced interest in a particular area of ​​activity, an extremely high enthusiasm for this activity. The presence of such an intense propensity for a particular type of activity does not allow the child to be successful in other areas of activity. For example, a mathematically gifted child does not pay attention to others school subjects thus creating a performance problem.

5. Negative attitude towards school.

This attitude often comes from the fact that training program boring and uninteresting for gifted children. Behavioral disturbances may appear because the curriculum does not match their abilities, and the material studied in the lessons is familiar for a long time.

6. Communication problems.

Gifted children like complex games, non-standard situations, serious hobbies and are not interested in those that their peers are fond of. As a result, a gifted child does not find friends among peers, and friendship and communication with older people does not allow them to be leaders, and as a result, the child does not want to be in company, with friends, sometimes such children find themselves isolated, go into themselves.

7. Standard rules and requirements.

Gifted children, reject standard requirements, are not inclined to conformism, are not ready to agree with the prevailing opinions and views, general sentiments common in society. This is especially true if these standards go against their interests.

8. Philosophical problems.

Gifted children are often immersed in philosophical problems. It is typical for them to think about such phenomena as life, love, conscience, the universe, space, about the questions of the universe, about the world of spiritual values. They are looking for answers to the questions “Who am I? And why am I on this Earth? The search for answers to these questions becomes the main thing, and gifted children spend a lot of time thinking, they have their own vision of the world and this is not always understood by others.

9. cognitive need.

Most gifted children have an increased cognitive need, which manifests itself in insatiable curiosity, as well as a willingness to go beyond the initial requirements of activity on their own initiative. This need can cause problems in lesson activities.

10. Goal setting.

Gifted children often develop, design their own goals, make a plan of action. Goals and action programs that are set from the outside are often not perceived by gifted children. At the same time, this category of children often sets unrealistic goals. Not being able to reach them, they begin to worry, this depresses their mental and educational activities, negatively affects their mood and health.

11. Thinking and motor skills.

Thought processes in gifted children proceed quickly, in connection with this they think much faster than they write, which leads to poor sloppy design of work, incompleteness. In some cases, this can lead to a complete refusal of the child to perform written works and putting your thoughts on paper.

12. Superficial knowledge.

In the early stages of working with gifted children, one can observe the problem associated with superficial knowledge. This is due to the multiplicity of interests of the child, his desire to do everything in which there is an interest.

13. Adult attention.

Gifted children have an increased need for adult attention. Because of their desire for knowledge, they often monopolize the attention of teachers and other adults. This causes friction in relationships with other children.

14. Hypersensitivity.

Occurs in children due to excessive sensory susceptibility, when words and non-verbal signals are perceived very sharply. Gifted kids don't like being raised at them. If this happens often in their life, then on an emotional level they have a blockage. Increased selective sensitivity in such children is directed either to certain aspects of objective reality, or to certain forms of their own activity, accompanied, as a rule, by an increased emotional outburst. This is not always perceived calmly by others and leads to problems in personal communication.

The solution of the above problems in the education and upbringing of gifted children is a great responsibility and lies with teachers and child psychologists.

The main thing that a teacher must do to solve problems is to shift the focus from the process of purposeful development of the qualities of giftedness to the process of pedagogical support, creating conditions for the natural growth and improvement of a gifted child.

The teacher should know how to solve problems in working with gifted children. Since gifted children have more high level mental intellectual development, as a result of which they have certain problems during learning activities, the teacher should use special methods teaching.

Techniques such as enrichment and acceleration have entered the practice of solving the problems of gifted children. In a typical school setting, acceleration takes the form of a child entering first grade earlier and then "jumping" through grades. Another method of supporting the learning of gifted children is enrichment. Most often it takes the form of additional classes. The problem here is that a child who attends additional classes continues to study general education subjects according to a scheme that does not correspond to the characteristics of his intellect, i.e. the problem is only partially solved. At the same time, a gifted child does not advance faster, but receives additional material to traditional courses, in the form of an opportunity to develop thinking and creativity, to form the ability to work independently.

The enrichment strategy includes several areas:

Expanding the horizons of knowledge;

Deepening this knowledge;

Development of knowledge acquisition tools;

Self-knowledge.

Psychologist Joseph Renzulli proposed to solve the problems of gifted children through a three-level enrichment method.

The first level covers all children and includes classes on general familiarization with broad, sometimes ideological topics that go beyond the usual school curriculum. The task of work within the first level is to help students find an area of ​​study that interests them.

The second level is aimed at the development of cognitive and emotional processes. A feature of the Joseph Renzulli method is an attempt to combine cognitive learning with the interests of the child, manifested on the basis of first-level classes. The first two levels are designed for all children, but especially gifted children stand out during these classes.

The third level involves not just methods of intellectual enrichment of students, but also methods for identifying the most gifted of them on the basis of the educational process itself, and not psychological tests.

Another way to solve the problems that gifted children have is to create small study groups that do not exceed 10 people. In such groups it is possible to achieve effective individual approach, provide an individual schedule for students and remove problems interpersonal relationships. In small groups, it is easy to organize classes according to the "free class" type. This type of activity, which is possible with small group sizes, allows students to move around the classroom during classes, form groups dealing with various issues, and relatively free choice of work by children.

It is possible to solve the problems that gifted children have during the educational process by a special selection of teachers, which should be based on competence and the ability to find an approach to students. Also, the teacher must be creative personality, have charisma and brightness. After all, the psychological climate in the classroom, the emotional comfort and success of the child in a particular activity largely depend on it.

Many problems can be solved with individual psychological help. Even with the most rational organization the educational process, it is impossible to exclude the emergence of personal problems in gifted students. In this case, they should be assisted by a professional psychologist. Psychological help should be directed in this case to expanding the arsenal available to the gifted child behavioral responses, to realize his individuality and talent, to build his own system of relations with the world and himself, taking into account personal characteristics and capabilities.

Some problems can be solved through the formation of correct relations between students. The attitude towards leadership and competition should not turn into aggressive forms of student behavior. A firm taboo must be placed on any verbal or physical aggression.

Working with parents is important. Parents should be provided full information about their children, their strengths, weaknesses and development prospects.

Educational and advisory work can help in solving children's problems. It should be aimed at understanding and accepting the individuality of the child, the characteristics of his behavior, worldview, interests and inclinations by the people around him. In particular, it is necessary to achieve the realization that dissimilarity is not some kind of vice, but a sign of individuality, the uniqueness of each individual person. The task of the psychologist is to help the teacher and parents in the future in creating a psychologically favorable atmosphere for the communication of this child with peers and adults.

It must be remembered that the problem of giftedness is a complex problem in which the interests of children and adults intersect. educational institution and society.

The work of a teacher with gifted children is a complex and never-ending process. It requires teachers of a personal nature, deep, constantly updated knowledge in the field of child psychology, provides for close cooperation with psychologists, teachers, administration and parents of gifted children. Working with gifted children requires constant growth of skill, pedagogical flexibility, the ability to abandon what even today seemed to be a creative find and strength.

Topical issues of working with gifted children

Giftedness is a mystery to most teachers and many parents. For teachers, important problems are real manifestations of giftedness, ways to identify, of course, development and social realization. Caring for gifted children today is caring for the development of science, culture and society tomorrow.

Lessons using modern educational technologies, undoubtedly, contribute to the development of the child's creative initiative, the process of his self-realization and socialization. But Special attention should be given to the role of personal relationships between the teacher and the gifted student. A teacher for a student is an authority only when he himself is an interesting person who is passionate about his work. In addition, it often happens in life that a child, including a gifted one, is often deprived of the attention of adults. To make up for the lack of attention, not to forget to celebrate each of his achievements, to encourage him to take further steps in creative work - this is the task of the teacher.

In his work, the teacher is faced with the problem of identifying gifted children, preserving the uniqueness of a gifted person. Conducting psychological and pedagogical testing, creating comfortable communication, situations of cooperation in the classroom and outside the classroom, teaching self-analysis, self-assessment will help solve the above problem.

Also, the teacher has to deal with the problem of motivating gifted children for research, creative work to participate in competitions. Creation of creative project groups, a scientific society of students, monitoring creative development, the creation of an incentive system - all this contributes to the familiarization of gifted children with science.

When working with gifted children, it is very important to build an individual educational trajectory in your subject. The subject teacher needs to draw up a lesson plan with the child, taking into account the subject of his self-education, inclinations, mental characteristics of the child. Determine the topics of consultations on the most complex and confusing issues, select the form of the student's report on the subject.

When we see the giftedness of our children, when we strive to develop their creativity and increase their intellectual potential, then the process of co-creation begins, which opens up new creative prospects for the teacher.

On the topic: methodological developments, presentations and notes

The most optimal organizational form of work with gifted children is a school scientific society. Gifted children are involved in the activities of this organization, i.e. children with highly developed abilities...

Organization of work with gifted children. Individualization of work with gifted children.

The practice of developing the creative potential of gifted students involves the development and implementation of special educational programs, curriculum and educational...

The Volga region has favorable natural conditions for living and farming. The climate is temperate continental. The region is rich in land and water resources. However, in the lower Volga region there are droughts, accompanied by dry winds that are detrimental to crops.

The relief of this region is varied. Western part(right bank of the Volga) - elevated, hilly (Volga Upland turns into low mountains). The eastern part (left bank) is a slightly hilly plain.

The natural and climatic conditions, the terrain, and the large length of the region in the meridional direction determine the diversity of soils and vegetation. In the latitudinal direction from north to south, natural zones successively replace each other - forest, forest-steppe, steppe, then replaced by sultry semi-deserts.

The area is rich in minerals. They extract oil, gas, sulfur, table salt, raw materials for production building materials. Until the discovery of oil fields in Western Siberia, the Volga region occupied the first place in terms of oil reserves and production in the country. Currently, the region ranks second in the production of this type of raw material after the West Siberian. The main oil resources are located in Tatarstan and the Samara region, and gas - in the Saratov, Volgograd and Astrakhan regions.

Population. The population of the Volga region is 16.9 million people. The average population density is 30 people per 1 km2, but it is unevenly distributed. More than half of the population is in the Samara, Saratov regions and Tatarstan. In the Samara region, the population density is the highest - 61 people per 1 km2, and in Kalmykia - the minimum (4 people per 1 km2).

Russians predominate in the national structure of the population. Tatars and Kalmyks live compactly. The proportion of Chuvash and Mari among the inhabitants of the region is noticeable. The population of the Republic of Tatarstan is 3.7 million people. (among them Russians - about 40%). About 320 thousand people live in Kalmykia. (the share of Russians is more than 30%).

The Volga region is an urbanized region. 73% of all residents live in cities and urban-type settlements. The vast majority of the urban population is concentrated in regional centers, capitals of national republics and large industrial cities. Among them are the millionaire cities of Samara, Kazan, Volgograd.

Economy. In terms of the level of development of a number of industries, the region is not much inferior to highly industrial regions, such as Central and Ural, and in some cases even surpasses them. This is one of the leading regions of the oil-producing, oil-refining and petrochemical industries. The Volga region is the largest region of diversified agriculture. The district accounts for 20% of the gross grain harvest. The Volga economic region is distinguished by great activity in Russia's foreign economic relations.

The main branches of specialization of the industry of the Volga region are oil and oil refining, gas and chemical, as well as electric power, complex engineering and the production of building materials.

The Volga region ranks second in Russia after the West Siberian economic region in terms of oil and gas production. The amount of extracted fuel resources exceeds the needs of the region. Favorable transport geographical position The region led to the emergence of a whole system of main oil pipelines running both in the western and eastern directions, many of which are now of international importance.

The formation of a new oil base in Western Siberia changed the orientation of the main oil flows. Now the pipelines of the Volga region are "turned" entirely to the west.

The oil refineries of the region (Syzran, Samara, Volgograd, Nizhnekamsk, Novokuibyshevsk, and others) process not only their own oil, but also oil from Western Siberia. Refineries and petrochemistry are closely related. Along with natural gas, associated gas is extracted and processed, which is used in the chemical industry.

The chemical industry of the Volga region is represented by mining chemistry (extraction of sulfur and table salt), chemistry organic synthesis, production of polymers. Major centers: Nizhnekamsk, Samara, Kazan, Syzran, Saratov, Volzhsky, Tolyatti. In the industrial hubs of Samara - Tolyatti, Saratov - Engels, Volgograd - Volzhsky, energy and petrochemical production cycles have developed. In them, the production of energy, oil products, alcohols, synthetic rubber, and plastics are geographically close.

Russia is an incredibly huge country with wonderful and diverse nature. In each part of it you can see truly unique climatic conditions. The Volga region is no exception. The natural resources located here amaze with special richness. For example, these places are distinguished by some of the most favorable conditions for farming and growing various crops. The article will discuss what the Volga region is, where it is located and what resources it is rich in.

General characteristics of the area

To begin with, it is worth defining the Volga region. This word can be heard quite often, but not everyone knows exactly where it is. So, this is a geographical area that includes several large territories. Generally speaking, it includes territories that are adjacent to the Volga River. Thus, it can be noted that several parts are distinguished in the Volga region - the middle and lower reaches of the river. These areas are highly dependent on the river economically. From the point of view of natural zones, the Volga region also includes territories that are located in upstream rivers. This is indeed a significant part of Russia, which makes a huge contribution to the economy and industry of the whole country, largely due to its favorable climate. and the resources of the Volga region help this area to produce a large amount of livestock and agricultural products.

Where is this area located?

Now it is worth more precisely telling about where these wonderful territories are located. as already mentioned, significantly contributes to the development of many sectors of the economy. It is interesting to know which regions are included in its composition. Among them stand out:

• Upper Volga (this includes regions such as Moscow, Yaroslavl, Kostroma and others);
• Middle Volga (includes Ulyanovsk and Samara regions, and others);
• Lower Volga (includes the Republic of Tatarstan, several regions: Ulyanovsk, Saratov and others).

Thus, it becomes clear that this area really covers a vast territory. So, we have examined the geographical position of the Volga region, and now it is worth talking about its natural and climatic conditions.

The climate of the Volga region

If we consider such a large geographical area, of course, it is necessary to talk separately about its climate, since in different parts it can be very different. As for the relief, plains and lowlands prevail here. The climate in some parts of the region is temperate continental, in others - continental. Summer is usually warm, in July the average temperature reaches about +22 - +25 C. Winter is relatively cold, the average January temperature ranges from -10 C to -15 C.

It is also interesting to consider the natural zones in which the Volga region lies. They also vary greatly from north to south of the region. This includes mixed forest, forest-steppe, steppe and even semi-deserts. Thus, it becomes clear what climatic and natural zones the Volga region covers. Natural resources are also in abundance here. It is worth talking about them in more detail.

What natural resources are rich in the Volga region: water, agricultural, oil

Since the area covers a large number of natural zones, we can safely talk about the diversity of resources in it. Of course, first of all, it is worth noting that the Volga region is rich in water resources. With the help of them, the district receives a significant amount of electricity. There are many hydroelectric power stations on the Volga, among them one can especially note the hydroelectric power stations in Dubna, in Uglich and in Rybinsk, in Cheboksary. You can also often hear about Zhiguli, Saratov and Thus, we can say that water resources constitute a significant proportion in this area.

Also, the Volga region is rich in fertile soils, which are also represented here by black soil, which favors the cultivation of crops. If we talk about the economy of the region as a whole, then most of it is occupied by fodder crops (almost 70%), as well as cereals (more than 20%). You can also often find vegetables and gourds (about 4%).

It is necessary to note the oil resources in the Volga region. Oil was found here a very long time ago, but its production in the area began in the middle of the 20th century. Now there are about 150 deposits that are actively developed. The largest number they are located in Tatarstan, as well as in the Samara region.

Other natural resources

It is worth telling other things that the Volga region is rich in. Natural resources here, as already mentioned, are very diverse. Many people like to relax on the Volga, and this is not surprising at all. The area is well saturated with recreational resources. Rest in these places has always been popular, the local nature is great for relaxation. Such popularity of tourism in the Volga region is due to the favorable climate, as well as large quantity cultural monuments and attractions in these places.

Among natural resources, biological resources should be singled out separately. In the Volga region there is a huge number of animals, both fodder and wild. There are many kinds of birds here. In the reservoirs of the Volga region, you can also find various types of fish. There are even rare sturgeon breeds here.

So, now we know what you can see when going to the Volga region. Natural resources here amaze with their abundance and diversity.

District population

Now it’s worth talking about separately and conditionally, the region can be divided into several parts, among which it stands out. It includes Mordovia, Bashkiria, Penza region and Perm region. The population here is about 30 million people. Most of the people live in cities.

Volga-Vyatka economic region. There is a significant less people than in the previous region. The population is about 7.5 million people. Most of them also live in large cities.

The population of this region is about 17 million people. More than 70% of them live in cities.

Now it becomes clear that the Volga region is really a large region, the population of which is extremely large. In addition, there are many large settlements, some of them are million-plus cities. Thus, we examined in detail the Volga region, the population, Natural resources and economy of the area. It is indeed of great importance for the whole country.