Teaching technologies in geography. Abstract: Modern pedagogical technologies in teaching geography
Ministry of Education Penza region
State Autonomous Professional
educational institution Penza region
"Penza College of Architecture and Construction"
Discipline abstract
"Geography"
On this topic:
"Modern pedagogical technologies in teaching geography"
Executor:
geography teacher
Andronova Nina Mikhailovna
Penza, 2016
Content (p.2)
Introduction (p.3)
Technologies used in educational process (c.5)
Technology critical thinking (With. 7)
ICT - technologies(c.8)
Game technology (p.10)
Problem-based learning technology (p.12)
Test technologies (p.13)
Health-saving technologies (p.14)
Personally - oriented technologies (p.14)
Project method(15)
The combination of elements of modern educational technologies in the structure of the lesson (16)
Conclusion (17)
References (19)
Introduction
Objective: Security High Quality organization of the educational process based on the effective use of modern educational technologies.
Explanatory-reproductive teaching methods do not fully ensure the achievement of the required results of the quality of education. This forces practitioners to look for new approaches and ways of organizing the educational process, the interaction of a teacher and a student, which would form in students such socially adequate values as the need for knowledge; the ability to independently organize work on the assimilation of knowledge; choosing the most optimal ways to solve educational problems; planning their educational activities; positive self-esteem.Modern education requires the search for new forms of education, the improvement of the educational process using innovative technologies, interactive teaching methods that allow developing the competence of students, involving passive participants and creating a psychologically favorable environment, promoting the development of observation, the ability to express themselves. It is known from scientific literature that interactive methods can be conditionally divided into three main strategies: passive, active, interactive.
Passive: students are assigned the role of passive objects of influence of the teacher. Forms of implementation in the educational process: a lecture, the study of a document, a survey of a reproductive nature.
Active: the teacher remains the main and only source of information and an expert, but students also have the opportunity to ask questions, offer their own solutions, comment, draw conclusions and generalizations, since the educational process cannot be fully prepared in advance by the teacher, classes do not have a rigid structure.
Forms of implementation in the educational process: discussion, heuristic conversation, problem analysis, " brainstorm", round table.
Interactive: active interaction of all participants in the educational process. The role of the teacher ceases to be central, he regulates the educational process and is engaged in it. common organization, determines the general direction, controls the time and order of the implementation of the planned work plan, gives advice.
Forms of implementation in the educational process: debates, role-playing games, modeling, design activity.
When planning lessons, I most often use an interactive strategy. my goal pedagogical activity: work to increase cognitive interest, enhance the cognitive activity of students, independent search and acquisition of knowledge, the implementation of the relationship of educational and extracurricular work.
The conditions for achieving results are:
a) conducting non-traditional lessons using elements of modern educational technologies;
b) activation of cognitive activity of students through search and research activities;
c) a dialogue form of conducting a lesson, which allows creating a situation of communication for students; student success in creative competitions and olympiads;
d) the relationship of lesson and extracurricular activities- I pay great attention to students' independent work when doing homework: they write and defend reports, abstracts; perform creative tasks - making crossword puzzles, presentations, making crafts from plasticine, etc.
To obtain the planned results, to ensure successful learning I use a variety of forms, means, methods, methods and techniques of teaching, which make up the tools of the pedagogical process. In my pedagogical activity I use technologies, the place of which depends on the goals, content and forms of education.
Technologies used in the educational process
Name of modern educational technologiesPurposes of application of modern educational technologies
Competences, the formation of which is aimed at the use of modern educational technologies
Skills and skills formed in students
Method of projects in subject education
Creation of comfortable learning conditions, such that the student is successful, shows his intellectual independence
Value-semantic competencies
The ability to choose the target and semantic settings for their actions and deeds, to make decisions.
Information and communication technologies.
Improving the quality of the educational process
Information, communication competencies.
Search, analysis and collection of necessary information, its transformation, storage and transfer; the ability to apply information and telecommunication technologies to solve educational problems.
Health saving technologies.
Education in students of a culture of health, personal qualities that contribute to its preservation and strengthening
Value-semantic, personal self-improvement competencies, general cultural competencies.
Understanding the essence of health and a healthy lifestyle; attitude to health as a value; health management skills; knowledge in the field of prevention of bad habits.
Technology of level differentiation.
Increasing the level of motivation for learning, creating a situation of success for each student, developing his individual qualities.
Competencies of personal self-determination, informational, communicative.
Mastering the ability to independently acquire knowledge; formation of practical skills and abilities; development of creative potential, the ability to apply knowledge in a complicated situation.
Activation educational process, development of creative, physical activity and student interest.
communicative, value-oriented, personal self-improvement
Ability to make decisions and predict their consequences; ability to cooperate in a group; the ability to take a stand in discussions and express one's own opinion; ability to listen to the opinion of the team.
The basis of the technology is the basic didactic cycle, which consists of three stages (stages). Each phase has its own goals and objectives, as well as a set of characteristic techniques aimed first at activating the research, creative activity and then to comprehend and generalize the acquired knowledge.
The first stage is the “challenge”, during which students activate their previously existing knowledge, awaken interest in the topic, determine the goals of studying the upcoming educational material.
The second stage - "comprehension" - is meaningful, during which the direct work of the student with the text takes place, and the work is directed, meaningful. The reading process is always accompanied by student activities (marking, tabulation, journaling) that allow you to track your own understanding. At the same time, the concept of "text" is interpreted very broadly: it is a written text, a teacher's speech, and video material.
The third stage - "reflection" - reflections. At this stage, the student forms a personal attitude to the text and fixes it either with the help of his own text or his position in the discussion. It is here that an active rethinking of one's own ideas takes place, taking into account the newly acquired knowledge.
I consider this technology to be universal (allowing you to easily combine several technologies at the same time). The features of the conceptual approaches of this technology are as follows: not the amount of knowledge or the amount of information is the goal of education, but how the student is able to manage this information: search, in the best possible way appropriate, find meaning in it, apply in life; not the appropriation of “ready-made” knowledge, but the construction of one’s own, which is born in the learning process.
Analysis of the content of educational material in geography allows us to conclude that the methods for developing students' critical thinking can be:
true and false statements;
"brain attack";
graphic techniques
Examples of this technology used by me in the lessons:
2. Reception "true and false statements"
for example: theme "Wind"
wind is the movement of air in a vertical direction
wind is the movement of air in a horizontal direction
wind is the movement of air both vertically and horizontally
3. Reception Sinkwine - used at the stage of reflection.
River
Wide, deep
Flows, carries, floods
From afar for a long time, the Volga River flows
Flow
ICT - technologies.
In my teaching activities, I increasingly turn to information and communication technologies. The use of information computer technologies in geography lessons not only facilitates the assimilation of educational material, but also presents new opportunities for development creativity students:
Increases students' motivation to learn;
Activates cognitive activity;
Develops thinking and creativity;
Forms an active life position in modern society.
These technologies become a good assistant to the teacher - geography, making the process of teaching the subject not only interesting, but also more understandable. Over the years of work, the following forms of using ICT in geography lessons have developed:
1. Work in Word: texts, test papers, didactic Handout;
2. Work in Power Point: multimedia presentations teacher and student;
3. Work in Excel: interactive tests, charts, tables;
4.Use of the Internet and media resources: additional material(texts, maps, illustrations, etc.)
The use of these forms of work allows not only to create conditions for saving time and labor costs of the teacher, but also to carry out work to stimulate and develop the cognitive interest of students, to form their skills in working with information.
The result of the use of ICT in the classroom is, first of all, an increase in the interest of students in the study of the subject. An increasing number of students are trying to prepare their homework using a computer.
Foreign Asia Grade 11
The final task on the topic "Asian countries"
Choose one of the countries of foreign Asia that you would like to visit.
Pick up interesting material about this country. Describe it as if from personal experience.
Prepare your presentation.
Game technology.
Gaming technologies are integral part pedagogical technologies. The problem of using gaming technologies in the educational process in pedagogical theory and practice is not new. The development of game theory, its methodological foundations, the clarification of its social nature, the importance for the development of the student in domestic pedagogy were engaged in L. S. Vygotsky, A.N. Leontiev, D.B. Elkonin and others.
In a modern school that relies on the activation and intensification of the educational process, game technology is used in the following cases:
as independent technologies for mastering a concept, topic, and even a section of a subject;
as elements (sometimes quite essential) of a larger technology;
as a lesson technology or its fragment (introduction, explanation, consolidation, exercise, control);
how technology out class work.
The use of the game in the classroom is very diverse. It can be organized at the beginning of the lesson when checking homework or to activate the attention of students, when studying new material for a deeper, more meaningful and fast assimilation educational material and at the end of the lesson to consolidate the studied material and relieve stress after difficult classroom work. All these game forms the teacher chooses depending on the topic of the lesson, the preparedness of the students, their age.
I will give examples of some game moments.
1. Reception "Words in words"
The teacher writes a geographical name on the blackboard, for example: "Karaganda". From the letters of this word, you need to compose other geographical names without adding new letters, and the letters that are in this name can only be used once in one word. From the letters of the word "Karaganda" you can add the following names: Canada, Angara, Ankara, Ghana, Karadag.
2. Reception "Geoalphabet".
1. Name a famous Russian traveler-geographer. Przhevalsky.
2. Name the country of our planet. Paraguay.
3. Name the capital of a European state. Paris.
4. Which river flows in South America? Paraná
5. Name the city located on the Kamchatka Peninsula. Petropavlovsk-Kamchatsky.
6. Which peninsula in Europe do you know? Iberian.
7. What mountain country do you know? Pamir.
3. Reception " Third extra" or "White crow"
The teacher names 3 - 4 words related, except for one, to a topic. Students must define this word and prove their choice.
For example. Koala, platypus,jaguar, echidna (Australian animals)
Syktyvkar,Arkhangelsk, Petrozavodsk, Yakutsk (capitals of the republics of the Russian Federation)
The use of game technologies in geography lessons is an important method for stimulating the motivation of students' educational and cognitive activity.
Problem learning technology
Problem learning- this is such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills and abilities and the development of mental abilities (G. K. Selevko, 1998) .
The scheme of problem-based learning is presented as a sequence of procedures, including: setting a learning-problem task by the teacher, creating for students problem situation; awareness, acceptance and resolution of the problem that has arisen, in the process of which they master generalized ways of acquiring new knowledge; application of these methods for solving specific systems of problems.
I use problem questions that are built on material that is close to the students, meaningful to them. Their solution requires not only familiarization with practical actions, the results of which can be used in a group, scientific and practical activities, etc. Problem tasks are, as a rule, of a personality-developing nature and naturally arise from the experience and needs of the students themselves. By putting the student in a problem situation that is interesting for the whole group, the teacher gets the opportunity to “disengage” the mechanism of his thinking.
Problem questions examples.
Which parallel of ours has the most students, which one has the fewest? Why?
Why are the batteries located at the bottom in the rooms, and the vents at the top?
Why don't polar bears eat penguins?
4 What are clouds made of? - And what is heavier: air or water? And why do clouds float through the air and do not fall?
5. Where does such an abundance of water come from in the tundra, if the amount of annual precipitation is less than 300 mm per year, less than in the deserts of the Caspian Sea?
6. The temperature of the water during the Gulf Stream is +4, it is warm. And in the Canary Current, the water temperature is + 22 But it is cold. Why?
7. In 1800 for smelting 1t. pig iron required 2.5 tons of coke and 4 tons. coking coal. Improving the quality of coke and improving the blast furnace process reduced the specific consumption of coke to 0.7-0.8 tons. Explain how this affected the location of metallurgical plants?
The use of problematic questions deepens students' interest in the independent process of cognition, the discovery of truth.
Test technologies
Tests and test forms allow you to get objective assessments level of knowledge, allow you to develop the necessary skills when passing tests, in a limited time to check the level of knowledge of the entire group. With the introduction of new technologies, they again attracted interest. I developed a bank of test tasks in geography.
Health saving technologies
One of the ways to solve the problem of the deteriorating health of children is the implementation of health-saving technologies in the learning process. One of the most important health factors is the organization of educational activities: a strict dosage of the study load, physical education, compliance with hygiene requirements (fresh air, good lighting, cleanliness), training in small groups, a favorable emotional mood. The health-saving approach can be traced at all stages of my lesson, since it provides for a clear alternation of activities (normally there should be 4-7 changes in activities).
Person-oriented technology
They ensure the involvement of each student in an active cognitive process, and the attitude " teacher-student» are built on the principles of cooperation and freedom of choice. Methods used within this technology: problematic, individual and differentiated approach to teaching, research work in groups, pairs. The forms of conducting lessons can be: a lesson-discussion, an integrated lesson, a lesson-game. Can be used at all stages of the lesson.
Project method
Today, the project method is one of the main modern active innovative teaching methods, if the teacher can put this technology into practice.
The aim of the study project is to answer the problematic issue project and comprehensively highlight the progress of its receipt, i.e. design research.
Work on the project makes it possible to use in the learning process not only the intellect, experience, consciousness of a person, but also her feelings, emotions, volitional qualities, assists in "immersion" in the educational material, determines the personality's emotional and value attitude towards it, and increases the efficiency of assimilation gives a feeling of success. Project activity contributes to the development of initiative, independence, organizational skills, stimulates the process of self-development environment. New problems appear that need a non-standard solution, having shown significant strong-willed and emotional efforts and quite high level self-realization. As a result, the existing qualitative changes in psychological structure personality, which predetermines the mastery of communication habits. These are changes such as: the ability to set adequate, personally significant and socially important life prospects. The defense of projects in my lessons is held annually.
p/nLesson stages
Use Cases for Educational Technology
Methods and techniques
Health saving technology
Compliance with hygiene requirements
Knowledge update
Gaming technologies
Creation of a game situation.
Cooperation Pedagogy
Team work, heuristic conversation.
Message topics setting goals and objectives.
Problem learning
Creation of a problem situation.
Cooperation Pedagogy
Work in groups, pairs; heuristic conversation.
Provision of visual material (electronic textbooks, presentations), etc.
Explanation of new material.
Creating a situation of success.
Competence- oriented learning
Research work in groups, couples.
Information and communication technologies
Acquaintance with new material on a PC, multi-level tasks.
Individual and differentiated approach
Individual, group work; work in pairs.
Developmental learning
Tasks for the development of general intellectual skills - comparisons, thinking, generalizations.
Gaming technologies
game situation
Health saving approach
Change of activities
Fixing the material
Differentiated Approach
Multi-level tasks
Information and communication, test technologies.
Testing on a PC, multi-level tasks on a PC.
Lesson summary
Cooperation Pedagogy.
Collective conclusion, debriefing in pairs (comparison)
Humane-personal technology.
Creating a situation of success.
Reflection
Critical Thinking Technology
Training "Succeeded .. what did not work"
Humane-personal technology
Creating a situation of success.
The combination of elements of modern educational technologies in the structure of the lesson
Conclusion
So, new teaching methods are being introduced into the modern educational process, which revive the achievement of experimental pedagogy of the last century, which are built on the principle of self-development, personality activity.
Working with children, I was looking for ways to work that would improve the thinking abilities of students and would allow them to think more productively. It is thanks to the ability of a person to think that difficult problems are solved, discoveries are made, inventions appear. But is it possible to learn to think more effectively? Like other qualities of the mind, thinking can be developed. To develop thinking means to develop the ability to think. The innovative methods I use allow achieving positive results in shaping the mental activity of students, helping to form UUD.
During the year, there was an increase in motivation to study biology. It was manifested in an increase in the activity of students in the classroom, participation in competitions, olympiads, holding extracurricular activities, increased interest in learning.
In the new academic year I plan to use these pedagogical technologies to achieve better results.
In the future, I see my work in the following areas: to continue the implementation of aspects of project-based learning, research and experimental work, increasing the requirements for conducting lessons - this is control over the employment of students at each stage of the lesson, to achieve sustainable interest in the subject
Bibliography
1. Blazhenov V.A. Methods of developmental teaching of geography. Moscow: Drofa, 2006.
2. Zair-Bek S.I. The development of critical thinking in the classroom: A guide for the teacher / S.I. Zair-Bek, I.V. Mushtavinskaya.- M.: Enlightenment, 2004.
3. Ermolaeva M.G. Game in the educational process: Methodological manual / M.G. Ermolaeva. - 2nd ed., add. - SPb.: SPb APPO, 2005. - 112
4. Modern educational technologies". M: KnoRus, 2009
5. rae. en> forum2011/87/1331
1. Lesson as the main form of organization of the educational process
1 Lesson as an element of class-lesson teaching system
The main form of organizing the learning process in our school is the lesson. And this is not accidental: the lesson as an organizational form creates the necessary conditions for combining teaching and upbringing into a single process, for teaching students knowledge, skills, and for developing their cognitive abilities.
The lesson is an element of the class-lesson teaching system. The class-lesson system has significant didactic, general pedagogical, psychological, sociological and economic advantages over any other system of education in general education school. The clarity of the organization of educational work, the teacher's knowledge of students and each other, the stimulating influence of the class team, the relative continuity of pedagogical leadership in the educational process, economic profitability - all these are the advantages of the class-lesson system of education.
In the classroom, the processes of interaction and communication are based on the personal contact of the teacher with the class and are most often carried out in the construction of a dialogue, during which the teacher directs and controls the activities of all students without exception, and also maintains interaction and mutual control among the students themselves. Therefore, teaching in the classroom can be viewed as a system aimed at achieving certain goals of various direct and indirect interactions between the teacher and a group of students (class) with a constant composition, during which the teacher maintains contact not only with the class as a whole, but also with each individual student. All this creates the prerequisites for all students to master the basics of the knowledge being studied, to form the necessary skills and abilities already in the course of the learning process in the classroom.
Thus, a lesson is an organizational form in which the teacher leads a collective group in a specially designated place for a specified time. cognitive activity a permanent group of students (class), taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for all students to master the basics of what is being studied directly in the learning process, as well as for the education and development of cognitive abilities of schoolchildren.
AT this definition two series of characteristics should be distinguished: specific and non-specific for the lesson.
The specific ones include: a group of students (class) that is constant at all stages of the learning process, the teacher guides the cognitive activity of the class, taking into account the characteristics of each student, and mastering by all students the basics of what is being studied directly in the lesson. No other organizational form has these characteristics; they reflect not only the specifics, but also the essence of the lesson. In the absence of at least one of them, there is no lesson. In turn, these characteristics require the obligatory fulfillment of certain conditions. One of these conditions, for example, is the observance of class occupancy norms. The study of the issue showed that there is a certain norm for the number of students at the same time, at which the teacher is able to manage the cognitive activity of the class, taking into account the characteristics of each student. Exceeding this norm practically excludes the possibility of using the lesson as a form of organizing the learning process.
Non-specific characteristics are presented not only in the lesson, but also in other organizational forms. However, this does not detract from their significance, since only a combination of specific and non-specific characteristics creates an analyzed phenomenon - a lesson. The latter include: learning objectives; types, means and methods of work; place of study; studying time.
Interacting with the class, the teacher performs the function of leadership throughout the lesson: he must act in such a way as to provide favorable learning conditions for all students.
For this purpose it is necessary to use different kinds organization of work:
a) general, or collective;
b) individual;
c) group, or specific (groups, units, brigades, pairs, triples, etc.).
Group (or specific) are intermediate, connecting collective and individual types of work organization. Consequently, the lesson uses three leading elementary groupings of students in various combinations: the acting class, acting groups and acting individuals.
There are different types of lesson classification.
The classification of I. N. Kazantsev according to the method of conducting training sessions includes such types as excursion lessons, film lessons, lessons independent work etc.
The second approach to the classification of lessons is based on the analysis of the characteristics of the learning process, its components. So, S. V. Ivanov identifies the following types of lessons:
) introductory;
) a lesson of primary acquaintance with the material;
) assimilation of new knowledge;
) application of acquired knowledge in practice;
) skill lesson;
) consolidation, repetition and generalization;
) control;
) mixed, or combined.
The third approach to the classification of lessons, which is very closely related to the second, is the classification according to the main didactic purpose of the lesson and its place in the system of lessons (I. N. Kazantsev, B. P. Esipov).
The most developed here is the classification proposed by B.P. Esipov, who distinguishes:
) combined, or mixed, lessons;
) lessons to familiarize students with new material;
) lessons of consolidation of knowledge;
) having the main goal of generalizing and systematizing what has been studied;
) with the main goal of developing and consolidating skills and abilities;
) having the main purpose of testing knowledge.
One of the objectives of the lesson is to ensure high productivity of students and teachers, i.e., obtaining high results with an unconditionally necessary investment of time and effort. In this case, we are talking about increasing the efficiency in the work of students and teachers.
In the educational process, there are three main ratios of results and time and effort costs:
) obtaining the desired results with the expenditure of time and effort of students and teachers in excess of the norm (overloading teachers and students);
) achieving the set goals with minimal time and effort of students and teachers (in such cases, not all requirements for the educational process in the classroom are usually implemented, the results are not always achieved in the most appropriate ways, and their level is significantly reduced);
) achieving results with optimal, - certainly necessary expenditure of effort and time of teachers and students. The last ratio of results and expenditure of time and effort of teachers and students is the most appropriate.
A common element of most modern theories of learning and learning is the position that learning should be a purposeful, active and conscious process. Although all of the listed characteristics are close in content, each of them has a certain specificity. The purposefulness of the teaching means that students must clearly understand the goals of all the actions they perform in the educational process; activity - that students do not just follow the instructions and requirements of the teacher, but are themselves proactive participants in the educational process; awareness - that everything studied in the lessons should be deeply comprehended by each student. Significant prerequisites for stimulating such a teaching are laid down in new curricula However, the organization of training is no less important.
In the educational process in the classroom, one cannot ignore the general dependence of learning on learning ability, on the prerequisites that lie in the students themselves. This dependence is quite natural, since the educational material is assimilated by specific students with certain inclinations, abilities, and interests. The latter explains the absence of unambiguous relationships between learning and assimilation. The practice of schools and the results of research show that the same teaching methods and methods affect students differently depending on their individual characteristics. Teachers know that if they conduct a lesson in parallel classes according to the same plan and with the same conditions, they never get identical results due to differences in the composition of the classes. Similar differences in the results of assimilation are observed among students in the same class, although they are all in relatively the same learning conditions. Consequently, the effective organization of the educational process in the classroom, its rationalization is unthinkable without a clear knowledge of the teacher's individual characteristics of students, the specifics of classes and taking these characteristics into account in everyday work.
The lesson consists of parts - heterogeneous and homogeneous learning situations, following one after another in a certain order. The sequence and internal connection of learning situations make up the structure of the lesson.
The parts of the lesson should appear in such a sequence and in such a combination that they correspond to the logic of the educational process and help achieve goals more effectively.
2 Teaching aids as one of the main components of the didactic system
Along with the goals, content, forms and methods of teaching, teaching aids are one of the main components of the didactic system, it is a necessary element of equipping the educational process, which, together with the content of education, constitutes its information and subject environment.
Teaching aids are material and ideal objects that are involved in the educational process as carriers of information and a tool for the activities of the teacher and students.
The means of teaching are the instruments of activity of the teacher and students, used by them both separately and jointly. For example, demonstration equipment is intended mainly for the teacher, and laboratory equipment for the student; but chalk and a blackboard or a local computer network can be used together.
The tools of cognitive activity increase its effectiveness, since they serve as a means of achieving the goals of educational activity.
The classification of teaching aids can be different depending on the feature underlying it. For example, allocate:
according to the composition of objects - material (premises, equipment, furniture, computers, class schedules) and ideal (figurative representations, symbolic models, mental experiments, models of the Universe) teaching aids;
in relation to the sources of appearance - artificial (instruments, paintings, textbooks) and natural (natural objects, preparations, herbariums) teaching aids,
in terms of complexity - simple (samples, models, maps) and complex (video recorders, computer networks) means of education;
according to the method of use - dynamic (video) and static (code positives) teaching aids;
by structural features - flat (maps), three-dimensional (layouts), mixed (Earth model) and virtual (multimedia programs) teaching aids;
by the nature of the impact - visual (diagrams, demonstration devices), auditory (tape recorders, radio) and audiovisual (television, video films) teaching aids;
according to the information carrier - "paper" (textbooks, file cabinets), magneto-optical (films), electronic (computer programs) and laser (CD-Rom, DVD) teaching aids;
by levels of educational content - teaching aids at the level of the lesson (text material, etc.), at the level of the subject (textbooks), at the level of the entire learning process (classrooms);
in relation to technological progress - traditional (visual aids, museums, libraries), modern (mass media, multimedia teaching aids, computers) and promising (websites, local and global computer networks, mobile telecommunications, distributed education systems) teaching aids .
The didactic role and functions of each teaching aid are laid down in them at the stage of design and manufacture. The main didactic functions of teaching aids are:
Compensatory - that is, facilitating the learning process, reducing the time, effort and health of the teacher and students;
Informativeness - the transfer of information necessary for learning;
Integrativity - consideration of the studied object or phenomenon in parts and as a whole;
Instrumentality - safe and rational provision of certain types of activities of students and teachers.
In a modern school there is a system of teaching aids - a set of subjects educational equipment, which has integrity, autonomy and is designed to solve educational problems.
For each training course, there is a list of recommended teaching aids that are subject-specific and is constantly updated. For example, the systems of teaching aids for humanities courses largely consist of printed materials: educational books, didactic materials, tables, pictures. And natural science courses involve a significant amount of natural objects, models, instruments for observation and experiment.
2. Information and communication technologies
2.1 General information about ICTs used in the educational process
The modern guiding idea of the educational process is a closer combination and interaction of technical and natural constituent elements. Informatization and computerization of the educational process in the subjects of the natural cycle acts as an interacting integrating phenomenon. Such a connection, i.e. The use of computer technology, in comparison with traditional teaching, has a number of advantages:
1. A computer is a link that establishes a natural interaction of all forms of educational and cognitive activity of students.
2. Computer technology contributes to the activation of the cognitive and mental activity of students.
Computer technologies contain huge motivational possibilities. An important motivational factor is the gaming nature of computer technology. Game elements of computer testing are competition, extreme situations that require the user to make extraordinary decisions.
The introduction of the computer's natural knowledge structure expands the possibilities self-study students. The use of computer programs significantly increases the proportion of independent work as a basic component of the entire cognitive process. As you know, in the course of independent progress from ignorance to knowledge, students are involved in systematic and purposeful activities for the assimilation and creative application of the acquired knowledge.
What is information and communication technology?
Information and communication technologies are technologies that use computer technology (information processes) and means of communication (communication means - the Internet).
Computer technologies include software and hardware and devices operating on the basis of microprocessor, computer technology, as well as modern means and information exchange systems that provide operations for the collection, accumulation, storage, processing, and transmission of information.
The means of information computer technologies include: computers, personal computers; sets of terminal equipment for computers of all classes, local area networks, information input-output devices, means of input and manipulation of text and graphic information, means of archival storage of large amounts of information and other peripheral equipment of modern computers; devices for converting data from graphic or sound forms of data representation to digital and vice versa; means and devices for manipulating audiovisual information; modern means of communication; systems artificial intelligence; computer graphics systems, software systems (programming languages, translators, compilers, operating systems, application software packages, etc.).
With the help of ICT, the basic principles of teaching are effectively implemented:
the principle of science;
the principle of systematic and consistent;
the principle of activity;
the principle of accessibility;
connection of theory with practice;
taking into account the individual characteristics of students;
visibility.
The use of ICT allows you to optimize the work of the teacher, to somewhat facilitate his functions:
1. Control. The teacher is released from the routine work of questioning students. In addition, the position of the teacher becomes more attractive as control functions are transferred to the machine, and this contributes to conflict-free communication.
2. Feedback. The use of a computer allows you to evaluate each stage of the student's work: the computer corrects errors, comments, if necessary, providing the necessary information. Thus, the student gets the opportunity to correct his mistakes in time.
The use of information computer technologies in geography lessons not only facilitates the assimilation of new educational material, but also provides opportunities for the development of students' creative abilities:
increases students' motivation to learn;
activates cognitive activity;
develops the thinking and creativity of the child;
forms an active life position in modern society.
ICT can be used at all stages of the educational process.
Depending on the goals and objectives of the lesson, information technologies can be used in the lesson to study new material, to generalize and systematize knowledge, to perform practical work, creative tasks, to control knowledge and skills.
When studying new material, a demonstrative program is most often used - an electronic textbook or an electronic presentation, which present theoretical material to students in an accessible, vivid, visual form.
Educational programs, i.e. electronic textbooks have video fragments in their composition, which allow you to demonstrate a video in the lesson, representing the phenomenon under study with the speaker's commentary.
At the lesson of consolidating educational material, you can use the tester program or Activote testing devices, which allow you to control the assimilation of the studied material.
There are various types of computer programs that a teacher can use in their activities:
Educational programs focused primarily on the assimilation of new knowledge. Many of them work in a mode close to programmed learning with a branched program. In the same group, you can include programs for problem-based learning that indirectly control the activities of students.
Simulator programs designed for the formation and consolidation of skills and abilities, as well as for self-training of students. The use of these programs assumes that the theoretical material has already been mastered by the trainees.
Control programs designed to control a certain level of knowledge and skills. This type of program is represented by a variety of test tasks, including in test form.
Demonstration programs designed for a visual demonstration of educational material of a descriptive nature, a variety of visual aids (pictures, photographs, video clips). Geographical interactive atlases can be considered as their variety, the maps of which can be used not only as a visual aid, but also “superimposed” on each other, compose, apply interactive and interactive graphics. This type also includes presentation programs that have graphic editing capabilities and are used for students' creative work.
Simulation and modeling programs designed to "simulate" objects and phenomena. These programs are especially important for geography, when the material being studied is difficult to show or is abstract.
Information and reference programs designed to display the necessary information with a connection to the educational resources of the Internet.
7. multimedia tutorials - comprehensive programs, combining most of the elements of the listed types of programs.
Multimedia textbooks, or as they are also called - electronic textbooks, are executed in a format that allows hyperlinks, graphics, animation, speaker's speech, registration forms, interactive tasks, multimedia effects.
Electronic textbooks have significant advantages over their paper predecessors. A teacher who has educational information in his subject can quickly structure it in a new way or simply place the material on a website for simultaneous access to it by all: his students.
Electronic textbooks are practically eternal, they are not afraid of wear and tear, take up little space and are very mobile. Electronic textbook variable in execution: it can be given any form convenient for reading (change the background color, text, font size); if necessary, using the printer, you can print out part of the textbook, arranging it at your discretion.
The inclusion of animation elements and computer games in the textbook enhances its interactivity and attractiveness. The hypertext structure of the textbook allows individual trajectory learning. However, the hypertext navigation system should be built in such a way that logic and systematicity in the development of content are preserved, and gaps in the assimilation of educational standards are not allowed.
The electronic textbook provides great opportunities for creative work. The teacher and students can participate in compiling their own electronic textbook, add materials or tasks to it without significant costs for reprinting. "Paper" textbooks do not provide such an opportunity, and when they are used, the construction of the personal content of education by schoolchildren is difficult. The most that a student can do is to make notes on the margins of a "paper" textbook.
Interactive and audiovisual teaching aids in geography lessons can be used in lessons for learning new and consolidating the material covered, requiring illustrations of the patterns of development of nature and society on specific regional content, and as independent work with a computer as part of integrated informatics and geography lessons. In such lessons, students perform software practical work directly on the computer. Let us consider in more detail the various aspects of using a computer in geography lessons.
A computer lecture developed by means of MS Power Point is a thematically and logically connected sequence of information objects shown on a screen or monitor. The main task of a computer lecture is to explain new material. But unlike a traditional lecture, a computer lecture has great potential in attracting illustrative materials. Therefore, a computer lecture should be considered as a new tool in the teacher's work, allowing you to create visual and information-rich lessons.
Information objects demonstrated during a computer lecture are images (slides), sound and video fragments. Images (slides) are photographs, drawings, graphs, charts, diagrams. Video clips are films included in the lecture in whole or in part, or animations that clearly show processes and phenomena that are often inaccessible to observation. Sound fragments - narration, musical or other recordings (voices of birds, animals, etc.) accompanying the demonstration of images and video fragments.
Many studied geographic features such as plains and mountains, seas and oceans, gigantic industrial plants and vast agricultural lands, cannot be shown to students directly. Therefore, the use of demonstration tools in the lesson (slides, pictures, animations, videos) contributes to the formation of children's figurative representations, and on their basis - concepts. Moreover, the efficiency of working with slides, pictures and other demonstration materials will be much higher if they are supplemented by showing diagrams, tables, etc.
The Power Point presentation development program allows you to prepare materials for the lesson by combining the difference in visual aids, making the most of the advantages of each and leveling the shortcomings.
Excel spreadsheets will help the teacher to use cartograms and chart diagrams in the lesson, built according to the latest statistics, when explaining new material, to organize in the class practical work on the analysis of statistical data with the construction of graphs, cartograms. In this case, graphs, cartograms and cartograms serve not only as a visual aid, but also as a source of geographical knowledge.
The Microsoft Word text editor is designed to prepare educational and methodological documentation (thematic and lesson plans) and handouts (task cards, control tests, crossword puzzles, etc.) quickly and efficiently, create high-quality documents that meet high aesthetic requirements.
Slides with diagrams, diagrams, tables are especially important when studying economic geography, when considering the essence of geographical phenomena and processes, their qualitative and quantitative characteristics.
Videos depicting geographic processes or phenomena and animations are considered as a form of modeling real events, facts, scientific data. The individual frames collected in the video make up a figurative model that gives a certain idea of the original. Like any model, videos and animations do not reveal all the elements of the phenomenon or process being studied, but only the main, most significant, revealing the essence of the object to be studied. Such simplification facilitates the search for essential features, highlighting its features, originality and originality of the object.
It is necessary to pay attention to a special category of media objects contained in the library - interactive maps and maps. Interactive maps are a new type of interactive geography teaching aid. Interactive maps have the properties of a geographic map, i.e. are a scaled down image earth's surface using a special language - conventional signs, at the same time, they have a new property that brings them closer to geographic information systems - the ability to change the content of the map.
In addition to all of the above, the specificity of geography as an academic subject is such that it contains a large amount of material. In order to prepare the most complete, interesting and modern lesson Geography, the teacher needs to process a large number of different sources, from encyclopedias to newspapers and magazines.
The use of a computer and the Internet makes it possible to reduce the amount of literature used for preparation and reduce the time it takes to search for the necessary information. The more often you use a computer in the educational process, the more you realize the almost limitless range of its application.
Thus, the use of information and communication technologies in the classroom makes it possible to make each lesson non-traditional and productive. And working with a computer arouses increased interest among students and increases motivation for learning. The use of computer technology and the Internet creates opportunities for access to large masses of modern and fresh information. And the relationship of animation, music, sound and interactive models expands the possibilities of presentation educational information.
2.2 Modern interactive equipment
At the present stage of development of society and information technologies there is a large-scale introduction of interactive equipment in the educational process of schools in our republic in order to increase the competitiveness of Kazakhstani education. Consider the main types of interactive equipment that a teacher can use in their activities.
Interactive whiteboard - a touch screen connected to a computer, the image from which is transmitted to the board by the projector. Just touch the surface of the board to start working on the computer. Special software allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes directly on top of open documents and save information. The interactive whiteboard provides unique opportunities for the work and creativity of the teacher and student. Interactive whiteboards increase the efficiency of material delivery.
Interactive whiteboards can change teaching and learning in many ways. Here are three of them:
1. Presentations, demonstrations and model building. Using the right software and resources in conjunction with an interactive whiteboard can improve understanding of new ideas.
The interactive whiteboard is a valuable learning tool for the whole class. This is a visual resource that helps teachers present new material in a very lively and engaging way. It allows you to present information using various multimedia resources, teachers and students can comment on the material and study it in as much detail as possible. It can simplify the explanation of circuits and help you understand a complex problem.
Instructors can use the whiteboard to make presenting ideas fun and dynamic. Whiteboards allow students to interact with new material and are also a valuable tool for educators when explaining abstract ideas and concepts. On the board, you can easily change information or move objects around to create new connections. Teachers can think aloud, comment on their actions, gradually involve students and encourage them to write ideas on the board.
Active student involvement. The motivation and involvement of students in the classroom can be increased through the use of an interactive whiteboard.
Research has shown that interactive whiteboards, by using a variety of dynamic resources and improving motivation, make classes fun for both teachers and students.
Proper use of the interactive whiteboard can help educators test students' knowledge. The right questions to clarify some ideas develop the discussion, allow students to better understand the material.
By guiding the discussion, the teacher can encourage students to work in small groups. The interactive whiteboard becomes the center of attention for the whole class. And if all the materials are prepared in advance and easily accessible, it provides a good pace for the lesson.
Improving the pace and flow of the lesson. Using an interactive whiteboard can improve lesson planning, pace, and flow.
Working with interactive whiteboards involves simple yet creative use of materials. Files or pages can be prepared in advance and linked to other resources that will be available in class. Teachers say that preparing for a lesson based on one master file helps to plan and facilitates the flow of the lesson.
On the interactive whiteboard, you can easily move objects and labels, add comments to texts, pictures and diagrams, highlight key areas and add colors. In addition, texts, pictures or graphics can be hidden and then shown at key points in the lecture. Teachers and students do all this at the blackboard in front of the whole class, which undoubtedly attracts everyone's attention.
Pre-prepared texts, tables, diagrams, pictures, music, maps, themed CD-ROMs, as well as adding hyperlinks to multimedia files and Internet resources will set the activity at a brisk pace: you will not spend a lot of time writing text on a regular whiteboard or switch from screen to keyboard. All resources can be annotated directly on the screen using the pen tool and saved for future lessons. You can always open the files of previous lessons and repeat the material covered.
Thanks to the variety of materials that can be used on an interactive whiteboard, students grasp new ideas much faster. Teachers who have been working with whiteboards for a long time have noticed that the quality of their lessons has improved markedly.
Of course, it is impossible to say for sure that student results will improve due to the use of an interactive whiteboard, but many teachers notice that students have become more interested in what is happening in the classroom. They actively discuss new topics and remember the material faster.
An interactive whiteboard is essentially a display on your computer. This means that everything that is on your computer can be shown on the interactive whiteboard.
This gives you the opportunity to use a wide range of resources such as:
Presentation software
text editors;
· Internet;
images (photos, drawings, diagrams, screen images);
video files (excerpts from television programs, VHS video cassettes or digital video images);
sound files (excerpts from cassettes or radio, recordings made by students or other teachers).
Perhaps the classes will attract several resources at once, and the teacher will choose what he needs. Many of the above resources use computer capabilities such as color, movement, and sound, most of which are not always available in a typical lesson.
The ease of use of these devices and the variety of resources engage students more than traditional activities. However, teachers often have to spend quite a lot of time searching for the necessary materials.
There are the following main ways to use interactive whiteboards, which are offered by fellow teachers from the UK:
Markings and recordings over the images displayed on the screen;
Demonstration of websites through an interactive whiteboard to all listeners;
Use of group forms of work;
Collaboration on documents, tables or images;
computer control without using the computer itself (control via an interactive whiteboard);
· using an interactive whiteboard as usual, but with the ability to save the result, print the image on the board on a printer, etc.;
· change the text in the documents displayed on the screen, using the virtual keyboard, which is configured in the whiteboard software;
changing any documents or images on the screen, using any notes;
saving on the computer in a special file all the notes that the teacher makes during the lesson for further demonstration in other lessons or via the Internet;
The teacher can transfer the notes saved during the lesson to any student who missed the lesson or did not have time to make the appropriate notes in his notebook;
demonstration of the work of one student to all other students of the class;
Demonstration of educational videos;
creating drawings on an interactive whiteboard without using a computer mouse;
creation of drawings, diagrams and maps during the lesson, which can be used in the following lessons, which saves time in the lesson;
· With the appropriate software , the teacher can display any student 's monitor image on the interactive whiteboard screen .
What are the main advantages of an interactive whiteboard over a chalkboard? Why are interactive whiteboards becoming more and more popular? Why do schools spare no expense to purchase such expensive equipment?
· Interactive whiteboards are similar to ordinary whiteboards, but at the same time they help the teacher to use the learning tools easily and naturally, being in constant contact with the class.
· Interactive whiteboards help expand the use of e-learning tools because they convey information to learners more quickly than with standard tools.
· Interactive whiteboards allow the teacher to increase the perception of the material by increasing the amount of illustrative material in the lesson, whether it is a picture from the Internet or a large-scale table, a text file or a geographical map. The interactive whiteboard becomes an indispensable companion of the teacher in the classroom, an excellent addition to his words.
· Interactive whiteboards allow the teacher to create simple and quick corrections to the available methodological material right in the lesson, while explaining the material, adapting it to a specific audience, to specific tasks set in the lesson.
Interactive whiteboards allow students to absorb information faster.
· Interactive whiteboards allow students to participate in group discussions, making discussions even more interesting.
Interactive whiteboards allow students to work together, solve a common problem set by the teacher.
Interactive whiteboards make it possible to test the knowledge of students in the entire classroom at once, and allows you to organize competent feedback "student-teacher".
· With the full integration of interactive whiteboards in education, the creation of a single database of methodological and demonstration materials<#"884915.files/image001.gif">
How are the upper and lower boundaries of the biosphere?
And now let's see what the textbook tells us about such a concept as the biosphere (work is being done with the textbook on complete semantic fragments, questions are being asked to comprehend the material read).
Name the types of living organisms that inhabit our planet.
What does the word "biosphere" mean in Greek?
What is the main feature of living organisms?
What gives living organisms such a property as adaptability?
Why does the distribution of living organisms have certain boundaries?
The boundaries of the biosphere are determined by natural factors affecting the organism. The main one is the effect of ultraviolet rays and temperature.
Primary consolidation of the material: the task "Establish a correspondence."
A - Biosphere.
B - Plants, animals and microorganisms
B - Ultraviolet rays and temperature
G - V.I. Vernadsky.
D - Reproduction and adaptability
E - Spheres that make up the biosphere
The shell of the Earth inhabited by living organisms.
Academician, founder of biogeochemistry.
Natural factors affecting the body
Types of living organisms
Almost the entire hydrosphere, the lower part of the atmosphere and the upper part of the lithosphere
Properties of living organisms
Key: A-1 B-4 C-3 D-2 E-6 E-5
The relationship of organisms. Biocenosis.
Plants, animals and microorganisms are concentrated in a certain part of the land and water.
Let's determine, using the proposed table, how the layers of the biosphere are saturated with life.
Values characterizing the main layer of life (according to V.A. Uspensky)
It is clearly seen from the data presented that the concentrations of living matter per unit area of the life-saturated layer of the biosphere increase as we move from terrestrial to typical oceanic conditions. What do you think, without which life on Earth is impossible? Why? … plants And now, using the textbook material, we will draw up a diagram of the circulation of substances and energy in nature. Plants from inanimate nature - mineral salts, water and carbon dioxide under the influence of sunlight emit substances and oxygen necessary for life. Herbivores eat plants. In turn, predators eat herbivores. After the death of animals and plants, their remains accumulate on Earth. Microorganisms decompose, process them, and they again become suitable for plant nutrition. Organisms, grouped in a certain natural environment, form vital communities. Communities of plants, animals and microorganisms living on Earth in the same natural conditions, called biocenosis (in Greek "bio" - life, "cenosis" - general). What are examples of biocenosis in nature, territories with the same natural conditions. ... swamps, lakes, meadows, forests, deserts. Primary consolidation of the material: completing the task "Fill in the word." Plants, animals and microorganisms are concentrated in a certain part of … and …. They can exist among themselves and with the natural environment in a close .... This connection is based on... Plants from inanimate nature - mineral salts, water and carbon dioxide under the influence of ... release the substances necessary for life and oxygen. Organisms, grouped in a certain natural environment, form vital communities. Communities of plants, animals and microorganisms living on Earth in the same natural conditions are called ... For example, swamps are biocenoses, ... Mutual check (on the board - the correct answers) Key: 1. land 2. water 3. inseparable bond 4. green plants Sun rays 6. biocenosis 7. lakes, meadows, forests, deserts
MODERN PEDAGOGICAL TECHNOLOGIES
IN TEACHING GEOGRAPHY
Ilyasova Asiyat Gabilavovna, teacher of geography
Introduction.
Teaching methodology, like all didactics, is going through a difficult period. The goals of general secondary education have changed, new curricula are being developed, new approaches to reflecting content through not separate isolated disciplines, but through integrated educational areas. New concepts of education are being created, standards that describe not only the content, but also the requirements for learning outcomes, based areas of activity. It is known that the quality of knowledge is determined by what the learner can do with it.
Difficulties also arise due to the fact that curricula schools, the number of disciplines studied is increasing, the time for studying some classical school subjects, including geography, is being reduced. All these circumstances create the basis for new theoretical research in the field of methods of studying geography, require different approaches to the organization of the educational process.In the methodology of geography, a sufficient number of problems have accumulated that require the formulation of special studies. Among them are such asdetermination in the content of the subject of the correlation of facts and theoretical positions, the problem of integrating a branched system of geographical knowledge, implementation in the content of the subject of a regional approach, updating methods, means and forms of organizing training.
The last problem is closely related to the development and implementation of new pedagogical technologies in the educational process. Updating the education of the younger generation requires the use of non-traditional methods and forms of organization of education. It is impossible to rely only on widespreadteaching practice explanatory-illustrative and reproductive methods
Modern didactic principle personality-oriented learning requires taking into account the psychophysiological characteristics of the trainees, the use of a systematic, active approach, special work on organizing the interconnected activities of the teacher and students, which ensures the achievement of clearly planned learning outcomes.
The focus of attention of educators islearning effectiveness. This The problem is being actively developed on the basis of the latest achievements in psychology, informatics, and the theory of cognitive activity control.
However, the introduction of learning technologies does not mean that they replace the traditional methodology for subjects. Technologies are used not instead of teaching methods, but along with them, since they are an integral part of the subject methodology.
Teaching technologies.
Learning technology is understood as ways to improve the effectiveness of learning, such a design of the educational process that has a clearly defined result.
The term "technology" borrowed from foreign methods, where it is used to describe differently organized learning processes. There are two concepts:
A) learning technology, which means the development of optimal teaching methods;
B) technology in education.
The latter definition is understood as the use of technical teaching aids (computer programs, including new multimedia geography textbooks, etc.). However, in both cases it is assumed that the application of technologies is aimed atimproving methods of influencing studentswhen solving didactic problems.
With the help of technology, teachers seek to turn learning into a kind of "production and technological process with guaranteed results" (Klarin M.V.).
Pedagogical technology is defined as an optimally organizedinteraction between teacher and students.The specificity of the technology is that it designs and implements such an educational process that guarantees the achievement of the set goals. At the same time, the activities of the teacher and the activities of students carried out under his guidance are organized in such a way that all the actions included in it are presented in a certain sequence (through activity algorithms), and their implementation implies the achievement of expected results that can be designed in advance. In other words, technology seeks to define in detail everything that contributes to the realization of given goals.
The technological chain of interconnected activities of the teacher and students is built in accordance with the objectives of the subject (separate course, topic, lesson) and should guarantee all students the achievement and assimilation of the mandatory minimum content general education by subject. At the same time, an obligatory part of any learning technology is diagnostic procedures, the use of various meters of learning outcomes.
Technologies are difficult to be introduced into the educational process, since pedagogical activity is a fusion of norms and creativity, science and art. The learning process is not a production process of manufacturing steel, bricks, ice cream according to a certain technology. In the technology of education, there is a lot of programmed and less creative activity of students. It adopts a clear management of the educational process with precisely defined goals.
In general, it seems to us, technology is poorer than methodology. After all, any kind of activity, put on stream, depersonalizes the process and results of work, both teachers and students, contributes to the replication of techniques and methods of obtaining knowledge. Activity algorithms are far from creativity. The flow method in the educational process can produce standard products, devoid of originality, artistry, originality, which distinguishes mass production from a work of art.
However, how component technique technology has every right to exist. After allpedagogical technology is a set of methods, techniques, forms of organization of education and learning activities,based on learning theory and providing planned results. The main goal of pedagogical technologies is such an organization of the interconnected activities of the teacher and students (that is, teaching methods), which is aimed at ensuring the planned results.
The main features of learning technology include:
- a clear setting of educational goals and objectives for students, awareness of the importance of the material being studied personally for each of them, motivation for the educational activities of schoolchildren;
- construction of a consistent element-by-element procedure for achieving goals and objectives with the help of certain teaching aids, active methods and forms of organizing the educational activities of schoolchildren;
- training according to the model (according to study books, workshops, textbooks);
- following the instructions of the teacher (in the form of techniques academic work, algorithms)
- organization of independent work of students, aimed at
to solve problematic educational problems; - widespread use of various forms of test items to test learning outcomes.
There are many types of pedagogical technologies, they are distinguished for various reasons. There are three main groups of technologies in didactics:
- technology of explanatory and illustrative education, the essence of which is to inform, educate students and organize their reproductive activities in order to develop both general educational (educational and organizational,
educational-intellectual, educational-informational), and special (subject) skills; - technology of personality-oriented learning, aimed at identifying and "cultivating" the child's individual subjective experience
by coordinating with the results of socio-historical experience,
i.e. the transfer of learning to a subjective basis with a focus on self-development of the individual (Yakimanskaya I.S); - developmental learning technology, which is based on a learning method aimed at turning on internal mechanisms personal development schoolboy.
Each of these groups includes several learning technologies.
So, group of student-centered learning technologiesincludes the technology of multi-level (differentiated) learning, collective mutual learning, the technology of complete assimilation of knowledge, the technology of modular learning, etc. These technologies allow taking into account the individual characteristics of students, improving the methods of interaction between the teacher and students.
The introduction of personality-oriented technologies into the practice of a teacher suggests that the main result of training is the transformation of an individual picture of the world when it interacts with the scientific and geographical one; special attention to self-development and self-education of students.
The task of the teacher in this case is to identify the student's selectivity to the content, type and form of educational material, the motivation for studying it, preferences for activities.
In the process of implementing student-centered learning technologies, it is advisable to comply with the following conditions:
■ structuring educational material into semantic blocks and setting cognitive educational tasks (sometimes of a problematic nature) 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 so much by goals as by motives, their relationship to the subject;
- setting cognitive educational tasks, which, by their content, are aimed at programming the focus of students' activities on educational discoveries, on fixing and mastering a new way of activity;
- implementation of the learning task by creating a problem situation, creating conditions for intellectual difficulty.
Classification of modern pedagogical technologies
By level of application
By leading factor mental development
By focusing on personality structure
Informational (ZUN) | Operating (COURT) | Self-development (SUM) | Formations (SEN) | Formations (SDP) | Heuristic |
By the nature of the content and structure
By organizational form
Significant experience in the application of learning technologies has been accumulated in the methodology of geography. I will give examples of the most famous technologies used in teaching geography.
Technology formation of methods of educational work,stated in the form of rules, patterns, algorithms, plans, descriptions and characteristics geographical objects. This technology has found a fairly wide reflection in the methodological apparatus of a number of geography textbooks, in teaching aids, and is quite well mastered in the practice of many geography teachers. It is advisable for a geography teacher who is starting his pedagogical activity to pay attention to the methodological apparatus of the 6th grade textbook, the authors Gerasimova T.P., Neklyukova N.P. "Geography. Beginning course. M., "Drofa", 2000, which reflects the technology for the development of geographical skills through the formation of methods of educational work.
In the process of teaching geography, it has long been usedreference sheet technology(logical reference notes - LOK or LOS). N.N. Baransky wrote about the role of logical connection schemes in teaching geography, emphasizing that schemes “teach you to highlight the main and the main, teach you to find and establish logical connections, significantly help students learn a lesson.” Teachers use communication schemes all the time. The reference notes developed now help the teacher to manage the cognitive activity of schoolchildren, develop the skills of independent work, individual abilities, and also help schoolchildren to exercise self-control over the results of educational work. This technology has been well developed by practicing teachers, many articles and even books for teachers have been published, which present reference notes for entire courses (for example, grades 7 and 8).
Fairly well developedtechnology of formation of educational activity of schoolchildren,which is implemented in most geography textbooks, is disclosed in articles from the experience of teachers published on the pages of the journal. The essence of this technology is that educational activity is considered as special shape learning activity of students. It is aimed at acquiring knowledge by solving learning problems. If the traditional methodology describes what a teacher should do, then the technology of forming educational activity prescribes how a student should solve a learning problem. At the beginning of the lesson, the class is offered learning tasks (on a blackboard, poster, film of a codoscope), which are solved during the lesson, and at the end of the lesson, according to these tasks, a diagnostic check of the results of assimilation is carried out using tests.
The technology of formation of educational activity assumes that the teacher creates a system of educational tasks for any course, section or topic, develops projects for the organization of his activity and the activities of schoolchildren interconnected with it, prepares test tasks. The system of learning tasks and tests can be borrowed from teaching aids(workshops, collections of assessment of the quality of training of school graduates, etc.). The use of this technology is well disclosed in the textbooks by V.P. Sukhov, I.I. Barinova, V.Ya. Roma and V.P. Dronov and others, as well as in a number of journal articles.
Technology of differentiated learningalso well known in the methodology of geography. When it is applied, the students of the class are divided into conditional groups, taking into account the typological characteristics of schoolchildren. When forming groups, the personal attitude of schoolchildren to learning, the degree of learning, interest in studying the subject, and the personality of the teacher are taken into account. Various programs are being created didactic material, which differs in content, volume, complexity, methods and techniques for completing tasks, as well as for diagnosing learning outcomes.
In practice, the work of teachers of geography is widespreadtechnology of educational and gaming activities.However, its implementation is most often episodic, it does not line up in a clear system of organizing cognitive activity.
The educational game as a pedagogical technology gives a positive result only if it is seriously prepared, when both the students and the teacher are active. Of particular importance is a well-developed scenario of the game, where learning tasks are clearly indicated, each position of the game, possible methodological methods for getting out of a difficult situation are indicated, methods for evaluating results are planned.
Technology of communicative-dialogue activityrequires the teacher creativity to the organization of the educational process, mastering the techniques of heuristic conversation, the ability to conduct a discussion with the class and create conditions for the emergence of a discussion between students. School geography has great opportunities for the use of communicative-dialogue technology. There are many problems in the topics of each course, questions for organizing an educational dispute: “Is the map a correct or a crooked mirror?”, “The wind is an enemy or a friend of man?”, “Should we drain the swamps of Western Siberia?”, “Are there any prospects for the development of nuclear energy ? and others. The rich methodological apparatus of many geography textbooks helps the teacher to apply this type of technology. Therefore, the teacher only needs to pay attention to the rich possibilities of organizing special work of students with various components of the educational book. Naturally, it is necessary to specifically teach schoolchildren the rules for conducting discussions in the classroom.
Modular technologyalso applicable in teaching geography. A module is a special functional unit in which the teacher combines the content of the educational material and the technology of mastering it by students. The teacher develops special instructions for independent work of schoolchildren, where the purpose of mastering certain educational material is clearly indicated, gives precise instructions on the use of information sources and explains how to master this information. The same instructions provide samples of test tasks (more often in the form of tests).
Technology of project activity of schoolchildren.
The project, translated from Latin, means “thrown forward”, “conspicuous”. Project technology is the creation of a creative situation, where the student gets a chance to come across something irrational, non-trivial, amazing. Subject geography is unique in this respect. It allows you to integrate with other academic disciplines, to combine scientific information from various fields of knowledge for a more complete understanding and explanation, building logical chains and finding cause-and-effect relationships. The purpose of this technology is to organize research activities most often based on local history work. The purpose of this work is to form in students adequate ideas about the essence of natural, social, economic phenomena with the simultaneous education of environmental and economic culture. I use elements of project activity at all levels of studying geography. The most effective, creative, with the achievement of a deep and conscious level of assimilation of the material, the work is performed by students in grades 8-10. At this age, the personality of the student is actively formed, this is the age of self-determination. The guys are trying to find their place in life, make sure of their own importance. Project activities can be engaged in extra-curricular and optional classes. For example, students draw up small town development projects, city neighborhood green space development projects, and so on.
To organize the design work, the teacher identifies a group of children in the class who want to:
- Deep study of geography.
- Problem solving and problem solving
- Learn to communicate, cooperate with the guys for the most optimal achievement of their goals.
Starting work on a project, you always ask one question: how to make the work truly project-based. An important point is the awakening of students' interest in the idea and topic of the project. For the underlying idea to be interesting and relevant, it must be in the zone of proximal development.
Socio-ecological design "Problems of development of small towns" (on the example of the city of Maisky) this topic did not appear by chance. This seemingly close and understandable topic in the process of work has turned into a complex and urgent problem that requires attention, consideration and search for solutions.
To complete the work, we have identified the following tasks:
- To study the history of the development of the city, to consider the functions and problems.
- Draw conclusions about the role of small towns, consider periods of historical development.
- Spend sociological research at school, as well as environmental studies of natural objects in order to identify the main problems in the development of small towns.
- To identify the consequences and influence of the environmental situation on the development of the city.
- Formulate conclusions on ways to address and prevent environmental, economic, social consequences.
At the initial stage, together with the students, we collected various information about the object of study. We examined in detail the history and evolution of the development of the city. We used materials from newspaper publications, the historical museum.
Historical and environmental materials on the development of small towns were systematized and divided into the following stages:
Stage 1 - the beginning of the twentieth century (1918) the first settlement on the territory of the modern city.
Stage 2 - the middle of the twentieth century, the emergence of industrial enterprises in the city. Improvement of the transport system. Deterioration of the ecological situation.
Stage 3 - from the end of the twentieth century to the present day Modern period small town development.
Further work on the project required students to master the methods and technologies that can be used in independent work. In particular, the ability to compile questionnaires on a given topic, conduct a survey, and process its results. Studies were conducted at the school: “Change quantitative composition families over the past 100 years”, “Employment of school graduates over the past decade”. As a result of the survey, it was possible to establish that the size of the family over the past 100 years has decreased three times, if at the beginning of the twentieth century, our great-grandparents had an average of 5-6 children in the family, then by the end of the twentieth century, each family has 1-2 children. The downward trend in the birth rate is also characteristic of Russia as a whole.
When considering the economic and social consequences of the development of a small town, we proceeded from the need to find an answer to the following question. What are the problems of small towns?
And got the following results:
- The reduction in the number of operating enterprises and the establishment of the city led to economic migration, the economically active population and highly qualified specialists leave the city.
- The decrease in the birth rate over a number of years, the natural decline in the population in the ratio (1 - 1.8), will lead to an increase in the demographic load of the population.
- The deterioration of the city's environmental situation has a negative impact on people's health, which in turn leads to a reduction in life expectancy of 70.5 years on average (this figure is lower than in Russia as a whole), an increase in oncological diseases (the figure is 1.5 times higher than in the whole across the republic), and as a consequence to ecological migration.
- According to their functional parameters, small towns turn into villages and gradually die.
AT project work Optimistic economic, social and environmental aspects were also considered: the creation of small and medium-sized businesses, the reduction of industrial emissions into the atmosphere, the introduction of social programs to support the needy segments of the population.
The final stage of work was the development of the program "Revival of small towns"
The effectiveness and efficiency of the project is checked by the defense of the work. Project presentation is important for both students and teachers. In addition, it has a great educational effect: students learn to reasonably express their thoughts, ideas, analyze their activities, train the ability to conduct public speaking, answer questions. Preparing for a presentation is an essential part of creating a project. The result obtained must be publicly demonstrated, presented to the public. For a teenager, it is difficult to overestimate the recognition of the effectiveness of his independent creative work. In the process of presentation, self-affirmation and an increase in self-esteem of the individual take place, skills are formed and developed. public speaking. The student receives from peers and adults confirmation of his significance, success. These skills are formed with the direct participation and assistance of the teacher. Tolerance is laid down only when the teacher gives the opportunity to learn to understand and express oneself, not be afraid to "present" oneself, express one's opinion, agree or object, enter into a discussion. In the traditional teaching of geography, the teacher will not find such a favorable situation in order to teach it, to cultivate sociability, interest in achieving the goal. These are the skills that are needed for subsequent successful work, self-realization of the individual.
New computer technologies.
The increase in mental load in geography lessons makes us think about how to maintain students' interest in the subject being studied, their activity throughout the lesson. The use of a computer in teaching allows you to create an information environment that stimulates the interest and inquisitiveness of the child. At school, the computer becomes an intermediary between the teacher and the student, allows you to organize the learning process according to individual program. A student studying at the computer console can choose the most convenient speed for him to feed and master the material. This is the main advantage of the computer in the learning process: it works with each student individually. It is clear that the individualization of training improves the quality of training. This is achieved through living feedback, which is established in the process of dialogue between a student and a personal computer. Depending on the nature of the responses to test questions the computer can offer leading questions, suggest or slow down the pace of learning.
It is advisable to use a computer in the following cases:
- diagnostic testing of the quality of mastering the material;
- in a training mode for practicing elementary skills and abilities after studying the topic;
- in training mode;
- when working with lagging students, for whom the use of a computer usually significantly increases interest in the learning process;
- in self-learning mode;
- in the mode of illustration of the studied material.
Conventionally, software can be classified into training and control programs.
In my practice I use modern computer technologies. With the advent of multimedia discs in schools in subjects, additional opportunity the use of computer technology in geography lessons. When studying physical geography I use training programs, when studying socio-economic geography - teaching and controlling. For example, in the 7th grade when studying natural areas continents, diversity organic world use of computer technology most effectively.
At present, our school, like many others, is equipped with an excellent computer lab, but this technique is not used very often in geography lessons. The workload of the informatics classroom, when out of 36 teaching hours a week, 28 hours are occupied by informatics lessons, does not allow the implementation of computer technologies in full. Another reason why teachers do not use a computer in their lessons is the lack of software for geography lessons, as well as software and methodological complexes that include a computer program, a teacher's manual, which contains not only a description of the technical capabilities of the program, but also lesson development of a particular topic.
Technology for the development of critical thinking.
One of the main goals of critical thinking technology is to teach the student to think independently, comprehend, structure and transmit information so that others learn about what they have discovered for themselves. The technology for the development of critical thinking was proposed in the mid-90s of the last century by American teachers J. Steele, K. Meredith as a special teaching method that answers the question: how to teach to think. Critical thinking, according to American educators, means that a person uses research methods in teaching, poses questions and systematically seeks answers to them. Critical thinking development technology is a kind of student-centered learning. The only difference is that in this version, personality-oriented learning does not stop at common slogans, but reaches the level of technological development of the method.
Revealing the features of the technology for the development of critical thinking as an integrated way of learning, E.O. Galitsky identifies four essential components of a group assignment for independent work of students:
- it contains a situation of choice that students make, focusing on their own values;
- involves a change in the role positions of students;
- sets up the trust of the group members to each other;
- is performed by techniques that a person uses constantly (comparison, systematization, analysis, generalization).
Performing a group task, communicating with each other, students participate in the active construction of knowledge, in obtaining the necessary information to solve the problem. Schoolchildren acquire a new quality that characterizes the development of intelligence at a new stage, the ability to think critically. Scientists educators identify the following signs of critical thinking:
- productive thinking, during which a positive experience is formed from everything that happens to a person;
- independent and responsible;
- reasoned, because convincing arguments allow you to make well-thought-out decisions;
- multifaceted, as it manifests itself in the ability to consider a phenomenon from different angles;
- individual, because it forms a personal culture of working with information;
- social, since the work is carried out in pairs, groups, the main method of interaction is discussion.
Critical thinking starts with questions and problems, not answers to the teacher's questions. A person needs critical thinking, which helps him to live among people, to socialize. The basis of the model for the development of critical thinking is a three-phase process: challenge - the realization of meaning (comprehension of the content) - reflection (thinking).
Call stage is designed to set students up to achieve the goals of the lesson or its individual stage. They are invited to return to the already accumulated knowledge on the proposed topic, they are given the opportunity to analyze their opinions or feelings regarding some issue related to the learning objectives. The calling stage logically leads to the next, meaningful stage.
On the stage realization of meaning (comprehension of content)students are engaged in new material, which is devoted to the lesson. They actively construct new information, and track this process themselves, establish connections between the acquired and previously acquired knowledge. It is at the stage of realization of the meaning that work is carried out directly with the text - individually, in pairs, in small groups or as a whole class.
At the stage of reflection students are invited to analyze the process they have just completed assimilation of new content and the content itself. This stage provides an opportunity to evaluate yourself and your comrades in terms of gaining knowledge: to analyze the process, methods and techniques that were used in the training: to determine the area where additional work is required. The stage of reflection provides a real opportunity and incentive to return to the stage of realization of the meaning, if the student himself has determined the need further work with text. In addition, reflection presents a new challenge, if additional questions arise, additional learning activities will be required.
Model classes involve a certain sequence of stages, the ultimate goal is to create a learning atmosphere in which students actively work together with the teacher, consciously reflect on the learning process, track, confirm, refute or expand our knowledge, new ideas, feelings or opinions about the world around us. It is this single process that is the basis and goal of the technology for the development of critical thinking. Let's consider modeling a lesson using the technology of developing critical thinking. For implementation, the technique “I know, I want to know, I found out” is used.
Topic. USA. 7th grade
Purpose: to form an idea of the United States, expand and consolidate previously acquired knowledge about the United States, improve work with maps and a textbook using new technology.
Equipment: textbook "Geography of continents and oceans" by V.A. Korinka, satin, physical map USA, scheme: "What I know about the USA, what I would like to know, what new things I learned about the USA."
- Stage. Organizational moment, setting goals and objectives of the lesson.
- Stage. Learning new material.
Introduction by the teacher. What do you know about the USA? What would you like to learn in class today?
The guys fill in the first and second columns in the table.
What do I know about the USA |
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What I want to know about the USA |
|
What I learned new in the lesson about the USA. (This stage involves working with a textbook, and using various forms of organizing work (in pairs, in small groups, frontal). Reading the text of the textbook, the guys choose the main thing. The results are recorded in a table. |
2. Population - 250 million people. 3.50 states + DC. 4. In natural terms, there are three zones: The east is flat - they grow wheat, corn, and raise livestock. West - Cordillera Mountains - mining. South - Pacific coast - tropics - grow citrus fruits. 5. The United States ranks 1st in the world in terms of industrial output.
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3. Stage of fixing.
4. Stage of reflection. Students analyze the knowledge gained in the table with their queries before starting to study the topic.
- Homework. Paragraph 58. Prepare a message on the topic “What else do I know about the USA”, a creative task to make a crossword puzzle about the USA.
- Summary of the lesson. Grading.
Conclusion.
AT professional activity teachers always have room for searching, pedagogical creativity, and no longer at the level of traditional methods, but at the next technological level. The development of technology as an integral part of the methodology of the subject involves obtaining a guaranteed pedagogical result teacher activities. And students discover this result during the period of assessing the quality of their preparation in the subject. The modern school needs fundamentally new system learning, which is based on best traditions take into account the individual characteristics of students.
That is why it is so important to develop learning technologies, in other words, the organization of schoolchildren's learning activities with a clearly defined goal and planned results.
Literature
- Baransky N.N. Methods of teaching economic geography. M., 1990.
- Benkovich T.M., Benkovich D.L.Reference notes in teaching geography. 7th grade. M., 1995.
- Dushina I.V., Ponurova G.A.Methods of teaching geography. M., 1996.
- Klarin M.V. Teaching technologies: ideal and reality. Riga, 1999.
- Ksenzova G.Yu. Perspective school technologies. M., 2000.
- Kuteinikov SE. Types of educational elements of the modular program // Geography at school. 1998 No. 2..
7. Fedorova V.A. Studying the topic "Population" in the course "Geography of Russia" (Grade IX) // Geography in
school. 1998. No. 5.
8. Yakimanskaya I.S. Personally oriented education in the modern school. M., 1996
9. Library "Geography at school" vol. 5 hours 2
ten . Chernyavskaya A.P. Technology for the Development of Critical Thinking: Perspectives for Education in the 21st Century. N. Novgorod, 2001.
GEOGRAPHY OF SABAKTARYND AKPARATTY - COMMUNICATIONS AND TECHNOLOGIES TO PAIDALAN .
USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE LESSONS OF GEOGRAPHY.
Ryabtseva I.A.
State Institution "Secondary School No. 5". Geography.
One of the directions of modernization of the system of geographical education is the introduction of computer technologies and multimedia.
The use of a computer in teaching in combination with audiovisual means is commonly called "new information technologies in education".
The use of information computer technologies in geography lessons not only facilitates the assimilation of educational material, but also provides new opportunities for the development of students' creative abilities:
increases students' motivation to learn;
activates cognitive activity;
develops the thinking and creativity of the child;
forms an active life position in modern society.
The subject "Geography" I teach in grades 6-11. The increase in mental load in the classroom makes us think about how to maintain students' interest in the subject being studied, their activity throughout the lesson. The use of ICT in teaching allows you to create an information environment that stimulates the interest and inquisitiveness of the child.
Psychological research students on the topic "The level of development cognitive processes among schoolchildren, and its impact on the perception of educational information using an electronic educational visual aid "show that the majority of students have high and average scores according to the following criteria:
verbal-logical thinking
voluntary attention
visual imagination
We can say that most students need a more visual presentation of educational material, which will allow better assimilation of the information received, as well as the development of their creative abilities. These tasks allow me to solve the pedagogical technologies used by me and the use of information and communication technologies in the classroom.
The success of learning largely depends on the form in which the cognitive activity of students is organized. Any lesson is carried out through the functioning of various forms of activity of the teacher and students, forms of their interaction.
Currently, teaching practice is experiencing the following difficulties:
students have significant study loads in connection with the increase in the volume of the content of education;
priority are reproductive methods of education;
due to the historical relationship between teacher and student, the latter, who is both an object and a subject, cannot always show his subjective essence.
Therefore, information and communication technologies occupy an important place in the modern educational process. Information technologies make it possible to use text, sound, graphic and video information in a new way in geography lessons, to use a variety of sources of information.and .
AT modern conditions main task education is not only the acquisition by students of a certain amount of knowledge, but also the formation of their skills and abilities for self-acquisition of knowledge.
The specificity of geography as a subject lies in the fact that it contains a large amount of material. No matter how complete the encyclopedia is, it cannot contain all the knowledge of geography. At the same time, the volume of information continues to increase every year. In order to prepare the most complete, interesting and modern geography lesson, the teacher needs to process a large number of different sources, from encyclopedias to newspapers and magazines.
The use of a computer and the Internet makes it possible to reduce the amount of literature used for the preparation and reduce the time it takes to search for the necessary information. The more often you use a computer in the educational process, the more you realize the almost limitless range of its application.
The use of information technology, integrated ICT and geography lessons put the student in non-standard situations and allow to increase the creative potential and promote the self-realization of the student. As a geography teacher I use interactive presentations, electronic silent and contour maps.
Educated programs include video fragments that allow you to demonstrate a video clip in the lesson that represents the phenomenon under study with the speaker's commentary.
A computer presentation can be used throughout the lesson, as well as at individual stages of educational activities.
What are the advantages of using computer technology in the learning process? There is no doubt that working with a computer arouses increased interest in children and enhances the motivation for learning. The use of computer technology creates opportunities for access to large masses of modern, fresh information. And the combination of color, animation, music, sound speech, dynamic models, etc. expands the possibilities of presenting educational information.
The use of a computer in teaching makes it possible to control the cognitive activity of schoolchildren.
Despite the fact that the process of computerization of teaching geography began not so long ago, a whole series of multimedia textbooks for school geography courses has been developed.
The multimedia course presents the content of the textbook in a new way, which allows for an independent search for educational material, and generalization and systematization of new knowledge. Video and photographic materials develop figurative thinking, form geographical representations. Animation elements ("live" schemes) allow you to simulate on the screen geographical processes and phenomena in dynamics.
All media objects contribute to the formation of sensual images of objects and phenomena of reality, which constitute the initial stage of the process of formation of new geographical knowledge.
Thanks to multimedia technologies, educational material is presented brightly and captivatingly in the form of a variety of information media: illustrations, video clips, computer animation, slides, texts accompanied by the speaker's words and music, which contributes to the motivation of schoolchildren's educational activities.
In the lessons, you can also use presentations that are freely distributed on the Internet. A computer presentation can be used throughout the lesson, as well as at individual stages of educational activities.
It should be said that modern information technologies require the formation of intellectual skills, learning the methods and techniques of rational mental activity, which makes it possible to effectively use the vast information that is increasingly available. The graduate must have the ability to receive information from various sources, process it using logical operations and apply it in real situations.
In the organization and implementation of educational and cognitive activities, stimulation and motivation, control and self-control in my practice, I use both traditional and non-traditional approaches in teaching geography, and actively use new information technologies.
I single out threemain forms of work with ICTin geography lessons.
First, it's theirdirect application in the educational process. The computer becomes a faithful assistant to the student and teacher, because from the window of even the most the best textbooks we see only the tip of the iceberg called Earth. The computer allows you to accumulate and save the didactic base, to solve the problem of visibility.
If earlier there was a problem of ensuring the educational process geographical maps, then, for example, using an interactive whiteboard and a set of interactive resources, it became possible to display the map, as necessary, on the screen and use it in the educational process.
This is especially true for the course of economic geography, where data on the economic state of the countries of the world are constantly changing. Every year there are changes, and data about them appear in printed publications late, so you have to turn to more mobile sources, including the Internet.
Collecting the necessary documents (photos, articles, drawings) by specific topics in folders, I use them to compose computer scripts for lessons, to control students' knowledge, prepare for the UNT, performed in the program for creating Power Point presentations. Presentations using this program, if necessary, you can change and supplement.
There are a lot of information and communication tools that can be used in a general education school. The introduction of multimedia electronic textbooks into the educational process is recognized as an undoubted progress in the pedagogical practice of geographical education.
Multimedia textbooks for grades 6-10 can significantly save time, both in the lesson and during preparation for it.
The second form of work isthe use of ICT for the organization of independent work,project and research activities of students in the geography of extracurricular activities.
Geography teachers are often faced with working with statistical material, the difficulty of working with it lies in its rapid obsolescence, the difficulty of assimilation. To solve this problem, it is convenient to use the technology educational projects. For example, on the topic “Reserves and National Parks of Russia”, the project contains several interesting maps, diagrams, pyramids that supplement and deepen the textbook information, for the creation of which students collected statistical material on the Internet and the daily press. I use the product of this project - the presentation - when explaining the topic "Reserves and National Parks of Russia". Working on creating a presentation, the guys used the Power Point program, which they learned in computer science lessons.
In my teaching activities, I pay much attention to teaching, research and abstract work with students:
a) in the educational process;
b) outside school hours.
The research method acts as a mandatory in the implementation of the local history principle of teaching geography and is relevant in the study of regional geography.
The stages of research activity are:
Introduction to census statistics.
Discussion of social problems.
Sociological survey of the population on this issue.
Processing of the received results and their analysis. Plotting in Excel
Making a computer presentation.
Self-presentation of the results of research work at the conference.
The special value of these works lies in the following "key" words:
interdisciplinarity b - projects include several disciplines and require the child to search for and combine various knowledge;
originality - the project is based on a non-standard idea, an original way of solving a problem;
manufacturability -because the school has the necessary computer equipment and digital devices (scanners, printers, video cameras, multimedia) and it is interesting to work with them;
completeness - the project is interesting in finished form and it is interesting to present it to the audience.
The third form isthe use of information technology to provide educational leisure(use of educational games, electronic encyclopedias, etc.).
Everyone knows that various forms of extracurricular activities are comparable, and sometimes more effective in the educational process.
So, computer technologies help me to make the work in the lesson and extracurricular time interesting, increase the student's motivation, speed up the preparation for the lesson and bring satisfaction with my work.
Thus, it is obvious that the development of cognitive abilities and creative activity of students in geography lessons today are directly dependent on the use of innovative technologies in teaching the subject.
Guseva A.I., Smolnikova I.A., Filippov S.A., Chirkova M.A.The use of ICT in the educational process. Electronic manual IT Co. Academy "Application of international information technologies: application of ICT in the educational process";
Novenko D.V. New information technologies in education. Scientific and methodological journal "Geography at school", M .: "School-press", No. 5, 2004;
Customs E.A . Computer technologies: possibilities of use. Scientific and methodological journal "Geography at school", M .: "School-press", No. 4, 2004, p. 46;
Electronic manual IT Co. Academy "Application of international information technologies: the use of ICT in the educational process" Development of presentations using MS Power Point for professionals and other work.
Description of the presentation on individual slides:
1 slide
Description of the slide:
The technology of communicative-dialogue activity in the process of teaching geography Mezhakova Natalia Nikolaevna, teacher of geography, MAOU gymnasium No. 26, Tomsk
2 slide
Description of the slide:
Communicative competence Communication is a process of two-way exchange of information. Communicative competence is a system of internal resources necessary to build effective communication in a certain range of situations of interpersonal interaction. Communicative competence is the ability to communicate in order to be understood.
3 slide
Description of the slide:
Causes of Poor Communication: Stereotypes are a simplified view of individuals or situations. There is no objective analysis and understanding. Preconceived notions - the tendency to reject everything that contradicts one's own views. bad relationship between people. Lack of attention and interest of the interlocutor (interest arises when a person realizes the importance of information for himself). Neglect of the facts (the conclusion is made unfounded). Errors in the construction of the statement (wrong choice of words, complexity of the message, weak persuasiveness and illogicality). Wrong choice of strategy and tactics of communication.
4 slide
Description of the slide:
The main difficulties associated with speech utterances Speak in front of the class Present the material consistently and not lose the thread of reasoning Make a message based on the key notes or key words Answer at the blackboard Tell the teacher about your uncertainty in completing the learning task Engage classmates with your answer Take into account the opinion of classmates during the discussion Do not turn to the teacher for clarification and clarification Listen carefully and with interest to your classmates When answering, look at your classmates, not at the teacher During the discussion, patiently wait for an opportunity to respond Consider the opinions of others Work together in a group Listen carefully to a long speech, even if it is not very important Conduct a correct discussion or conversation during work in a group
5 slide
Description of the slide:
Why is this happening? At the lesson, the teacher gives preference to his speech Loss of communication between teenagers in the lesson, or communicative and cultural communication becomes poor or absent altogether. The task is to develop communication skills in students in geography lessons based on the technology of communicative-dialogue activity.
6 slide
Description of the slide:
Technology of communicative-dialogue activity in the process of teaching geography The technology of communicative-dialogue activity requires the teacher to have a creative approach to organizing the educational verbal methods learning. School geography has great opportunities for the use of communicative-dialogue technology. The discussion of problems is built on the basis of specific life facts that require specific life decisions. Thus, using this technology in teaching, the teacher makes the process more complete, interesting, rich. Communication training during training session gives the student the opportunity not only to improve their educational achievements but also to influence future professional choice, improve their professional chances.
7 slide
Description of the slide:
This technology contributes to the development of communicative competence of students. The student's communicative competence is formed: through teaching the content of the subject; through the development of applied research skills; through the development of social and communication skills; through the personality-oriented aspect of educational communication. Educational communication can be developed through various aspects of student activity, such as applied and research aspects, social-communicative and student-oriented. I will give several examples of the development of these skills in geography lessons.
8 slide
Description of the slide:
Applied aspect of educational communication Understanding of educational material. Isolation of the main and secondary; establishing intersubject communications Evaluation of the studied material, etc. Research aspect of educational communication The ability not only to answer questions on the subject, but also to put it. Ability to plan learning activities in general and within the framework of the topic under study. Ability to present and present the studied material. Ability to work with reference and additional literature, etc. Social and communicative aspect of educational communication Development of listening skills. Development of skills to participate in the conversation. Development of skills to discuss and present a question, topic, problem. Development of integration and cooperation skills, etc. Person-oriented aspect of educational communication Formation of communication skills. Overcoming educational uncertainty and disbelief in one's own strengths. Formation learning motivation. Goal-setting and determining the path to your own
9 slide
Description of the slide:
Types and forms of lessons using the technology of communicative-dialogue activity Type of lesson: learning new material and primary consolidation Lessons for the formation of new knowledge are constructed in the following forms: lesson-lecture; lesson-journey; lesson-expedition; lesson-research; dramatization lesson; educational conference; lesson-excursion; multimedia lesson; problem lesson. practical lesson. Lesson type: combined lesson A combined lesson is based on a set of logically unconditioned links in the educational process. This is its feature. This lesson can combine control, the formation of knowledge, the consolidation and improvement of knowledge, the formation of skills, summing up the results of learning, the definition of homework, that is, all forms of lessons applicable to these stages of the school lesson.
10 slide
Description of the slide:
Type of lesson: complex application of knowledge and skills Basic forms of lessons of this type: role-playing and business games; workshops; project defense lessons; travel; expedition, etc. Lesson type: repetition, systematization and generalization of knowledge and skills Forms of this type of lesson: repetitive-generalizing lesson; dispute; game (KVN, Lucky case, Field of Miracles, competition, quiz); theatrical lesson (lesson-court); final conference; final excursion; lesson-consultation; overview lecture; review conference; conversation lesson. Type of lesson: lesson of control and correction of knowledge and skills Operational control in the lessons is carried out constantly, but special lessons are designed for detailed control. Forms of the lesson: lesson-test; quiz; contests; review of knowledge; protection of creative works, projects; creative report; interview.