Problem-based learning in the lessons of economic geography. Problem-based learning in geography lessons. Types and Methods of Teaching Gnography

One of the most important tasks pedagogical science is the activation of the educational process. 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.

There is a lot of talk and writing about problem-based learning these days, but this technology is not new. It became popular in the 20's and 30's. years in the Soviet and foreign schools. This technology is based on the theoretical principles of the American philosopher, psychologist and educator J. Dewey. Currently, this technology is called problem-developing, the authors of which are M.M. Makhmutov, N.G. Moshkin.

The technology of problem-based learning can be fully implemented only if the teacher knows the basic theoretical issues and the ability to apply them in practice. Only then is it possible to achieve the main goal of problem-based learning: the development of the intellectual potential of students, their abilities for creative thinking, and the expansion of knowledge on the subject.

What is problem learning? According to I.Ya. Lerner, this is "a kind of learning in which students are systematically involved in the process of solving problems and problem tasks built on the content of the program material." From this definition, 2 conclusions follow:

problem-based learning involves an independent complete or partial solution of problems that are feasible for students;
To solve these problems, students need to create a situation that encourages them to solve problems.

Therefore, in addition to defining the concept of "problem", it is necessary to define the concept of "problem situation". "The problem situation characterizes the attitude of the student to the obstacle that has arisen in the practical or intellectual sphere of activity." In fact, a problematic situation always arises against the background of perceived difficulties and an incentive to solve the problem. Without these conditions, there is no problem situation. It is necessary to realize the existence of a contradiction and want to overcome it.

In problem-based learning, the main 3 methods are used:

Problem presentation.
Partially search;
Research.

The use of these methods is effective when the teacher sets the task: on the basis of existing knowledge and skills, to form qualitatively new ways of activity - the ability of schoolchildren to independently formulate and solve discovered or posed problems, the ability to propose hypotheses and ways to test them, plan experiments.

Problem methods contribute to the development of students' thinking in such a way that they independently and quickly navigate the educational material, evaluate its significance, complexity, and the scope of applicability of the acquired knowledge in relation to other knowledge. Problem-based learning methods contribute to the development of the creative abilities of each student at his individual level.

Characteristics of problem-based learning methods and their application in geography lessons

Method name	Characteristic	Application
Problem presentation (lecture, story)	The teacher gives information to unusual shape, accents are placed in such a way as to activate the thinking process in students. The teacher's information creates the basis for independent reasoning of the children over what they heard, the emergence of doubts. The strength of problematic presentation lies in its prognostic qualities. As the material is presented harmoniously, students often anticipate the next step of the teacher in reasoning or build it differently, in their own way, thereby showing creative thinking. The teacher formulates the research problem posed by the scientists, sets out the hypotheses that were put forward by the researchers, outlines ways to test them.	When studying the topic "Climate of Australia", I propose the following task: "Compare the average summer temperatures in the subequatorial and tropical climatic zones." In the course of working with the atlas map and determining the average summer temperature of two climatic zones, students face a problem. The guys know that the amount of solar heat depends on latitude: the lower the latitude, the more heat and vice versa. But during the analysis of the map, students find out that in the tropical zone, the average summer temperatures are higher than in the subequatorial zone. There is a contradiction between existing knowledge and new facts. In the future, a large role belongs to the teacher, who must present the material in such a way that the students learn the logic of movement towards solving the problem. “In summer, equatorial air masses dominate in the subequatorial zone, which bring a large amount of moisture. In the tropical climate zone all year round dominated by tropical air masses, which are dry in their properties. And since a large amount of heat is spent on evaporation, then in the equatorial zone, where there is high humidity in summer, the average summer temperatures will be lower than in the tropical zone.
Partially - search (heuristic conversation).	A conversation is a dialogue between a teacher and a student. The logic of questions and answers, an unexpected turn of thought activates the cognitive activity and independence of students. Features: 1. Target focus of the conversation on solving a new problem for students. 2. The logical relationship between the questions of the teacher and the answers of students, which are step-by-step steps in solving the problem. 3. The problematic nature of most of the questions included in the conversation. 4. Independence of students in the search for answers to questions. 5. An evidence-based holistic solution to the problem posed at the beginning of the conversation.	Studying the topic "Climate of Australia", I ask students to analyze the climate map of Australia and determine the amount of precipitation within the tropical zone. * Does the same amount of precipitation fall within the tropical zone? (No). * Which part of this belt receives more precipitation? (in the eastern part falls 2000 - 1000 mm per year, and in the central and western 250 - 500 mm per year). * During the study of the topic “ General patterns climate" we studied that within the tropical climatic zone, an area of high atmospheric pressure prevails. Therefore, there is little rainfall over the tropics. (there is a problem). * What other climate-forming factors, besides geographic latitude, will affect precipitation? (mountain ranges, currents, constant and variable winds, etc.). * Pay attention to the map, what geographical feature stretches in the eastern part of Australia from north to south? (the mountains). * How will mountains affect the distribution of precipitation? (they will delay the movement of moist air masses from the Pacific Ocean, and most of the precipitation will fall on the eastern slopes of the mountains, that is, in the eastern part of the tropical belt). Conclusion: thus, in addition to atmospheric pressure belts, the distribution of precipitation is also greatly influenced by the terrain.
Research	Provides learning experience creative activity. Designed to teach self-mastery of ways to search for knowledge. The function of the teacher when using this method is, first of all, in designing and setting problem tasks for students, and the activity of students consists in perceiving, understanding and solving the problem as a whole.	Students can use various sources of knowledge (dictionaries, reference books, encyclopedias). Examples of problem tasks: * Why does the Namib Desert, located on the coast of the ocean, have less rainfall than the driest regions of the Sahara? * The absence of woody vegetation in the steppe is explained by insufficient moisture, why is there also no woody vegetation in the tundra with excessive moisture?

The same question can be solved using different methods of problem-based learning. In classes where the majority are students with deep and solid knowledge of the subject, I most often use partially - the search and research method. Problem situations that arise in learning activities, in strong classes cause a state of emotional upsurge, activity, increased interest in learning.

In classes where the majority are weak students, the use of problematic questions and situations to a greater extent causes a state of dissatisfaction, tension, and a negative attitude towards the lesson. But one cannot refuse to use problematic questions and situations in weak classes, because among such students there are guys who have solid knowledge of the subject and show interest in it. In this situation, it is necessary to apply a differentiated approach to learning - multi-level issues, including problem ones.

And in order to arouse students' interest in geography as a science from the first lessons and form a positive attitude towards this subject, it is necessary to apply problem-based learning starting from the initial course: "Geography, Grade 6". Most of the students who came from elementary school in the middle link, they do not know how to correctly and fully present the material, therefore one of the tasks of problem-based learning is the formation of skills and abilities of active verbal communication.

Characteristics of methods and forms of problem-based learning and their use in geography lessons

Choice plays an important role academic work associated with mental activity. In geography lessons, I often use such methods of educational activities as analysis, synthesis, comparison, generalization, establishing cause-and-effect relationships, reading maps, diagrams, working with various visual aids. These are very effective ways in the knowledge of natural phenomena and their essence.

Since the map is the second textbook in geography, having the skills to work with it, you can get a lot of information. So, in preparation for the study of the topic "Climate of Africa", I began to plan a lesson with the formation of a series of techniques for reading a climate map. The main one is the mapping of the characteristics of the climate of any territory: the climatic zone, region, part of the mainland. This complex technique consists of a number of more specific ones: determining the average temperature of January and July by isotherms, and the annual amount of precipitation by color. The ability to work with climate maps in the first lesson is reinforced by studying the climate of other continents. After acquiring these skills, the children can be offered problematic questions and situations.

In the process of solving problematic issues and tasks, students' knowledge becomes deeper, more conscious, and stronger.

The main forms of organizing problem-based learning are: frontal, individual and collective.

The essence of the frontal form of work is that different forms of presentation are used - a story, an explanation, a conversation.

Among the promising directions in the implementation of this form of organization of educational activities is the wider use of problematic presentation and heuristic conversation. Disclosure of the question from the lesson "Natural zones of Eurasia" using a heuristic conversation:

“In woody plants of forests, one annual ring is formed per year, and on saxaul, several annual rings are formed in one year. Explain this phenomenon. There is a collision of already existing knowledge with a new fact, and the students have an intellectual difficulty, i.e., a problematic situation arises.

The system of questions logically interconnected helps students find the right answer, i.e. solve the problem.

In what season of the year does the tree grow most intensively? (in summer; in the warm season of the year, favorable for the growth of trees).

- When does saxaul intensive growth occur? (also at a favorable time for plant growth).

What time in the desert is favorable for the growth of trees? (rainy time).

- Why does a saxaul form several rings in a year? (after each long rain, the trunk of the saxaul acquires one ring).

Collective work is most successfully carried out when working in groups, when the same problem tasks are offered that allow ambiguous solutions. The work ends with a discussion. An example of a problem task for groups can be the choice of the optimal location of an enterprise (chemical, metallurgical, pulp and paper) or a thermal power plant. Each group can consider this problem from different points of view: ecologist, urban planner, industrialist, doctor.

A difficult task facing the teacher is: to teach students to independently find a problem in the text of the textbook and formulate it independently. Of course, not all student questions are equal. And not all of them are problematic. To compose such questions, the student must have in-depth knowledge of the topic with which he is working, as well as master the methodology for compiling problematic questions and situations. Therefore, only a few students master these skills.

So, when studying the topic “Metallurgical complex”, I explain to the guys that this is a “dirty industry”. After studying the topic, I propose to draw up a problem situation using the following text of the textbook: “An important direction in the development of ferrous metallurgy is the construction of automated mini-factories. They work on scrap metal, are relatively environmentally friendly, and respond quickly to changes in demand.” In this text, students should see a phrase that contradicts their existing knowledge, and make up a problem situation with the following content:

“It is known that metallurgical enterprises are strong polluters environment. Ferrous metallurgy enterprises emit up to 15% of harmful substances into the atmosphere, and non-ferrous - up to 22%. Why are some of the enterprises of this complex considered environmentally friendly. What do they specialize in?

Analyzing the work of the children, I concluded that the quality of the work performed is much lower in classes where “weak” students predominate. The result could be higher if in most subjects the students had formed the skill of solving problematic issues and situations.

The systematic application of methods, techniques and forms of problem-based learning contributes to the assimilation of methods independent activity, the development of cognitive and creative abilities, the formation of skills and abilities of active verbal communication, and also contributes to the growth of motivation to study geography, as a subject that is important and necessary for further education and acquiring a profession.

The development in children of a taste for creative search, overcoming obstacles on the way to solving a problem, purposefulness, independence is possible only if the teacher himself is creative. The study and application of problem-based learning methods allow you to master the methodology of this issue and improve your professional level.

Bibliography:

Lerner, G.I. Teaching methods and their specifics / G.I. Lerner // First of September. Biology. - 2004. - No. 37. - S. 22 - 27.
Lerner, G.I. Problem learning at biology lessons / G.I. Lerner // First of September. Biology. - 2004. - No. 39. - S. 26 - 31.
Selevko, G.K. Modern educational technologies / G.K. Selevko. – M.: public education, 1998. - 256 p.
Methods of teaching geography at school / ed. L.M. Panchesnikova. – M.: Enlightenment, 1997. – 320 p.

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 educational problems 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 the oral presentation of the material by the teacher and the posing of problematic questions that reveal the personal attitude of students to the question posed, their life experience, 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 causes 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. IN 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 conflicts with the previously learned dependence and forms the basis for the formation of a problematic task: “Working with the atlas, compare the 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 the number of 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 prepares answers to the following 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, they formulate a general conclusion: the climatic zones of Africa differ from each other in the value of temperatures, the amount of 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 methodological literature), and the activity of students is to perceive, comprehend and solve the problem as a whole.

The use of problem-based learning technology in geography lessons The technology of problem-based learning is reflected in the logic of building the educational process, in the content of the material being studied, in the methods of organizing and managing students' educational and cognitive activity, in the structure of the lesson and in the forms of teacher control over the process and result of students' activities.

The purpose of activation through problem-based learning is to understand the level of assimilation of concepts and to teach not individual mental operations in a random, spontaneously developing order, but a system of mental actions for solving non-stereotypical tasks. This activity lies in the fact that the student, analyzing, comparing, synthesizing, generalizing, concretizing the actual material, himself received new information from it.

We see the main difference between problem-based and traditional learning in two points: they differ in the purpose and principles of the organization of the pedagogical process. The purpose of the problem-based type of education is not only the assimilation of the results of scientific knowledge, the system of knowledge, but also the very path of the process of obtaining these results, the formation of the cognitive initiative of the student and the development of his creative abilities.

The purpose of the traditional type of education is the assimilation of the results of scientific knowledge, equipping students with knowledge of the basics of science, instilling in them the appropriate skills and 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 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. As a result, students develop the skills of mental operations and actions, the skills of transferring knowledge, develop attention, will, and creative imagination.

Problem-based learning is learning in which the teacher, systematically creating problem situations, organizes the activities of students to solve educational problems, ensures the optimal combination of their independent search activities with the assimilation of ready-made conclusions of science.

A problem situation is an intellectual difficulty of a person that occurs when he does not know how to explain the phenomenon that has arisen, a fact, the process of reality cannot achieve the goal in a way known to him, this action prompts a person to look for a new way of explaining or a way of action. A problem situation is a pattern of productive, creative cognitive activity.

An educational problem is a reflection (form of manifestation) of the logical and psychological contradiction of the assimilation process, which determines the direction of mental search, arouses interest in researching (explaining) the essence of the unknown and leading to the assimilation of a new concept or a new method. The essence of problem-based learning lies in the fact that the teacher does not give knowledge in a ready-made form, and students acquire them independently in the process of cognitive activity organized on the basis of a problem situation.

Stages of activity in a problem situation: the emergence of a problem situation, understanding the essence of the difficulty and posing the problem, finding a solution by guessing or making assumptions and substantiating the hypothesis, proving the hypothesis, checking the correctness of solving problems.

General Functions problem-based learning: assimilation by students of a system of knowledge and methods of mental practical activity; development of cognitive independence and creative abilities of students; formation of dialectical-materialistic thinking of schoolchildren (as a basis). Special functions: education of skills of creative assimilation of knowledge; cultivating the skills of creative application of knowledge and the ability to solve educational problems; formation and accumulation of experience in creative activity

Types of problem situations The first type: a problem situation arises if students do not know how to solve the problem, I cannot answer the problematic question, give an explanation for a new fact in an educational or life situation. The second type: problem situations arise when students encounter the need to use previously acquired knowledge in new practical conditions. The third type: a problem situation easily arises if there is a contradiction between the theoretically possible way of solving the problem and the practical impracticability of the chosen method. The fourth type: a problem situation arises when there are contradictions between the practically achieved result of the implementation learning task and students' lack of knowledge for theoretical justification.

An indicator of the problematic nature of a lesson is the presence in its structure of stages of search activity, which represent the inner part of the structure of a problematic lesson: 1) the emergence of problem situations and the formulation of a problem; 2) making assumptions and substantiating the hypothesis; 3) proof of the hypothesis; 4) checking the correctness of the solution to the problem.

Types of problem tasks Tasks for establishing multi-valued cause-and-effect relationships. For example, “What changes occur in nature in central Russia after deforestation?” (Name at least 5 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. 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: “Does the influence of natural resources on the development of the economy increase or decrease under the conditions of scientific and technological progress?”

Tasks based on a scientific hypothesis. For example, about the origin of the Earth, the atmosphere, about climate change on Earth. 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, Zarafshan - have two floods a year - in spring and summer. How can this be explained?

Problematic issues Theme "LITHOSPHERE" How to explain the diversity of the earth's topography? Topic "HYDROSPHERE" What journey could a drop of water make before it came to us? Theme "ATMOSPHERE". What determines the weather? Why is the weather different?

Municipal budgetary educational institution Mikhailovskaya basic school

at the meeting

teachers' council

protocol No. 4 dated 04.11. 2014

Speech at the pedagogical council

The use of problematic technology

geography lessons

Geography teacher

Dmitrieva L.N.

The use of problem-based learning technology in geography lessons

« Geographic Information may

be used skillfully and profitably

if they are acquired

creatively, so that the student sees for himself

how can you get to them

on one's own".

A.N. Kolmogorov.

The relevance of the method of problem-based learning in teaching geography

Our time is a time of change. Now Russia needs people who are able to make non-standard decisions, who can think creatively.

Unfortunately, the modern mass school still retains an uncreative approach to the assimilation of knowledge. Monotony, patterned repetition of the same actions kills interest in learning. Children are deprived of the joy of discovery and may gradually lose the ability to be creative.

Therefore, in the learning process, students should form flexibility of mind, creative thinking, which will allow them to find several solutions to the same problem, system and consistency thanks to which the solutions, fully thought out, will be realized. All this will contribute to the formation of a dialectically thinking people who are not afraid to take risks and are responsible for their decisions.

To instill in the student's soul a "spark" of a creative approach to everything that he does - such a goal is typical for any lesson in geography.

The teacher must constantly stimulate the creativity of the children, develop their thinking, teach them a creative approach to solving educational and life situations.

but school lessons geography is still focused on "passing" the program, and not on the development of thinking. If the teacher does not constantly take care of this, supplying "food for thought", then the students will not be able to take place as creative personalities Therefore, the main task of the teacher is to promote the students' creative perception of the educational material and their desire to improve themselves. This is the relevance of experience.

During the first year of work at school, I encountered such factors of the learning process as: low motivation and activity of individual students in the classroom, lack of cognitive interest in studying geography, flexibility and creativity of thinking, low level of independent activity of students in the classroom. They determined my creative search for this problem. I began to study various methods, techniques, teaching technologies that could be effective in the classroom and contribute to the development of students' cognitive activity. Based on this, I studied a special methodical literature, which addresses this issue and tried to apply various methods and teaching methods in the course of her work.

However, the analysis of the effectiveness of various methods, techniques and technologies for teaching geography showed that the problematic method of teaching is one of the most effective methods contributing to the improvement of the quality of students' knowledge, their creative interest and activity in the classroom. In the process of working on this topic, I encountered such difficulties: high professional dedication of the teacher is required, additional time spent on the development of methodological and didactic support for lessons, more time spent on mastering the same amount of knowledge than with another type of education. The essence of my pedagogical experience is to activate the developing potential of learning, organize the search activities of students, form a high cognitive level, ensure the personal involvement of all participants in the learning process, its practical orientation. I chose the following as the ways to implement the experience:

development of communicative and activity forms of lesson organization;

problematic presentation of knowledge;

creating problem situations;

partial search, or heuristic method of teaching;

use of research assignments.

So, I consider it necessary to use the method of problem-based learning in the teaching of geography because it

forms the ability to self-learning,

contributes to the formation of a certain worldview of students, since the high independence of the assimilation of knowledge makes it possible to transform them into beliefs;

forms the personal motivation of the student, his cognitive interests;

develops the thinking abilities of students;

helps the formation and development of dialectical thinking of students, ensures the identification of new connections in the studied phenomena and patterns.

In the course of its pedagogical activity I tried to create conditions for a student-centered approach in teaching students, created problem situations in the classroom and included students in an independent search. In order to develop a cognitive interest in the study of geography in the classroom and out of class, she used the facts of the history of geography. In my practice, I have applied and apply non-standard types of lessons.

Non-standard lessons is an unorthodox approach to teaching academic disciplines.

Their purpose is very simple.: to revive the boring, to captivate with creativity, to interest the ordinary, since interest is the catalyst for all educational activities. Non-standard lessons are always holidays when all students are active, when everyone has the opportunity to prove themselves in an atmosphere of success and the class becomes creative team. These lessons include the whole variety of forms and methods, especially such as problem-based learning, search activities, interdisciplinary and intradisciplinary connections, reference signals, notes, etc. are held such non-standard lessons, like game lessons, fairy tale lessons, travel lessons, competition lessons.

Problem-Based Learning Method as an Element of School Geographical Education

Types and Methods of Teaching Gnography

Method is one of the basic units of didactics. There are various approaches to the definition of the teaching method.

Teaching method- ordered way joint activities teacher and student, aimed at achieving the goals of education.

There are many classifications of teaching methods, so in my work I present the most common ones. There are various bases for classification:

according to the source and nature of information transfer: a) verbal (conversation, lecture, story, work with a book) b) visual (illustrations, graphic models) c) practical (solving geographical problems)

according to the logic of presenting information: a) inductive (search for evidence) b) deductive (reproduction)

on didactic tasks: the acquisition of knowledge, the formation of skills and abilities, the application of knowledge, the consolidation of ZUN, the verification of ZUN.

by type of student activity: methods of reproducing activity (explanatory-illustrative and reproductive), methods of creative activity (partial search, problematic presentation of the material, research method)

For any type of activity, two main types can be indicated: reproductive activity (activity according to the model) and creative activity. I think that both of these types of activity are important, because there must be a basis for activity, and it begins with activity according to the model. Accordingly, there are two types of training:

explanatory - reproductive

problem - developing.

For each type of training, it is necessary to know the goals, essence, advantages, applicability, disadvantages.

Explanatory - reproductive type of education

Goals: formation of knowledge, skills and abilities; the ability to apply them in a familiar and somewhat complicated situation.

Essence: the transfer of knowledge, namely the communication of information, its consolidation and verification of assimilation.

Advantages: forms a system of knowledge, its integrity, is economical in time, allows you to form knowledge, skills and abilities.

Disadvantages (difficulties): it is difficult to keep the attention of the audience for a long time, it is difficult to activate the mental activity of students, the lack of feedback.

The explanatory-reproductive type of education is built as follows: in accordance with the normative documents (program, textbook), the teacher informs the students, explains the essential points in most detail. The explanation should be logical, understandable, accessible, justified, moderately emotional and interesting. This type of training involves the consolidation of knowledge and the implementation of exercises according to the model. It includes two teaching methods: explanatory-illustrative and reproductive. Let's highlight the situations when it is preferable to use the explanatory-reproductive type of training: high complexity material, students do not have the necessary knowledge and experience of search activities.

Problem - developing type of training

Problem-based learning is a teacher-organized way of active

interaction of students with the problematic content of education, during which they become attached to the objective contradictions of scientific knowledge and ways to resolve them, learn to think, creatively assimilate knowledge. Problem learning- this is a type of developmental education, which combines independent systematic search activity of students with the assimilation of ready-made conclusions of science, and the system of methods is built taking into account goal-setting and the principle of problematicity; the process of interaction between teaching and learning is focused on the formation of the worldview of students, their cognitive independence, stable motives for learning and mental (including creative) abilities in the course of mastering scientific concepts and methods of activity, determined by a system of problem situations.

The problem situation primarily characterizes a certain psychological state of the student that arises in the process of performing such a task, which requires the discovery (assimilation) of new knowledge about the subject, methods or conditions for performing the task. The main element of the problem situation is the unknown, the new, what must be discovered for the correct execution of the task, for the performance of the desired action.

Problem-based learning is the leading element of the modern system of developmental learning, which includes the content training courses, different types of education and ways of organizing the educational process at school.

Problem-based learning is characterized by a system of not any methods, namely, methods built taking into account goal-setting and the principle of problematicity. Problem methods are methods based on creating problem situations, active cognitive activity of students, consisting in the search and solution of complex issues, requiring actualization of knowledge, analysis, the ability to see a phenomenon, a law behind individual facts.

"Problem situation" and "learning problem" are the basic concepts of problem-based learning, which is not seen as a mechanical addition of teaching and learning activities, but as a dialectical interaction and interconnection of these two activities, each of which has its own independent functional structure.

The impact on the emotional-sensory sphere of students creates conditions conducive to active mental activity. In the traditional type of education, the activation of educational activity was largely achieved precisely by increasing the interest of students, arousing their desire, etc. Without underestimating the importance of such motivation, it must be emphasized that it is the problem that is the root cause of active thinking, its immediate stimulus that determines the highest level mental activity. Emotionality and how to create it are an integral element of problem-based learning, but by no means its equivalent.

The problem-developing type of education arose in antiquity, and many innovative teachers spoke about the problem-developing type of education, in which the student is an active subject of activity. I think that problem-developing type of education is aimed at personal development, activation of mental activity, and it is activated by solving problems.

Target: holistic development of the individual by means of geography, namely the development of thinking, abilities, interest, the application of knowledge in new conditions.

Essence: transfer of methods of obtaining knowledge, introducing students to the methods of scientific knowledge, involving them in independent search activities.

Advantages: forms the ability to self-learning, contributes to the formation of a certain worldview of students, since the high independence of the assimilation of knowledge makes it possible to transform them into beliefs; forms the personal motivation of the student, his cognitive interests; develops the thinking abilities of students; helps the formation and development of dialectical thinking of students, ensures the identification of new connections in the studied phenomena and patterns.

Possibility of application: possible when students have necessary base knowledge, experience in search activities and there is an appropriate atmosphere in the classroom.

disadvantages: a big waste of time, you need to carefully consider the entire course of the lesson.

The core of the problem-developing type of learning is a problem situation. The problem situation consists of the following parts: it is an unknown, cognitive need of students and an intellectual possibility of solving this problem.

The problem-based learning cycle can be represented as follows:

The emergence of a problem situation, awareness of the essence of the difficulty, the allocation of an educational problem, the promotion of a hypothesis for the solution, the search for a way to solve it, the decision conclusions.

With problem-developing learning, the following relationship between the activities of the teacher and students can be distinguished.

Activity Activity

student teachers

creates a problem situation accepts a problem situation

situation

wording

Problems

manages the search engine is included in the activities of independent search

There are different levels of independence of students in the lesson, we highlight them:

1 level- characterized by non-independent internal activity of students. The teacher himself creates a problem situation, formulates the problem himself, searches and makes a decision, draws conclusions, and the students accept this problem, actively listen to the teacher's reasoning.

2 level- the teacher himself creates a problem situation and formulates the problem, and the students are included in the search for a solution to the problem. This method is called partially - search.

3 level- the teacher creates a problem situation, the students are included in the formulation of the problem and carry out an independent search.

Search activity is managed using a system of questions.

Basic requirements for the system of questions:

the system of questions should have a logical sequence, which is determined by the logic of the content.

Questions must be motivated by the teacher, i.e. it is necessary for students to understand why the teacher asked this particular question (this is also created by the logic of the content)

The principle of feasible difficulties

If necessary, generalized questions should be divided into smaller ones.

Questions should be short and clear.

Don't ask prompting questions

Formulate only one question at a time

4th level The student does everything himself. This level corresponds to the research method.

The cycle of knowledge in mathematics can be represented as follows.

The choice of teaching methods is creative process conducted by the teacher.

The choice of teaching methods depends on:

learning objectives

pedagogical situation

student opportunities

teacher's own abilities

atmosphere in the classroom

There are no universal teaching methods, in the lessons you need to use a system of teaching methods.

The structure of educational and cognitive activity of students in the framework of the problematic method of teaching

Within the framework of the problematic method of teaching, there are three aspects of educational and cognitive activity:

1 aspect: the learning process should be designed in accordance with psychological structure educational activity. It includes three blocks: motivational-indicative, substantive (operational-cognitive), reflexive-evaluative. The purpose of the first block is to create a problem situation, to include the student in the joint setting of the goal of the upcoming activity, to predict possible joint activities. The purpose of the second block is the formation of new knowledge in the process of finding a solution to a problem that has arisen together with students. The purpose of the third block is awareness, comprehension of the acquired knowledge, methods of activity, the objectives of the lesson and the results obtained are compared.

2nd aspect: building the learning process in accordance with the specifics of creative geographical activity, which involves the inclusion of students in search activities.

3rd aspect: the student must master the methods of such activities, methods of cognition, both general and particular.

Let us consider the technology of organization of educational activity of students, which reflects all aspects of creative geographical activity, and which is advisable to use in geography lessons. Its structure will look like this:

indicative, meaningful (rationally - indicative. psychological structure of educational activity

Motivational and orienting part

Reflective-evaluative part

updating knowledge

motivation

staging learning task

planning its solution

The solution of the educational problem in accordance with the specifics of the geographical

activities

correlation of goals and results of activities

comprehension of methods, techniques, theoretical positions with the help of which these results are obtained

awareness of the value of the results obtained

self-assessment

Let's describe each of these parts. The main goal of the motivational-indicative part is to form in schoolchildren the meaning of the upcoming activity, the need for him to study new educational material. This part consists of four interconnected stages. Let's characterize each of them.

Actualization includes the repetition of those basic knowledge that lead directly to a new learning task. Actualization smoothly passes into the stage of motivation. The purpose of the stages of actualization and motivation is that the student has a need, desire and self-confidence. The teacher must create at these stages a "success situation" for the student. The stage of motivation ends with the formulation of a learning task. IN this case Under the educational task we mean the goal set in specific conditions. Most often, it is formulated in terms of “find”, “discover”, “reveal”, “explore”, etc. The task of the stage of setting a learning task is for the student to be an accomplice in setting it, ideally formulating it himself. The goal of the student should not only be understood, but also accepted by him as a personal one. The purpose of the planning phase is to design a program for future activities.

Great importance has a reflexive-evaluative part. Its main goal is to comprehend the geographical activities carried out by students related to the acquisition of new knowledge. At the first stage, the goals planned at the beginning of the activity and the results obtained at the end of the activity are correlated. At the second stage, methods, techniques, theoretical provisions are analyzed, with the help of which the corresponding results are obtained. The heuristic methods that took place when hypotheses were obtained are highlighted, and the general logical and private methods that are used to refute hypotheses or prove them are separately comprehended. At a certain stage of training, the teacher gives a name to these methods, highlights their essence and establishes their novelty. At the stage of awareness of values, students try to predict situations in which they could apply the results obtained and the methods corresponding to them. It is very important when analyzing the use of the results to formulate partial heuristics. Heuristics is a method or technique for discovering something new, and a particular heuristic is a possible search method obtained as a result of reformulating the corresponding theoretical position: theorem, definition, result of solving a key problem.

At the stage of evaluating his own activity, the student analyzes the significance of his own contribution to the jointly obtained results, his level of assimilation of new knowledge and the level of assimilation of ways to work with this knowledge, his own emotional state.

Practical application of the method of problem-based learning in geography lessons

Creating problem situations in geography lessons

Studying the work of Russian scientists-teachers who develop personal oriented education, I came to the conclusion that the transmitted knowledge does not play the role of a means of developing the personality, that it is necessary to include the student in the process of obtaining knowledge, their involvement in the “re-generation” of already existing discoveries. This led me to the use of problem situations in the lessons and the partially search method of teaching.

In the process of problem-based learning, students actively acquire knowledge and skills, accumulate experience in creative activity. I believe that the problem-based approach to teaching contributes to the conscious assimilation of knowledge and the intellectual development of students. In view of the fact that problem situations activate not only the subject-content side of thinking, but also the motivational side (needs, abilities of the student), favorable conditions arise for encouraging cognitive interests, development logical thinking students.

So how do you create these problematic situations? What are the options for setting them up?

Problem situations arise when

1) a discrepancy is found between the existing knowledge systems of students and new requirements (between old knowledge and new facts, between knowledge of a lower and higher level, between everyday and scientific knowledge);

2) if it is necessary to make a diverse choice from the systems of available knowledge, the only necessary system, the use of which can only ensure the correct solution of the proposed problem task;

3) when students are faced with new practical conditions for using existing knowledge in practice;

4) if there is a contradiction between the theoretically possible way of solving the problem and the practical impracticability or inexpediency of the chosen method, as well as between the practically achieved result of the task and the lack of theoretical justification.

Methodical methods for creating a problem situation:

identifying different points of view on the same issue;

creation of a contradiction by the teacher;

motivation to resolve the contradiction;

organization of contradiction in the practical activities of students;

encouraging students to compare, generalize, draw conclusions in a problem situation, compare facts;

the formulation of specific questions that contribute to the generalization, justification, concretization, logic of reasoning;

advancement of an initially research task;

tasks with uncertainty in the formulation of the question;

putting forward a problem situation in the condition of the problem (for example, with insufficient or redundant initial data, with conflicting data, with obviously made mistakes);

Problem tasks are, as a rule, personally developing in nature and naturally arise from the experience and needs of the students themselves. I use every opportunity, every suitable situation to pose a problem situation. By putting the student in a problematic situation, moreover, interesting enough for the whole class, I get the opportunity to disengage the mechanism of his thinking. The inclusion of students in the course of a problem lesson in the formation of a problem (verbalization of the problem statement, its pronunciation), putting forward hypotheses for its solution, deepens interest in the independent process of cognition, the discovery of truth. The teacher directs the study of educational material by avoiding a direct, unambiguous answer to students' questions, replacing their cognitive experience with their own. The formulation of problem situations makes it possible to learn how to offer your own solutions, be able to initially analyze them, select the most adequate ones, and learn to see their evidence. The activation of the mechanism of thinking at this stage occurs when applying thinking aloud, using activating questions.

The role of research assignments in learning

new material

It is also possible to create such a situation in which the student, as it were, goes one or two steps ahead of the teacher (having prepared a conclusion by the logic of his proof, the teacher gives the right to “discover” it to the class). To create such situations, I use a partially-exploratory teaching method and research assignments.

A significant role in the development of students' abilities for independent research is played by tasks, the implementation of which is a relatively completed research cycle: observation - hypothesis - hypothesis testing. As such tasks, it is advisable to use research work. This is an effective means of increasing the activity of students. Part of the research work can be implemented not only in the classroom, but also as homework. In the latter case, the lesson discusses the results obtained by students at home. Here are some research papers that I used in my practice.

I use the research method not instead of systematic subject teaching, but along with it, as a component educational systems. And I think that it is necessary to start doing this from the elementary grades. Children, on the basis of subjective goal-setting, perform certain actions, culminating in the creation of a product consisting of an object of labor made in the design process, and its presentation in the framework of an oral or written presentation.

Partially - a search method of teaching in geography lessons

Modern schoolchildren should not only be able to apply the acquired knowledge in practice, but also be able to look ahead, show cognitive interest, flexibility of thinking, and be ready to take on the most difficult tasks. To do this, I partially use the search method of training.

Conclusion

Problematic and emotional character the presentation of educational material, the organization of search, cognitive activity of students, gives them the opportunity to experience the joy of independent discoveries. With such a lesson, the activity of students increases their interest in the results of the lesson.

The use of problem situations, research assignments, and partly the search method of teaching allows me to organize work in the lesson with the subjective experience of the student, not just to state my subject, but to analyze the content that students have on the topic of the lesson.

Under these conditions, the course of the lesson also changes. Students do not just listen to my story, but constantly cooperate with me in a dialogue, express their thoughts, share their content, discuss what classmates offer, select with the help of a teacher the content that is fixed by scientific knowledge. I constantly turn to the class with questions like: what do you know about it, what features, properties could you single out (name, list, etc.); where do you think they can be used; which of them you have already met, etc. In the course of such a conversation, there are no right (wrong) answers, there are simply different positions, views, points of view, highlighting which the teacher then begins to select them from the standpoint of his subject, didactic goals. He should not force, but convince students to accept the content that he offers from the standpoint of scientific knowledge. Students do not just assimilate ready-made samples, but realize how they are received. Why they are based on this or that content, to what extent it corresponds not only scientific knowledge, but also personally meaningful meaning, values (individual consciousness).

One of the indicators of the success of the application of the problem-based learning method is that my students began to take more active part in various geographical competitions and olympiads.

Efficiency:

The use of the problem-based learning method made it possible to obtain the following results:

students correctly and clearly formulate questions, participate in the discussion; have a desire to express and defend their point of view;

logical thinking develops;

develops memory, attention, the ability to independently organize their cognitive activity;

develops the ability to self-control;

a steady interest in the subject is formed;

the mental and cognitive activity of students in the lesson is activated.

Based on the foregoing, I consider it appropriate to use the method of problem-based learning in geography lessons.

Problematic issues in geography

Compiled by:

geography teacher

MAOU "School № 000 with in-depth study

individual items" of the city of Perm

How to change the teaching of geography to schoolchildren so that it does not suppress, but is based on the natural desire to know the world in which they live? How to make academic knowledge accessible, understandable, useful to every student? A good result gives the students themselves in the process of building knowledge.

The main condition for activating the activity of students in the classroom is the setting of cognitive tasks for them. These tasks can be in the form of problem questions and tasks that create a problem situation in the lesson. Solving problematic tasks leads to the development of creative thinking in schoolchildren.

To create a problematic situation in learning, you need to put the student in front of the need to complete a task that he cannot perform with the help of existing knowledge or already known, old, familiar methods. To do this, he must acquire new knowledge or use a new mode of action.

The choice and creation of a problem situation in geography lessons depends on the specific objectives of the lesson, the level of knowledge and skills of students. But the most difficult thing is to create a problematic situation so that it really becomes relevant, problematic for students and they need to solve it.

I use problematic questions and tasks in my work at all stages of the lesson: before studying new topic, in the process of studying new material, in generalizing knowledge, in consolidating new material. Problematic questions and assignments can be composed on many different topics. To compile them, I use a variety of sources of geographical knowledge - a textbook, an atlas, statistical material, scientific - popular literature, articles from current periodicals.

In geography lessons I use several types of problematic or creative tasks.

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 summer temperatures are higher in the tropical zone than in the equatorial zone. This fact conflicts with the previously learned dependence and forms the basis for the formation of a problematic task: “Working with the atlas, compare the summer and winter temperatures in the tropical and equatorial belts of Africa. Why is the July temperature higher in the tropical zone? (question number 19).

Tasks that require understanding of contradictions. ability to operate with them. In logic, such situations are called situations of opposite judgments, for example: “Is the latitudinal direction of isotherms always preserved?” The peculiarity of these tasks is that they require reasoning on the principle of "both and the other at the same time", i.e., students should be advised not to discard any of the statements, but try to justify both (question No. 16).

Assignments that are based on a scientific hypothesis, for example, explain the features of clear and inclement weather according to local features. Students need to express their opinions, justify its scientific and practical significance (question No. 13).

Tasks-paradoxes, for example: “Why is the highest peak of Africa, Mount Kilimanjaro, despite the fact that it is located on the equator, covered with a glacier? How can this be explained? (question number 18).

Thus, the effectiveness of teaching in a geography 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.

	Lesson topic	Lesson type	Problem question and task
	Terrain plan (lead time		“It's been a few hours since the disciples went camping. You need to make a stop. But where? Yura stopped, took out some piece of paper and began to look at it: Yes, there is a river behind this hill. If we go straight, we will come out on a swampy shore, and if we take a little to the left, we will get into a meadow. There, an oak forest descends to the river, and even a spring beats nearby. Let's go to. We'll make a stop in half an hour." What did Yura use when determining the direction of movement? How did the boy determine that it was still half an hour to go to the place of rest?
	Terrain plan (lead time		“The Spanish sailors, who first visited the islands of Oceania in the 7th 18th century, having met, asked them to tell about the world around them. Those, without thinking twice, drew circles of different sizes in a row on the sand. So they showed the islands located next to them. Is it possible to make a plan of the area by eye?
	Graticule (lead time	Application of knowledge, skills and abilities in practice	Mark Twain's story "Tom Sawyer Abroad" describes a dispute between Tom and his friend Huck Finn during a flight to. Friends were flying over Africa, and Tom saw a long ribbon on the ground that stretches across the sand, but he could not make out what it was. “It must be one of those lines that are drawn on the map. The ones that are called meridians. We just have to go downstairs and see what number she has, and ... - Huck Finn, of course, they are drawn on the map, but this does not mean anything - they are not on earth. Explain why parallels and meridians are not visible on the surface of the Earth? How many such lines are there? the globe?
	Graticule (lead time		H. G. Wells in his "Time Machine" has a hero traveling into the past and the future. Is it really possible to go back to yesterday? What do you say to that?
	Geographical coordinates (lead time	Lesson in learning new knowledge	If a ship is in distress, then by the SOS signal, other ships find it and provide assistance. How is it possible to do this - to find, among the vast expanses of the ocean, exactly the place where the ship that sent the distress signal is located?
	Internal forces of the Earth (lead time	Combined	“... I ran out into the street and saw that the house in which I lived was swaying from side to side, writhing and moaning. The concrete blocks of the walls screeched against each other and fell out and into the apartments. The earth swelled, tall trees fell as if cut down ... I started to climb over the fence, but the fence suddenly fell through the ground with me ”(, 1989). What do you think the geological process is referred to in the text?
	Nutrition and river regime (lead time	Lesson of complex application of knowledge and skills	Although the rivers in Central Asia are the source of life, settlements rarely appear near them, 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?
	(lead time	Lesson updating knowledge and skills	Working with the map, explain why one part of Lake Balkhash is marked in pink and the other in blue?
	Man and the hydrosphere (lead time	Lesson of complex application of knowledge and skills	Using local history material, explain what changes in nature construction can lead to.
	World Ocean (lead time	Lesson of "discovery" of new knowledge	Which sea has more water - the Black Sea or the Baltic Sea?
	The movement of the waters of the oceans (lead time 7-10 minutes)	Lesson updating knowledge and skills	"In 1989, an Irishman found a capsule on the shore left by the Will Steeger expedition at the North Pole in May 1986." How could a capsule travel 4,500 kilometers? Why is the sea rarely calm? What is the reason for the unrest?
	(lead time 10-12 minutes)	Lesson of systematization and generalization of knowledge and skills	“A crime committed during the day near the sea was investigated. One of the suspects insisted on his alibi, claiming that at the time of the crime he was walking along the promenade of the sea and spent a lot of time trying to get a wind-blown hat out of the water. Why did the detectives question the suspect's alibi?
	(lead time	Knowledge consolidation lesson	Explain the features of clear and inclement weather according to local characteristics: There is a lively movement on the anthill. (Clear) The birds are singing merrily. (Clear) Dry grass in the morning. (Rainy) Dandelions close up. (Rainy) Swifts fly low. (rainy)
	Natural complexes (lead time	Lesson of systematization and generalization of knowledge and skills	What changes occur in nature after deforestation? (Name at least 5 consequences).
	landform (lead time	Lesson of complex application of knowledge and skills	How would the area of Australia change if the level of the oceans dropped by 200 m?
	Earth's climate (lead time	Workshop on control of knowledge and skills	Look at the climate map. Is the latitudinal direction of isotherms always preserved? How will the climate change with an increase in the area of the world's oceans?
	Natural zones of the Earth (lead time	reflection lesson	On what continents and in connection with what natural zones replace each other not from north to south, but from west to east?
	Relief of Africa (lead time	Lesson of "discovery" of new knowledge	Why is the highest peak of the mainland, Kilimanjaro volcano, despite the fact that it is located on the equator, is covered with a glacier?
	Climate of Africa (lead time	Combined	Working with an atlas, compare summer and winter temperatures in the tropical and equatorial belts of Africa. Why is the July temperature higher in the tropical zone?
(lead time	Lesson of complex application of knowledge and skills	Explain why the Atacama Desert is located in South America (the mainland itself)? What are the reasons for the formation of the desert on the Pacific coast.

Bibliography:

Andreeva training in geography // Geography at school, 1999, No. 7. Kudryavtsev training. M., 1991 Panshechnikov assignments and exercises in geography. - M .: Education, 1992 Ponurova's approach to teaching geography in. - M .: Education, 1991 Exemplary programs for academic subjects. Geography. 6 - (Standards of the second generation). - M.: Education, 2010 Finarov teaching geography at school. – M.: AST: Astrel, 2007