Problem tasks in geography lessons. Using the method of problem-based learning in geography lessons. Characteristics of the climatic zones of Africa

Problem-based learning in geography on the example of some topics

According to philosophical saying“It is not the thoughts that need to be taught, but the thinking” Today, the issue of activating the educational process is becoming more and more urgent. Target educational process today - to teach schoolchildren to independently acquire new knowledge, develop the ability to set and independently solve new problems.

Creative activity becomes one of the main elements of the content school education. The experience of such activities cannot be transferred to students by communicating “ready-made” knowledge or organizing training exercises performed according to the model. It is developed by schoolchildren in the process of solving problem-cognitive tasks. Methodical techniques for creating problem situations:
- the teacher leads the students to the contradiction and invites them to find a way to resolve it themselves;
- confronts the contradictions of practical activity;
- expresses different points of view on the same issue;
- invites the class to consider the phenomenon from different positions (for example, commander, lawyer, financier, teacher);
- encourages students to make comparisons, generalizations, conclusions from the situation, compare facts (inciting dialogue);
- raises specific questions (for generalization, substantiation, concretization, logic of reasoning);
- defines problematic theoretical and practical assignments (for example, research);
- formulates problematic tasks (for example, with insufficient or redundant initial data, with uncertainty in the formulation of the question, conflicting data, deliberately made mistakes, limited decision time to overcome "psychological inertia", etc.).

Geography grade 7. Topic:"Nature of Antarctica"

Problematic question for students “Why is Antarctica called the country of frost and the cruel sun?”

Stage 1 . Students reveal the contradictions inherent in the question, for which they find a break in the chain of cause-and-effect relationships.

They know that frosts exist on the mainland all year round that the cold pole of the Earth (-89) is located here, they know why. Why is the Sun cruel? They argue:

cause

Consequence

long polar night

Strong cooling of the mainland

The rise of the mainland due to ice for 2 km

The higher the colder

Ice and snow covering the mainland

Reflection of rays from a surface

If the sun is high above the horizon

Hot

The sun is low over Antarctica

The sun is cruel (how does it manifest itself? Cases of burns)

So students identify contradictions between existing contradictions and new facts. This contradiction can be resolved with the help of a hypothesis. So, the first step in solving the problem is the formation of a hypothesis.

It sounds something like this: the low sun over the horizon in Antarctica should not burn the skin of the face. Apparently, Antarctica gets a lot of heat.

Stage 2 - formulation of the problem

Stage 3 - problem solving

Proof of the hypothesis. Students use what they have learned so far. They know that the polar day lasts a long time, which means that the mainland should receive a lot of heat, the air here is clean, transparent, the height of the mainland is 2 km, and in some places it is higher than 4 km, which means that the sun's rays pass through a smaller layer of air, the mainland lies, as it were, "closer to Sun.” Conclusion from what was said during the discussion.

Stage 4 Conclusion: "Yes, the sun can burn the skin of the face and other parts of the body"

The research method in the development of creative thinking (visual-effective, causal and heuristic) is more often used in high school, where students are invited to solve the problem on their own. Through role play, working in groups, students are looking for a solution to the problem - “Where would you build an aluminum plant? Why?" when studying"West Siberian economic region" . Geologists determine and calculate resource availability, how many years the reserves of deposits will last. Environmentalists make a forecast for possible pollution environment. Designers choose the site for the construction of the plant, taking into account location factors. During the discussion

determined the construction site of the plant near Surgut:

There is a thermal power plant running on gas;

There is Railway, through which raw materials can be imported from Eastern Siberia, in summer you can use river transport;

The ecological situation is relatively favorable, the air shell is well ventilated.

Aluminum should be inexpensive.

Studying local history, we pay serious attention to solving economic and environmental issues through design and research activities (heuristic, causal)

Grade 9 socially economical geography Russia. industrial centers Orenburg region.

Exercise: "You are the head of the city of Novotroitsk. Development, which mode of transport would be preferred and why?”

The city of Novotroitsk is an ecologically "dirty" city (chemical enterprises, an increase in vehicles, a decrease in forest areas), it is necessary to use an environmentally friendly mode of transport - electronic transport,

and these are trolleybuses and metro. Trolleybuses can be purchased from neighbors in the Saratov region - Engels. The metro must be built between city districts so that there are no traffic jams during rush hours. The children proposed to introduce an ecological day in the city - Sunday, when all residents use only the city's environmentally "clean" transport, personal transport only on weekdays.

In the 11th grade, I was asked to open my own business abroad. “Where and what kind of business will you open?”. Many proposals have been received. Here is one of them:

The student would like to start his own business in Australia and invest in sheep breeding. Buy land in the southwest. There is a savannah here, there is food for animals, a railway passes, you can export and import everything you need. The area is sparsely populated - there will be fewer competitors. Wool is one of the export items of the state, there will always be demand. The business must flourish.

TRIZ technology.

A child who studies according to the reproductive-informational type,

receives a lot of information that he is unable not only to assimilate, but also to apply. And before the simplest tasks, children give in.

Therefore, my goal is to equip the student with knowledge of methods, approaches, algorithms for solving problems of different levels of complexity and at the intersection of different sciences. Using this approach, learning becomes a process that brings pleasure, orients the student to success.

The technology of TRIZ tasks is as follows: the teacher reads the text of the task (task), and

students ask questions to which the teacher can answer "yes" or "no"

It is important to teach how to ask questions that cut off large pieces of information in order to find an answer. At the same time, children learn the methods of systematization, generalization, repeat what they have learned, see how the studied material can be used to solve practical problems.

These tasks are not always inventive, but they can be research,

as well as to explain the causes, phenomena of the surrounding world. To solve them, you need to have certain knowledge that I give them in the classroom, only then there is a chance to apply them in a situation that imitates the real one.

When working on TRIZ problems turnkey solutions will not come out immediately.

But the very ability to generate ideas, to overcome the inertia of thinking, allows students to set themselves up for creativity.

Lessons using TRIZ. 6th grade. Topic"Glaciers"

Icebergs are known to be huge pieces of ice that

break off ice fields and drift in the ocean.

There is a real danger of ships colliding with them.

So, in 1912, one of the most reliable ships of that time

"Titanic" wrecked due to collision with icebergs

Scientists began to study the migration of giant ice floes in order to

Ensure the safety of seafarers. How can this be

do?

7th grade.Theme "Atlantic Ocean"

While sailing on Ra Thor, Heyerdahl was amazed at how much

polluted Atlantic Ocean. enters the ocean every year

several million tons of oil. Oil slicks are trying

burn, collect with huge sponges. What would you suggest?

8th grade. Theme "Inland Waters"

Why are houses built on piles in Yakutia?

Grade 11.Theme "China"

In China, the problem of protecting land and water resources is acute.

lands from destructive desert storms. November to April

clouds of sand, 90% composed of fine particles

lime, crumble

to the southern regions of the country, causing enormous damage to the economy.

Hurricanes here happen 80 times a year.

How to protect arable land from storms?

Students learn to ask specific questions, identify causes and

consequences, select the most important signs, summarize and draw conclusions. Sometimes you have to help and prompt children. All proposed options are accepted, which leads to imagination, a creative approach to solving problems.

Problem-based learning in geography lessons.

The changed quality of life requires from the graduate not so much the ability to follow instructions as to solve the problems of life on their own. Requires a person who:

begins to perceive himself differently;
more fully accepts himself and his feelings;
becomes more self-confident and autonomous;
sets realistic goals, behaves more maturely;
becomes more like the person he would like to be;
begins to accept and understand other people.

From here, the main task of the teacher is obvious - to accept the student as he is: he has a positive attitude towards him, to understand his feelings that accompany the perception of new material. And on this basis, to create an atmosphere that helps the emergence of a teaching that is significant for the student.

Geography as a subject provides great opportunities for solving learning objectives through the use of methods:

observations (including summer),
practical work,
watching videos, tables, drawings,
student messages,
abstracts,
participation in research work,
use of knowledge acquired in the lessons of chemistry, physics, mathematics, biology, literature.

Greater efficiency in solving learning problems using the above methods can be achieved using problem-based learning.

According to the dictionary of the Russian language S.I. Ozhegov's PROBLEM is a complex issue, a task requiring resolution, research.

What is meant by problem-based learning?

1. Method of problemization.

Problem tasks are, as a rule, of a personality-developing nature and naturally arise from the experience and needs of the students themselves. By placing the student in a problematic situation that is interesting for the whole class, the teacher gets the opportunity to “slow down” the mechanism of his thinking. The inclusion of students in the course of a problematic lesson in formulating a problem, putting forward hypotheses for solving it - deepens interest in independent process knowledge, discovery of truth:

fact -> hypothesis -> theory -> knowledge (truth).

The task of the teacher is to guide learning educational material by avoiding a direct, unambiguous answer to students' questions, by replacing their cognitive experience with their own.

2. Self-promotion of hypotheses to solve the problem.

At the stage of putting forward hypotheses, it is necessary that students learn to propose their own solutions, initially analyze them, select the most adequate ones, and learn to see the ways of proving them. The activation of the mechanism of thinking at this stage occurs when using the technique of thinking aloud, using activating questions.

Creating a situation in which the student, as it were, goes one or two steps ahead of the teacher. The teacher, having prepared a conclusion by the logic of his proof, gives the right to “discover” it to the class.

3. The method of understanding the finished knowledge from a printed source.

Students are offered texts from newspapers, magazines, books, dictionaries, etc. on a specific topic and questions to them. Based on these materials, work is organized in groups, pairs or individual, and then a collective discussion of issues takes place.

4. Methods of problematic discussion.

These methods involve a combination of oral presentation of the material by the teacher and the formulation of problematic questions that reveal the personal attitude of students to the question posed, their life experience, and knowledge gained outside the school.

Forms training sessions where the problematic method can be used:

1. Based on the discussion activity:

Seminars (individual work); - structured discussions (group work); - problem-practical discussions (teamwork)

2. Based on research activities:

Practical lessons (group work) - research lessons (individual work)

3. Traditional lessons with new aspects :

lesson-lecture;
lesson-seminar;
problem solving lesson;
lesson-conference;
lesson-excursion;
lesson-consultation;
lesson-test, etc.

4. Non-standard lessons:

auction lesson;
rock press conference;
dissertation defense lesson;
lesson-court;
dedication lesson;

The purpose of the problem-based type of learning is not only the assimilation of scientific knowledge, a system of knowledge, but also the very path of the process of obtaining these results, the formation cognitive activity student and development of his creative abilities.

In problem-based learning, the teacher’s activity consists in the fact that, if necessary, he brought an explanation of the content of the most complex concepts, systematically creates problem situations, informs students of factors and organizes (problem situations) their educational and cognitive activity, so that based on the analysis of facts, students independently draw conclusions and generalizations, form certain concepts, laws with the help of a teacher.

So the study of the geological structure. The relief and minerals of Russia can be targeted at solving the problem: “To establish what reasons determined the diversity and peculiarities of the location of large landforms on the territory of Russia”, and the lessons devoted to the study of the mountain belt of Southern Siberia can be combined with the problem “Is it possible to all these mountain systems, diverse in orography and age, be considered as one natural-territorial complex?

As a result, students develop the skills of mental operations and actions, the skills of transferring knowledge, develop attention, will, and creative imagination.

TYPES OF PROBLEM TASKS ON GEOGRAPHY.

In teaching geography, several types of problematic or creative tasks are used.

Tasks, the problematic nature of which is due to the gap between previously acquired knowledge and the requirement of the task (or question). So. AT primary course In physical geography, students learn that the amount of solar heat depends on latitude: the lower the latitude, the more heat, and vice versa. In the next course, while studying Africa, they will learn that in the tropical zone, summer temperatures (+32C) are higher than in the equatorial zone (+24C). This fact contradicts the previously learned dependence and forms the basis for the formation of a problem task: “Working with the atlas, compare summer and winter temperatures in the tropical and equatorial belts of Africa. Why is the July temperature higher in the tropical zone?

Tasks to establish multi-valued cause-and-effect relationships. Features of objects and processes studied by geography are usually due to a complex of causes and give rise to a complex of consequences. Therefore, this type of tasks is the most widespread in training. If at the same time, students must independently select and apply a wide range of knowledge in different ways. Including from other academic subjects, the task becomes problematic, for example, “What changes occur in nature in central Russia after logging?” (Name at least 8-9 consequences). Or: “What factors contribute to the fact that the United States has become the leading capitalist power in the world?” (Name at least 5 reasons).

Tasks requiring understanding of dialectical contradictions. ability to operate with them. In logic, such situations are called antinomies or situations of opposite judgments, for example: “Using knowledge of the geography of Russia and other countries, explain what effect a large territory has on the country’s economy - favors or hinders the development of the economy” or: “Increases or decreases in the conditions of scientific and technological progress natural resources for economic development? the peculiarity of these tasks is that they require reasoning on the principle of "both and the other at the same time" (and not one instead of the other), i.e. students should be advised not to reject any of the statements, but to try to substantiate both.

Assignments based on a scientific hypothesis, such as the origin of permafrost. On climate change on Earth, etc., revealing this hypothesis, I ask students to express their opinions on it, to substantiate its scientific and practical significance.

Tasks-paradoxes , for example: “The rivers of the European part of Russia and Siberia flood once a year. The rivers that cross the deserts - Amudarya, Syrdarya, Zaravshan - have two floods a year - in spring and summer. How can this be explained? or: "Although the rivers in Central Asia- a source of life, settlements around them rarely appear, only at the crossing. In need of water, the population, nevertheless, left it for the desert, where it dragged water along the canals. How to explain this fact?

Workshop on the topic: "Characteristics of the climatic zones of Africa."

Such lessons are possible not only in the senior, but also in the seventh grades. They are large in size practical work, who are completely devoted to it, are aimed not only at acquiring new skills. But also the formation of new knowledge and, therefore, imply final conclusions on the content of what has been studied. The lesson is organized as follows. The class is divided into the number of groups. Equal to number climatic zones, it is additionally possible to single out a group of strong students, who are tasked with explaining the peculiarities of the climate of each zone. Each group receives its own task on the cards, in which, in addition to describing the climate, it is proposed:

Determine which climatogram in the textbook corresponds to your climate zone.

Fill in the table in your notebook:

To find out:

Why does the equatorial belt in the east not reach the coast of the Indian Ocean? (question to group 1)

Why is the Somali peninsula one of the driest territories in Africa? (question to group 2)

Why does the Naib desert, located on the coast of the Atlantic Ocean, have less rainfall than the driest places in the Sahara? (question to group 3)

a group of strong students preparing answers to next questions:

Why is it always hot and rainy at the equator?

Why are dry and wet seasons distinguished in the subequatorial belt?

Why is the climate in northern Africa dryer than in southern Africa?

As seen. Problem questions (third) are discussed by all groups. After the reports formulate general conclusion: the climatic zones of Africa differ in temperature, precipitation and their regime. These differences are associated with geographical latitude and the angle of incidence of the sun's rays, atmospheric pressure belts. Change of air masses and prevailing winds.

The research elements in this lesson are:

Connection of information taken from the map and the text of the textbook; analysis of climatogram data; search for answers to problematic questions.

No less important is group work (the fifth research group) - constructing an answer in a certain sequence, selecting and analyzing the data obtained from the map. The given example confirms the possibility of using different levels of education in the lesson system.

The function of the teacher when using the research method is, first of all, to design and set problem tasks for students (or to select these tasks from methodical literature), and the activity of students is to perceive, comprehend and solve the problem as a whole.

PROBLEM LEARNING IN THE LESSONS OF GEOGRAPHY

It is not thoughts that need to be taught, but thinking.

Recently, the problem of student activity in geography lessons has become very relevant, as the quality of students' knowledge has deteriorated sharply. The experience of teachers over the past decades shows that some teaching methods are outdated, and their result can no longer meet the requirements of a modern, constantly developing society. After all, previously such methods and types of lessons prevailed, which implied various descriptions, explanations or the teacher's story. The student did not have time to think for himself or to obtain information from any other sources.

A feature of teaching geography is the complex interaction of many factors related to various fields of science, which makes the material particularly attractive, but makes the organization of the educational process very complex and diverse. Thus, the teacher needs to find an approach that would ensure the effective use of teaching time and fruitful work in the classroom. Therefore, in practice, schools are increasingly using problem learning methods.

The essence of the problematic approach lies in the fact that in the course of studying new material and its subsequent consolidation, tasks are offered, the implementation of which aims to consolidate the students' ability to use the previously acquired knowledge. They are faced with a certain problem, which they must solve on their own or with the help of a teacher, find ways to solve it or ways to apply existing knowledge in new conditions. Contradictions between existing knowledge and a new task are overcome by independent mental and practical actions of a creative nature. Created problem situation- the psychological state of the student's mental difficulty in solving an educational problem or a question posed by the teacher.

The process of learning by problem-based learning methods consists of four stages:

I. Creation of a problem situation and awareness of the problem.

II. Formulation of a hypothesis.

III. Search for a solution and proof of the hypothesis.

IV. Solution.

A problem situation is created through problematic issues and tasks. A separate factor is the interest of each student in this problem. Based on the results obtained after conducting problematic lessons, the following criteria for posing a problematic situation in a lesson can be distinguished:

1) the emotional coloring of the material itself and the form of its presentation, the constant desire to evoke in the student the emotions accompanying the material, which subsequently turn into stable feelings, which largely determine the presence of interest;

2) reliance on experience and the knowledge and skills available to the student so that the problem becomes not only educational, but also really significant for him;

3) the creative approach of the teacher to the formulation of the problem, as well as the development of creative thinking of students (i.e. the ability to find a way out in non-standard situations).

4) taking into account age and psychological characteristics students in problem solving.

Problem-based learning is implemented in a problem-based presentation, in a partially exploratory (heuristic conversation) and in research teaching methods.

In lessons with a problem presentation, the teacher poses a problem and solves it himself, revealing the chain of logical reasoning, explaining new concepts and terms. In order to interest students, you can offer them some kind of explanation before explaining. entertaining task. For example, when studying the topic "Structure earth's crust" in the 7th grade: "Based on your knowledge of the earth's crust, about lithospheric plates ah, make a theory of the movement of lithospheric plates. Your theory must be substantiated and have evidence of its veracity.

A heuristic conversation is conducted through one or more problems of a problematic nature. For example, let's take the topic "Movement of the Earth's crust" in the VI class. For students, it is difficult because they do not have the opportunity to observe the phenomena associated with the movement of the earth's crust. Therefore, there is a need for joint work of the teacher and students.

Research methods are used both when studying new material and for improving, consolidating and testing students' knowledge. So, when studying the topic "Nature and Man" in the VIII grade, knowledge about the resources of Russia, the economic development of its territory, and environmental problems is generalized. To facilitate the task, the teacher gives questions and tasks of a problematic nature:

1. Draw up a diagram "Types of natural resources."

2. Give examples of the impact of various types of human economic activity on natural complexes.

3. Offer your own version of solving environmental problems.

4. How effective and necessary is the development of territories with extreme conditions (North, BAM).

For more effective work, the emergence of sustainable interest among students, improving the quality of lessons and knowledge, along with a problem-based approach, it is possible to use other teaching methods.

So, in the course of solving a problem situation, students can be invited to independently systematize the material and draw up a reference diagram, drawing-outline, etc. Game forms of lessons are combined very well with problem-based learning.

In teaching geography, several types of problematic or creative tasks are used.

Tasks, the problematic nature of which is due to the gap between previously acquired knowledge and the requirement of the task (or question). So, in the initial course of physical geography, students learn that the amount of solar heat depends on latitude: the lower the latitude, the more heat, and vice versa. In the next course, while studying Africa, they will learn that in the tropical zone, summer temperatures (+32 C) are higher than in the equatorial zone (+24 C). This fact contradicts the previously learned dependence and forms the basis for the formation of a problem task: “Working with the atlas, compare summer and winter temperatures in the tropical and equatorial belts of Africa. Why is the July temperature higher in the tropical zone?

Tasks requiring understanding of dialectical contradictions. ability to operate with them. In logic, such situations are called situations of opposite judgments, for example: “Using knowledge of the geography of Russia and other countries, explain what effect a large territory has on the country’s economy - favors or hinders the development of the economy” or: “In the conditions of scientific and technological progress, the influence of natural resources increases or decreases for economic development? The peculiarity of these tasks is that they require reasoning on the principle of "both and the other at the same time" (and not one instead of the other), i.e. students should be advised not to reject any of the statements, but to try to substantiate both.

Assignments based on a scientific hypothesis, such as the origin of permafrost. On climate change on Earth, etc., revealing this hypothesis, students need to express their opinions on it, to substantiate its scientific and practical significance.

Tasks-paradoxes, for example: “The rivers of the European part of Russia and Siberia overflow once a year. The rivers that cross the deserts - Amudarya, Syrdarya, Zeravshan - have two floods a year - in spring and summer. How can this be explained?

Thus, the geography course is one of the most interesting in school curriculum, the effectiveness of learning in this course can be achieved if studying proccess will be aimed at developing the thinking of students, at the formation of their cognitive independence, including through problem-based learning. The possibilities for problematic presentation in geography lessons are very wide. In view of the complexity of natural objects, phenomena and processes studied by geography, consideration of each of them can be problematic.