The main goal of my activities is to create an optimal teaching system that allows us to create conditions for the formation and development of scientific knowledge, skills and abilities in a student that meet state requirements for the level of preparation of students in my subject, creating a holistic picture of the world around us on the basis of the acquired knowledge. This is achievable if students do not memorize the proposed knowledge mechanically, but deeply understand and perceive it. It is precisely this kind of deep, conscious assimilation of knowledge that I strive to achieve. In addition, my goal is to instill interest in the subject, develop the student’s personality, and cultivate mental independence.

Geography is one of those subjects where the process of developing creative abilities and cognitive competence in students acquires the brightest semantic shades. Of course, the strongest emphasis for the development of students’ creative potential and the development of cognitive competence is formed at the initial stage of studying the subject (grades 6-7), since the perception of educational material occurs through the “revival” of words, concepts, definitions of a given lesson topic, the creation of images of perceived lesson objects is included, new images are enriched and improved, making the learning process more productive from topic to topic.

I believe that it is impossible to achieve success in solving the tasks assigned to the teacher without intensifying cognitive activity, the attention of students, and the formation and development of stable cognitive competence in the material being studied.

I would like that, after graduating from school, the student would acquire not only theoretical knowledge, but understand the essence of natural phenomena, see behind them the physical processes that underlie them, and could easily, using the knowledge gained, explain everything that happens around him . But while the surrounding world and the knowledge of geography acquired at school intersect only partially, the desired flexibility of mind and the degree of development of practical skills that would lead to the desired result are not achieved. One of my tasks is to minimize this contradiction.

I have at my disposal an office, the necessary furniture, a set of maps and tables, a certain set of laboratory and demonstration equipment, and a collection of rocks and minerals. Among the teaching aids I use visual aids, paintings, maps, atlases, diagrams, didactic material, multi-level handouts, educational literature: textbooks, manuals, anthologies, dictionaries, fiction. I use all the equipment in the process of work, I have to make some myself, use toys and household items as demonstration equipment, but there are also positive aspects to this.

I'm constantly working on decorating my office. There are various stands here that are updated periodically. Students are provided with textbooks, largely due to the fact that parents buy textbooks. I buy study guides and subscribe to newspapers and magazines. I constantly replenish my methodological collection with handouts, tests, assignments for tests, tests and independent work, which I both purchase and compile myself. I am accumulating materials for Olympiad assignments. I am working on improving my teaching skills. I take part in the work of the methodological association of teachers of the natural and mathematical cycle, and am its leader. I attend open lessons with school and district teachers and learn a lot. I give open lessons myself. I periodically take retraining courses. I took the last courses in March 2014 on the topic “Designing geography lessons using geographic information technologies, placing them in the information environment,” which helped to find more effective means and methods of working with children in geography.

The school administration will create, to the best of its ability, the necessary conditions for my activities. When attending lessons, they give useful advice and recommendations.

By a high-quality educational process I mean such teaching when the teacher clearly knows what exactly he wants to achieve from the student in one given lesson, during a quarter, a year and the entire course, and, collaborating with the student, respecting him as an individual, applying various methods and means, receives the maximum possible result from each student as a result of his activities.

To achieve this result, I use the following training and education methods:

I strive to motivate the student’s cognitive activity, primarily by developing interest in the material being taught.

I achieve a conscious perception of knowledge.

I organize creative and independent work in the classroom.

I organize the work of the student with the student and the source of knowledge.

I strive to create a situation of success.

I build relationships with students based on respect for the individual on the one hand and demandingness on the other.

I regularly use repetition of the material I have studied.

To motivate students’ activities at the beginning of studying each topic, I try to awaken cognitive interest by giving examples of how important this topic is in our modern life and how important it is for students to know for themselves what we will study in it, asking students questions to which they cannot answer, but which will interest them, for example, in 5th grade when studying the topic “Natural Phenomena”: “Why do sparks appear when you stroke a cat?”, “What is and how is lightning formed?” “Why does a desert form on the west coast of South America in the temperate zone?” etc. In addition, I carry out all the experiments that are possible with the existing equipment. This greatly fuels interest and helps to understand the topic being studied.

An important task that I set for myself is to develop the cognitive activity of schoolchildren, to stimulate their creative independence, since only through one’s own activities can one learn about the world around us and the phenomena in it. The use of ICT helps with this, I make presentations for lessons, I use educational disks, in which the training course consists of thematic lessons containing theoretical material, supplemented by maps and illustrations, animations, videos, diagrams and tables, interactive simulators and exercises. The school has a computer science classroom, an interactive whiteboard, which allows the use of interactive equipment, Internet resources, interactive maps and video material, and test simulators in a computer version. The use of test simulators in geography lessons creates positive motivation for learning in children, helps the student to absorb a large amount of information, increase activity in lessons, reduce the amount of literature used for preparation and reduce the time of searching for the necessary information, and manage the cognitive activity of schoolchildren. By actively using test simulators in geography teaching, you can achieve high results in the quality of training in the subject.

In the process of teaching practice, when organizing the preparation of students for EEAS in the subject of geography, working with students with different levels of preparation, I was faced with the main problem - how to make the lesson more interesting and increase the children’s interest in the subject. After all, social order involves providing each student with the opportunity to receive an education in accordance with his inclinations and interests.

Thus, I was convinced that in the learning process, contradictions arise between the orientation of new content towards the development of students’ creative abilities and traditional methods and forms of teaching, focused on the transfer of ready-made knowledge.

In a lesson with a problem presentation, I offer children entertaining tasks. For example, when studying the topic “Wind” in the 6th grade, I suggest that children choose a place to build a solid fuel boiler house, taking into account the wind rose in our area. I use a partial search and research method both when studying new material and for consolidation.

For example, when studying the topic “Location of ferrous metallurgy enterprises,” to make the task easier, I give the following questions and tasks according to the table “Technical and economic indicators of large industrial enterprises.” What is the number of employees, how much raw materials, fuel, water, etc. does the enterprise need? Compare with the performance of other enterprises. Draw a conclusion. I believe that problem-based learning is really an effective way to increase students’ interest in geography lessons and develop creative abilities. The older the students, the more complex problems they solve, the higher their level of independence. In my lessons I widely make interdisciplinary connections with other disciplines - chemistry, biology, physics, history, literature.

During the lessons I give creative tasks: write an essay (for example, “The Journey of a Drop of Water,” “Man is the King of Nature?”), make a crossword puzzle, compose a fairy tale, cinquain. This, in addition to intellectual development, allows you to look at geography from a slightly different angle, to comprehend it in a new way.

The forms of lessons I use are as follows: a lesson on studying and mastering new material, practical work, a lesson-game, KVN, a conference, a lesson on generalizing and consolidating knowledge. The main method I use in lessons for studying and mastering new material is explanatory and illustrative; I do it best, but due to the fact that students’ activities in such lessons are very limited, I use both partial search and search and research methods. For example, I conduct lessons in the formation of new knowledge in the form of lecture lessons, seminars, expedition lessons (travels), research lessons, educational conferences (press conferences). In the lessons of teaching skills and abilities, I use such non-traditional forms as lessons with role-playing games, and in the lessons of repetition and generalization of knowledge, consolidation of skills - game forms: KVN, “What? Where? When?”, lessons-competitions, lessons-competitions. In the lessons of testing and taking into account knowledge and skills, I conduct quizzes, competitions, geographical dictations, testing, and defense of creative works. When studying new material, I give preference to the use of ICT. It is impossible to construct all lessons using information technology. Ordinary work lessons have their own specifics and different goals. But there are lessons where computer technology is necessary. To date, I have developed lessons using presentations that I create myself or use those created by colleagues. I see the main goals of using computer technology in my lessons: increasing motivation to study, deepening knowledge, developing the psychophysical qualities of students in the process of their practical activities in a gaming computer environment.

In my lessons I use both individual and group forms of activity.

In my lessons I pay much attention to the development of students’ speech, the development of the ability to clearly formulate their thoughts, present and justify their ideas.

I pay attention to working with a book, especially its types: a brief retelling of the text, highlighting the main idea, searching for an answer to the question posed, working on drawings and graphics. Working with a text means understanding its content, finding the meanings of new words in the dictionary, answering questions proposed by the teacher, formulating your own questions, searching in the literature for passages suitable to illustrate a particular natural phenomenon. Such activities allow schoolchildren to develop an idea of ​​a holistic picture of the world. The set of facts presented in the texts has not only informational significance, but also encourages the classification of phenomena and the determination of their practical significance. Working with literary text expands vocabulary, promotes the development of imaginative thinking, and improves speech culture.

For all the material I study, I try to select interesting examples of illustration from the surrounding nature, everyday life, and create problems related to life.

I pay attention to patriotic education, introducing students to the role of our country’s scientists in the development of geographical knowledge. I direct educational work in the classroom towards the formation of a culture of communication, the ability to communicate in a group, in a team, ethical rules and norms, and strong-willed personality traits. Since I believe that the problem of teaching is not only what to teach in a given lesson, but also that students do not forget in six months what they studied, and this requires repetition. Therefore, in addition to repeating those questions that are directly related to the topic of this lesson, I strive to repeat all the material already studied. To do this, I use questions for repetition based on the material of the geography course, starting from the 6th grade, they are numbered and distributed to students. In almost every lesson, I set aside some time for review: students either ask questions of each other, or I ask them questions about the material covered. This prevents students from forgetting the material that they studied previously and promotes the conscious perception of new things. In addition, at the end of the topic I conduct a generalizing lesson, where we remember everything we have studied, highlight the main issues, and discuss what exactly each of them learned that was important and interesting for themselves.

I always monitor how the material of a given lesson is learned using various types of independent work, individual and group (including tests), oral questioning, and geographical dictations. When conducting this or that control, I not only record the level of students’ knowledge, but also examine the results. This allows me to adjust further activities, plan work to eliminate knowledge gaps, and individual work with students.

If necessary, I provide consultations to clarify misunderstood topics. I allow you to retake the material within a certain period, thereby achieving a fairly high level of students’ knowledge in geography.

Considering that the success of learning the material also depends on the emotions of children, on their personal attitude towards the teacher, I strive to put each student in a situation of success, using multi-level tasks, to evaluate a good answer not only with a grade, but also to praise verbally, and not only a strong student for an A , and taking into account the individuality of each, for some result that is difficult to achieve for a given child. I believe that under no circumstances should a student be insulted, I make it clear that his negative result upsets me, and I point out that with effort, the situation can be corrected. I strive to set a specific, achievable goal for my students in every lesson. I consider the strength of my work to be that I consider the student as an equal employee, cultivate interest in my subject, and rethink my experience in order to improve my work.

I believe that the urgent task of the development of modern education is to create conditions for the development of an innovative educational space that can ensure a high level of children's self-development and self-realization. To this end, I work to identify talented students who have high intellectual, creative, educational and cognitive potential. For myself, I highlight the principles of working with such students:

Maximum variety of personal development opportunities;

Increasing role of extracurricular activities;

Individualization, differentiation of training;

Creating conditions for student independent work.

In my lessons I use differentiated tasks of three different levels of difficulty. Moreover, I invite students to choose the appropriate level themselves, thereby creating a positive attitude toward work and its successful completion. Working on such differentiated tasks makes it possible to take into account the peculiarities of perception, comprehension and memorization of educational material by students of different psychophysiological groups and contributes to better assimilation of the program, the development of children, the formation of the ability to analyze, compare, draw conclusions - the ability to learn. As a rule, I use differentiated tasks during a lesson at the stage of primary consolidation when studying a new topic, or in the process of consolidating knowledge. The consolidation stage is predominantly independent activity of students, which in turn is the most important way of forming the creative individuality of students.

Based on the results of their own observations and with the help of additional literature, children draw up projects, write abstracts and reports, and draw pictures. I try to encourage students to creatively search for solutions to educational problems, to express conclusions, make assumptions and test them.

It should be emphasized that working with the individuality of each student puts me in a new position - to be both a teacher and a psychologist, able to carry out comprehensive pedagogical observation of each student in the process of his individual age development and personal formation. I involve all my students in creative work. Extracurricular work with students also gives positive results: the number of participants and winners of school and regional subject Olympiads in geography is increasing. I mainly achieve positive results in working with gifted children in the subject. My students take prizes at regional competitions in geography. (2010 - 1st place Zholudeva D, 2011 - 2nd place - Zholudeva D, 2014 - 2nd place Stepanets N) I use all my knowledge and experience to activate the logical thinking of students, I show sincere interest in the children’s successes and help them successfully realize their plans. I involve gifted children in project activities. I am convinced that participation in competitions develops the skills that are necessary for the modern younger generation: the ability to creatively approach solving all kinds of problems, organize, and most importantly, successfully implement their activities.

In geography lessons with low-performing students, I use a personality-oriented approach, teaching structure taking into account the development of individual abilities and the level of formation of skills - these are differentiated training tasks, practical work, differentiated tests, and elective work. I introduce new material gradually, using samples of knowledge and rules for performing educational activities. Weak students cannot immediately absorb a large amount of new material and apply old and new knowledge at the same time. Therefore, I practice additional classes for those who want. At the end of each block, I organize a systematic test of knowledge and skills. Only knowledge about the gaps makes it possible to provide urgent and correct assistance. To eliminate gaps in knowledge, all students must be taught to immediately seek advice from the teacher. Children are especially willing to go to classes with games. Such activities provide an opportunity to work at the subconscious level. When organizing homework for low-performing schoolchildren, tasks are selected for recognizing and correcting mistakes: detailed instructions are given on the procedure for completing homework, if necessary, consultation cards are offered, and assignments are given to repeat the material that will be needed to learn new things. The amount of homework is calculated so as to prevent students from being overloaded.

From the very beginning of my teaching career I have been engaged in self-education. Now I am in search of new forms, methods, techniques of teaching and education. I try to use non-traditional forms, ICT. This helps to activate students’ mental activity and develop their creative imagination.

Since 2012, I have been working on the topic of self-education “Using computer technologies as a means of increasing the effectiveness of a geography lesson.” Developed a long-term plan for self-education. She prepared a report on the topic of self-education, which she presented at the school methodological association of teachers in 2014. The report discusses both theoretical and practical issues on the topic. Tasks and exercises of various types are offered that I use in geography lessons. In 2014, I made a presentation at regional pedagogical readings “Improving the quality and effectiveness of geographical education.” My work was included in the regional collection of pedagogical readings on the dissemination of advanced pedagogical experience. Every year I organize subject weeks and extracurricular activities.

During the period from 2010 to 2014, I achieved the following results:

Student performance is consistently 100%.

Positive dynamics of “quality of knowledge”

Academic year	Quality of knowledge

Students regularly choose geography for their final assessment.

Since the 2014-2015 academic year I have been a 5th grade class teacher. The task of the class teacher is not only to teach, but also to educate. To awaken the soul of a child, to develop the creative abilities inherent in nature, to teach communication, orientation in various life situations, to cultivate an elementary culture of behavior, feelings of mercy and compassion, to instill healthy lifestyle skills - these are the main tasks that I have set for myself as a class teacher. During three quarters I held many interesting events. These are a variety of games, competitions, conversations, KVN and much more. I pay attention to working with parents. I hold parent meetings of different content, visit difficult families, and conduct individual work. I study family composition, material and living conditions, educational opportunities, psychological climate. My lessons and educational activities are always open to parents. From the first days of being at school, I find out the level of personal, moral-volitional and intellectual readiness of children, look for paths to their hearts, and work to unite the class as a team. During class hours, I introduce them to my native village, the capital of our state, and its symbols - these are important moments in civic education. I pay attention to developing a civil attitude towards the family. During class hours and outside of school hours I conduct events that teach traffic rules, the ability to provide assistance in emergency situations, rules of behavior on the street and at home so that trouble does not happen.

A teacher, no matter how many years he has worked at school, must approach his work creatively. But each teacher has his own style, his own handwriting. I believe that, in general, effectiveness in work depends on the personal qualities of the teacher: on his skills, erudition, experience and individual abilities, and even the emotional coloring of the lesson.

Tell me and I'll forget
Show me and I will remember
Involve me and I will learn.
Wise Chinese proverb.

1. Introduction.

School geography as an academic subject reflecting the fundamentals of science makes a significant contribution to the formation of students’ scientific worldview. In order for the scientific knowledge acquired by students to become an element of the worldview, it must serve as a guide for each individual in his relationships with the surrounding reality, in the ordering and organization of these relationships, in understanding their meaning. One of the indicators of the formed worldview of students is their value orientations, value judgments about certain phenomena and processes. This constitutes the specific worldview attitude of our students to the world around them and the events taking place in it. One of the ways to form a scientific worldview among students is to use problem-based tasks and organize discussions.

Geography is the only course that provides a holistic view of the Earth as a planet of people. It also shapes general culture, including environmental culture; necessary for making management decisions at all levels.

Knowledge of the described science is also necessary to increase the efficiency of the economy and improve the quality of life of the population.

It teaches how to integrate information obtained from multiple sources and use a specific international language of communication - a geographic map.

Geographical education is a reliable basis for educating a zealous owner of his country and the Earth, as the common home of humanity. It is this education that gives a conscious understanding of the unity of the modern world and humanity in its diversity and unity.

And in order for students to correctly understand the material, spiritual and cultural values ​​that surround them, and the meaning of human existence in space, it is necessary to accumulate great geographical knowledge.

What needs to be done to accumulate geographical knowledge. To accumulate geographical knowledge, students need modern educational technologies and the right choice of teaching methods. The very definition of the method of an orderly way of interconnected activities of the teacher, aimed at achieving the goals of education, makes the problem of cooperation between the teacher and the student in the learning process, which involves strengthening confidence in the student, increasingly urgent. You need to know it well in order to choose the right teaching method. Some teachers are concerned that the interest of schoolchildren in studying the subject is falling due to the “dryness” of the presentation of the material in textbooks, its large volume, high degree of scientific content and insufficient accessibility for different groups of students. When organizing a lesson, we must strive to manage the activities of students in such a way that everyone (necessarily everyone) feels the inspiring power of success. Success is the primary condition for the development of personality. This is inner comfort, a joyful mood when things are going well. This is especially important for schools. The student, if his efforts are not crowned with success, begins to lose faith in himself. Constant failures discourage you from learning. Experienced teachers know this well. They never abuse reproaches, remarks, or twos. On the contrary, they try to support a student who has failed, to encourage him, and to be sure to praise him - even for a small step forward. If all children cope with the task assigned to them, if they work with passion and pleasure, helping each other, if they return home happy and look forward to tomorrow, the desire to learn grows stronger. In my lessons, I try to maintain learning activity, understand my students, be attentive to them, notice fatigue in time, and switch attention in order to maintain efficiency. I manage the educational process so that students understand what they are doing and why. In other words, they saw the goal and the ways to achieve it. I attach great importance to creating a calm environment in the classroom, goodwill and mutual assistance, a sense of teamwork because, in my opinion, these are necessary components of success. I focus not on mistakes and blunders, but on successes and victories, even the smallest ones. It is the lesson of cooperation, in which everything works out, that gives rise to a feeling of success in learning and a desire to move forward. I believe success in work is the basis of mutual understanding between teacher, student and parents. I understand that everyone moves through life at their own speed and their own path - this cannot be changed. But how to avoid killing the humanity in a person is the task of training and education. Do not become embittered and do not embitter the student. Lead you to knowledge, to the best that is in everyone. And I do this using various forms and methods of teaching and education: basic notes, tests, dictations, crosswords, practical work. Pedagogical technologies occupy a significant place in my work. Currently, many such technologies are known. This includes the technology of gradual formation of mental actions, the technology of developmental education, the optimization of education, and the technology of problem-based learning. Features of the debate lesson. In didactics, there are different classifications of lessons: according to the way they are conducted (lessons - excursions, lessons of independent work, etc.). By stages of the educational process (introductory, initial familiarization with the material, training lessons); according to the main didactic goal (learning new material, improving knowledge and skills, general repetition, combined lesson). In addition to the typology of lessons according to the main didactic goal, problematic and non-problematic lessons are distinguished. A lesson is considered problematic when the teacher creates problematic situations and organizes students’ search activities to resolve them. There are several types of problem lessons, L.M. talks about this well in his works. Pancheshnikova. . Based on problem-based learning technology, Bazina I.M. developed the technology of collective mental activity (CMA). In a classroom-lesson system, collective work is best organized in the form of group activities among schoolchildren. Currently, in my opinion, it is relevant to develop a methodology for conducting lessons - debates. It should be remembered that organizing, preparing and conducting a debate lesson requires the teacher to sharply increase the time spent on preliminary preparation of materials and immeasurably increases the load during the lesson itself. Such a lesson encourages students to maximize their abilities and be more demanding of themselves and their friends. The Italian teacher M. Montessori said this well: “The only one who understands a child is another child.” During a debate lesson, the teacher leads students along the path of discovery, forces them to follow the didactic movement of thought towards the truth, and makes them accomplices in scientific research. This corresponds to the nature of thinking as a process aimed at discovering new patterns for the child, ways to solve cognitive and practical problems, as well as the development of democratic relations. The words of A. Petrovsky may be appropriate here: “Education is communication between a person and humanity.” When studying new material, it is advisable to create a situation of information deficiency, when students feel the insufficiency of their knowledge. If the new material exceeds the expected one in content and methods of presentation, it will give the impression of surprise, arouse surprise, interest and a desire to learn more, to independently understand this issue. This is confirmed by La Rochefoucauld: “When the teachers stop teaching, the students will finally be able to learn.” Thus, the psychological atmosphere of the debate lesson significantly influences the emotional experiences of the children. Experiences, in turn, influence the formation of a worldview and the cognitive needs of schoolchildren. And the latter are important for self-education, the formation of the need for learning. A. Einstein also believes: “Where possible, learning should become an experience.” The debate lesson consists of three main stages: 1. Formulation of the problem. 2. Solution to the problem. 3. Summarizing. The type of debate that I propose presupposes a collective form of work, mutual enrichment of students in a group, organization of joint actions, leading to the activation of educational and cognitive processes. Communication, communication, without which distribution, exchange and mutual understanding are impossible, thanks to which conditions of activity adequate to the educational task are planned and the choice of appropriate methods of action. The exchange of methods of action is determined by the need to construct various methods to obtain the total product of activity - solving a problem. Mutual understanding is dictated by the nature of students’ inclusion in joint activities. Everyone knows the words of A. Saint-Exupery “The greatest luxury on Earth is the luxury of human communication.” To avoid the failure of such a lesson, you should remember the “Laws of Productivity” of any educational process: · encouragement, praise; · humor, joke, smile; · moderate gestures, facial expressions; · a call to work better, faster; · targeted formation of value judgments; · creating an environment of trust and confidence in success; · digression related to the topic of the lesson; · the predominance of positive assessments; · organization of activity (not behavior); · an energizing question that leads to dialogue; · organization of group work; · purposeful error; · thinking out loud; · a good pause that gives time to think; · student activity exceeds teacher activity; Methodological recommendations for conducting a debate lesson. The center of any dispute is the problem. When preparing for a debate lesson, you should remember: The problems that students consider to be real usually extend beyond one subject (see Appendix No. 1). 1. When choosing a problem, it is important to consider the availability of necessary materials. 2. The problem must correspond to the age characteristics of the students. 3. The learning problem must be serious enough to ensure the interest of the entire class (see Appendix No. 2). 4. The problem chosen should be fairly common and recurring. Problems affecting one person or a small group do not meet this criterion. 5. The chosen problem must allow for different solutions. 6. Problems must be relevant to the needs and interests of students. The teacher should be professionally prepared to conduct discussions - both for social reasons and for pedagogical ones. Here the tasks of forming a discussion culture and socially significant qualities of students (critical thinking, tolerance, receptivity and respect for other people's point of view) are solved. I propose a problematic discussion with the nomination of projects. The manager must clearly perform the following tasks:

Regarding the problem	For each participant	Regarding the group
State the problem clearly and clearly.	Check how accurately everyone understands the essence of the problem.	Set a goal for the group.
Break down the problem.	Distribute functions and roles between participants.	Set regulations.
Set a specific task, a question that needs to be answered.	Ask each participant for their opinion on solving the problem.	Identify, group and summarize out loud the main points of view on solving problems.
Follow a step-by-step approach to solving the problem.	Avoid deviations from the assigned task.	Immediately stop unproductive discussions and disputes in which participants hurt each other’s personality.
Summarize the discussion and compare the result with the goal.	After each statement, briefly, out loud, highlight the main thoughts of the participant.
	Contribute

The lesson begins with a problem that students solve individually - 10 minutes. By group 15 minutes Summarize 10 minutes Depending on how difficult the task is and how many answer options, the teacher’s time may vary. Groups may have a “manager” (leader), “idea generator”, “functionary”, “oppositionist”, “researcher”, etc. Tasks of the group leader: 1. Give the opportunity to express their point of view to each participant in the consideration of issues. 2. Avoid insults between participants in the dispute. 3. Avoid deviations from the assigned task. These tasks can be presented as a reminder in the form of a stand, or written on a chalkboard. The idea generator corrects the proposed ideas and suggests a solution based on the ideas. A functionary is a student who processes the material. An oppositionist is a student with a high level of knowledge who must provide arguments, facts, and refutations of the ideas put forward.
In order to save study time, the dispute sheet is prepared in advance for each participant in the dispute. You can use the following dispute options (see Appendix No. 1). · · In the first column, collective, students put the serial number of the collective decision. · In the second columns are the numbers read out by the teacher. · The third records the difference. The numbers in the third column are summed up and the result is written below the table. The smaller the amount, the closer the participant and the team are to the truth, which means the better the knowledge.

Summarize together with the teacher. If a student’s individual solution total is less than in the group, this means his knowledge is not deep enough, since he was unable to prove that he was right in solving the problem. If the sum of the individual decision is greater than the collective one, the student does not have sufficient information on the problem under consideration, but knows how to listen to the opinions of others and understand them. If the sum is close to zero or equal to it, the student has deep knowledge and knows how to apply it in the current situation. These conclusions, like the manager’s tasks, can be presented in the form of a stand... 1. Collective > individual is good, but needs to be repeated... 2. Collective< индивидуальной умеешь слушать других, хорошо, необходимо повторить… 3. Amount = 0. Well done, rating "5". Conclusion. The feasibility of conducting a lesson - debate. A debate lesson provides attention, activates thought, focuses on search, develops thinking abilities, and creates sustainable cognitive interest. Obruchev V.A. said: “A huge ocean of the unknown surrounds us. And the more we know, the more mysteries nature asks us.” And riddles are always interesting for children. They evoke both curiosity and inquisitiveness - the desire to understand deeper, understand phenomena of interest, and form a sustainable interest in nature. All this helps improve the quality of knowledge and helps normalize the study load. This type of dispute eliminates chaos in the lesson. When conducting a debate, the teacher can test and evaluate his skills and real actions, primarily by the active position of the students. Bibliography. 1. Barinova I.I., Rom V.Ya. Geography of Russia. M. Publishing house "Drofa" M, 1997. 2. Gerasimova T.P. and others. Physical geography: Beginning. course: Textbook for 6th grade. avg. school - 2nd ed. - M.: Education, 1990. 3. Zvereva B.I. Educational program of the school. M, 1998. 4. Clarin M.V. Innovations in training "Analysis of foreign experience." M, Nauka, 1997. 5. Korinskaya V.A. and others. Geography of continents and oceans: Textbook. for 7th grade avg. school - 3rd ed., revised. – M.: Education, 1993. 6. Savina N.G. new technologies for teaching geography. Bryansk, BSPU publishing house, 2000. 7. Selevko G.K. Modern educational technologies. Public education, M, 1998. 8. Skok G, B. How to analyze your own teaching activities. M, 1998.

Annex 1

6th grade. The Earth's surface is illuminated and heated unevenly throughout the year. Why? Place a serial number next to each reason. Number 1 is the most important reason. Number 5 may not be relevant in solving this problem.

Causes	Individual solution			Collective solution
			(-)	WE		(-)
1. The earth's crust consists of various rocks and minerals.
2. The underlying surface has a different color.
3. The influence of a natural satellite.
4. The ocean and land do not heat up equally.
5. Orbital motion and tilt of the earth's axis.
7. Decreased by more than half with China

7th grade.

A small plane crashed and fell in the central part of the Sahara, 150 km away. From nearby housing. The ground temperature during the day is +50 degrees. The pilots died. Passengers and some items remained intact. Passengers are wearing a T-shirt, shorts and light shoes. Place a serial number next to each item. Number 1 is the most significant item in a given situation;
11 - possibly irrelevant.

Items	Individually			Collectively
1. Airplane wings			(-)	WE		(-)
2. 2 kg. Salts
3. Matches
4. Mirror
5. Flashlight
6. Parachute
7. Photograph of the area
8. A book about edible animals in the desert
9. Pistol and 10 cartridges
10. A coat for everyone
11. 1 liter of water for each

Appendix 2

Lesson on the topic: Features of the relief of Eurasia. Objectives: Consider the main stages of the formation of the continental relief, establish the features of the placement of the largest relief forms; continue to develop the ability to work with maps using the overlay method; find cause-and-effect relationships. Equipment: physical map of Eurasia, map of the structure of the earth’s crust, wall tables depicting relief forms of Eurasia.

During the classes

IOrganizing students for the lesson.Division bygroups of 4 people.II.Updating knowledge. Work according to the assignment on page 204 of the textbook.III.Setting learning objectives.IV.Learning new material. 1. Features of the relief of Eurasia. A) Study of the relief features of Eurasia based on the analysis and comparison of maps and the use of the textbook text on page 205. Students fill out the table.

Relief features	Examples
Eurasia is significantly higher than other continents.
The highest mountain systems in the world are located on its territory.
The plains of Eurasia are enormous in size
Elevation fluctuations are particularly large in Eurasia

B) Table analysis: Question: What explains the relief features of Eurasia? (students find the answer in the text of the textbook on page 205 and support it with examples using a tectonic map). C) Read the last paragraph of the article “Relief Features of Eurasia” and answer the questions: 1.What led to the formation of the highest mountain systems on the Eurasian continent? 2. Where and why did island arcs and deep-sea trenches form in Eurasia? D) The teacher complements, generalizes and draws conclusions together with the students according to the scheme: cause - effect. 2. Basic landforms. A) Description of the relief forms chosen by students according to the standard plan (see page 277 of the textbook). B) Exchange of information between groups. margin-left:36.0pt;text-align:justify;text-indent:-18.0pt">4.Areas of earthquakes and volcanoes.

A) Remember what is called a seismically active zone?

B) The teacher names and shows the largest active volcanoes. B) Dispute. Students receive cards Why the greatest number of earthquakes are observed in Eurasia.

Causes	Individually			Collectively
			(-)	WE		(-)
1. Eurasia is the only continent washed by all oceans.
2. The continent contains the highest and lowest points of land on Earth.
3. Diversity of relief.
4. There are several platforms at the base of the continent.
5. Impacted by economic activities.

· In the first column, individually, students express their point of view in the form of a serial number.· In the first column, collective, students indicate the serial number of the collective decision.· In the second columns are the numbers read by the teacher.· The third records the difference. The numbers in the third column are summed up and the result is written below the table. The smaller the amount, the closer the participant and the team are to the truth, which means the better the knowledge. Summarize together with the teacher. 1 These conclusions can be presented in the form of a stand...Collective > individual is good, but needs to be repeated...Collective< индивидуальной умеешь слушать других, хорошо,необходимо повторить… Amount = 0. Well done, rating "5". V. Lesson summary. A) General conclusion about the relationship between the structure of the earth’s crust and relief. B) Grading. VI. Homework: study the text pp. 205 – 209, Prepare reports on the topic: “The devastating earthquake in Armenia in 1988”, “Volcanic eruptions and related natural disasters”. 9th grade. Geopolitical position of Russia. In 1991 it worsened, and this had a negative impact on her development.
Rank the reasons in order of importance.

Causes	Individually			Collectively
				WE
1. The Kaliningrad region is isolated from the main territory.
2. Russia does not have a common border with Uzbekistan.
3. No land border with the US
4. The area of ​​the country has decreased
5. Access to the seas of the Atlantic Ocean has narrowed
6. The border with Poland was sharply reduced.
7. Decreased by more than half with China

9th grade. What is the reason for the large concentration of military-industrial complex enterprises in the Ural economic region.

Causes	Individually			Collectively
				WE
1. Natural conditions.
2. Natural resources.
3. Availability of design bureau.
4. Conversion.
5. Historical factor.
								WE
1. England is a monarchy.
2. And now the United Kingdom has metropolises.
3. Specialization – sheep breeding.
4. English is easy to learn.
5. For a long historical time, Great Britain had a powerful navy.
6. Profitable EGP influenced.

CREATIVE REPORT ON THE TOPIC: NEW TECHNOLOGIES IN GEOGRAPHY TEACHING

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“Activation of cognitive activity of students in geography lessons”

(Prepared by reader of geography Gainutdinov G. A.)

P L A N

I. INTRODUCTION c. 3

II .TECHNOLOGY OF DEVELOPMENT c. 4

LEARNING IN THE PROCESS OF STUDYING

Research Institute of Geography

1. With. 5

2. Lesson in VI class on the topic: “Weathering” With. 7

III . APPLICATION OF TECH ELEMENTS With. 10

NOLOGIES PROSPECTIVELY – OPEN

CUTTING TRAININGS. N.

LYSENKOVA

IV .TECHNOLOGY PERSONALLY ORI- With. 13

CENTERED TRAINING

V . DIFFERENTIATED APPROACH With. 13

TO THE STUDY OF GEOGRAPHY

VI .EXAMPLES OF TYPES OF GEOGRAPHICAL With. 16

TYPE OF TASKS USED IN

LEARNING ACTIVITIES

VII. CONCLUSION p. 19

VIII .REFERENCES With. 20

I. INTRODUCTION

Society has always needed creative, harmoniously developed individuals. Currently, there is an increased interest in the problems of identifying, training and development of children.

Human thinking and the ability to create are the greatest gifts of nature. The most complete disclosure of the intellectual potential of children is an urgent task of modern education.

Every teacher working with a group of children knows how difficult it is to take into account the individual characteristics of children. Unfortunately, most often children do not realize their potential; they are cramped within the framework of lesson activities alone.

Therefore, the goal of a teacher working with children is to create an educational space that would ensure the development of children’s abilities and, consequently, their individual personal growth.

In the created developmental space, the child’s personality is considered by us through the categories of sub

project, freedom, self-development, integrity, self-education, self-realization. The educational process itself, its categories - goals, content, methods, forms, means - as personally significant for students, being a product of their personal experience. This educational space helps to build the fundamental ideas of S.L. Rubinstein about activity and personality. How is this space organized? What are its structure, goals, objectives, content?

All work can be presented in the following stages:

I stage – Preparatory.Includes:

* Diagnostics of child development

Observation of children in class activities (attitude to the subject, level of speech development, activity of thinking.)

Analysis of children's performance of problematic geographical tasks involving a creative approach

Tracking the results of children's participation in geography weeks, school subject Olympiads, and conferences.

II stage – Program implementation.The program includes:

* Formation of motivation.

Among children there are always those whose interests and abilities are not limited to geography, so the teacher must interest and captivate the child with his subject. The teacher builds a perspective for the child, shows how he will develop while studying geography, what geography will give him.

*Organization of activities

The educational program is presented in two blocks:

*Theoretical block.

Target : Deepening and expanding knowledge in the main sections of school geography courses, based on the principles of horizontal and vertical enrichment, their systematization.

Forms of work:

Lectures

Problem discussions

Research work in the library with literature

*Practical block.

Target : Formation of relevant practical skills.

Forms of work:

Practical exercises with cartographic and statistical materials

Solving geographical problems of Olympiads of various levels

Practical work on the ground

Stage III - Reflection. Very important. At this stage, not only the tasks that the children are faced with are analyzed, but self-analysis of the movement of one’s own thoughts, feelings, knowledge, success and failure is necessarily carried out. Reflection implies the study of activities already carried out in order to record its results and improve efficiency in the future. The results of reflection help to think about and plan future activities.

II.Technology developmental education

in the process of studying geography

The process of teaching geography to schoolchildren should be considered as a process of developing in them a certain system of knowledge, skills and abilities that form part of the general system of natural scientific and socio-economic knowledge. The task is to organize the learning process in such a way that it ensures the mental development of students, that is, to make learning developmental.

Technology of developmental education, which is based on a teaching method aimed at including the internal mechanisms of the student’s personal development.

The purpose of developmental training:

- creating the necessary conditions for the formation of motivational activities and the development of creative abilities of students, providing assistance in the formation and development of self-control and self-esteem skills;

- increasing the level of professional competence of teachers to ensure reflective activity of students;

- development of the educational potential of the educational environment.

One of the features of the developmental education system is the recognition of the leading role of theoretical knowledge. This presupposes a much clearer structuring of the content of the academic subject than with the traditional system, systematicity and integrity of its construction in compliance with the principle of accessibility in teaching.

One of the central tasks of updating the content of a school geography course is to highlight the system of theoretical concepts as a central component of the content of the academic subject. The implementation of the principles of developmental education requires the teacher not so much to present students with ready-made knowledge, but to organize the mental activity of children aimed at acquiring new knowledge in the process of performing various educational tasks.

In the study of geography, a greater role than in other subjects is given to various means of visualization - educational drawings, diagrams, graphs and especially geographical maps. Within the framework of the traditional teaching system, these visual aids often serve only as illustrations to the text of a textbook or a teacher’s story and do not rise to the role of an actual source of new knowledge about the objects and phenomena being studied, which they are called upon to perform in the system of developmental education.

An important component of the developmental education system is the need for students to understand the learning process. The teacher organizes the activities of his students, who become active subjects of the educational process.

Another important condition for organizing developmental education in teaching geography is providing schools with appropriate textbooks. Unlike traditional ones, a new textbook should be not so much a carrier of information, but rather an educational book that organizes the mental activity of students.

1. Developmental learning is impossible without a map

The teaching methods used by the teacher play a huge role in the development of the child’s intellectual sphere. By purposefully forming methods of mental activity, we simultaneously develop the activity of thinking, its independence, depth, breadth, speed, criticality, flexibility, and systematicity. At the same time, the student’s attention, memory, imagination and fantasy are improved and developed.

The homework I propose as an individually isolated form of education is important because it teaches children individual work and provides great opportunities for independent work, contributes to the development of student independence and serves as preparation for self-education. It contributes not only to the conscious and lasting assimilation of knowledge, skills and abilities, but also to the formation of such valuable personality qualities as independence, organization, persistence in achieving goals, perseverance, and responsibility for carrying out the assigned work. Since the assignment deadline is 2 weeks, each student works at an individual pace.

“A map is a source of new knowledge about the objects and phenomena being studied, and since there are no corresponding teaching aids, the role of maps can hardly be overestimated.” For my homework, it is important that the textbook cards* contain additional information that expands the required material, increases the volume of information, helps to better understand the main material, and makes the overall picture more complete.

I offer schoolchildren work that is aimed at searching in each map of the textbook for information about Ufa, and in IX in class during lessons« Geography of Bashkortostan» information about the village of Kuryatmasovo.

The work is presented in the form of the following table:

YaYaT; &yaya;P> &a;n, pack No. pages	Card name	Information about Ufa

I think this kind of work has many advantages for students and for teachers.

Specific goals for its implementation, developing into results:

1. Prevent ignorance of the material.

2.Repeat the material covered.

3. Eliminate possible gaps in knowledge.

4.Continue to study and analyze thematic maps.

5.Teach how to receive implicit information from the card.

6.Continue to learn to translate cartographic information verbally.

7.Learn to format work in tabular form.

· Rakovskaya E.M., Barinova I.I. “Nature of Russia” 8th grade. – M. Education, 1994.

When explaining how to work, I was faced with the fact that in a number of cases the guys had doubts and questions: “Is there information about Ufa on this map?” In this situation, I teach children to formulate the opposite: “Ufa is not located in the steppe zone” (example).

After practicing this material, students are asked to think and answer the question: “What map about the Republic of Bashkortostan is not in the textbook?” Those who wish can “create” what they think is a missing map.

I think that such work allows us to see the material being studied in all its diversity of connections and relationships with other phenomena and facts, and gives a much more complete picture of the geography of the capital of the Republic - Ufeya - about the village.

2. Lesson in 6th grade on the topic:

"Weathering. Formation of sedimentary clastic rocks”

Lesson objectives:

Expand children's understanding of the process of rock weathering

Form a concept about sedimentary clastic rocks

Development of cognitive processes

Lesson characteristics:

type – a lesson in learning new material

basic knowledge and skills - weathering (natural history course 5th grade), the ability to describe rocks (6th grade)

leading concepts – physical weathering, organic weathering, sedimentary rocks, clastic rocks

Equipment : rock collection

Methods: problem-based, research, educational dialogue, independent work, reflective.

Techniques: pedagogical theater, group work, work with the concept.

Lesson steps

Stage I. Organizational. Motivation. Goal setting.

Lesson epigraph:

“The ability to see miracles in the ordinary -

an unchanging sign of wisdom.”

Ralph Emerson.

What wonderful words!

What do the words miracle, miracles, miraculous mean to each of you? What about wisdom?

According to the dictionary of S.I. Ozhegova is a miracle - something amazing, surprising in its extraordinaryness. Wisdom is deep intelligence based on life experience. But for me, a miracle is our huge planet, and miracles are all the natural processes that take place on it. I invite you to talk about one such amazing process today. But first, let's find out what the process is.

A pedagogical theater is performed with the participation of children (the characters are a giant, the sun, the wind, the rain). Teacher's words:

“Many millions of years ago, when dinosaurs walked the Earth, there lived a beautiful, huge giant. He did not have a home, so he lived in the open air. During the day the sun burned mercilessly, and during the day a cold, piercing wind blew. A new day was coming and the scorching sun was coming again. Sometimes clouds would roll into the sun, and then the giant would have a very hard time, because each time such a cloud would pour out a powerful downpour. This continued day after day, year after year, and the giant’s health was seriously undermined. His body gradually became covered with wounds, which caused him unbearable suffering, and he began to age quickly. He became smaller and smaller and melted literally before our eyes. The day came when nothing remained of the giant, only a handful...” (the teacher passes sand between his palms)

Who is this giant? Why did he die? What natural process were we talking about?

What do we already know about this process? What else would you like to know?

Formulation of the topic and goals of the lesson together with the children

Stage II. Organization of educational activities

Working with Concepts(Weathering, physical and chemical weathering). Penetration into the meaning, formulation of your own definition of the concept

Concept structure

Concept ----------------------- What is it? + Essential features

Weatheringprocessdestructionchange

under the influence of the sun,

water, wind

Weathering is the process of destruction and change by external forces of land rocks.

Working with textbook drawings. Finding answers to questions

Factors of physical and organic weathering?

The role of external forces in the destruction of rocks?

What is the result of the weathering process?

Yes, unfortunately, nothing is eternal on Earth. All rocks are subject to active weathering. Every year, due to weathering, the Great Pyramid of Giza decreases in height by 0.2 mm. It takes 50-90 thousand years for granite to turn into clay. And so, day after day, year after year, clastic rocks are formed - crushed stone, pebbles... Working with the definition of the concept.

Organization of group practical workfor the study of various types of clastic rocks (crushed stone, pebbles, gravel, sand, clay) using the algorithm:

*Name

*Density (dense, loose, loose)

*Hardness

*Size of fragments (large, medium, small fragments)

*Shape of fragments (rounded or not)

*Human use

At the end of the work, each group presents an oral report. Conclusions are formulated.

Reflection on the results of collective activities.

Creative work. Collective story on the topic: “If a grain of sand could talk...” Several options for work are possible - in rows, several people at the blackboard, or at the choice of the teacher, a child is named who must continue the story

III Stage . Summarizing.

Reflection of collective and individual activities.

Homework: Write a miniature essay “See the world in a grain of sand.”

Inspirational lines for the essay can be the words of William Blake:

“In one moment to see

eternity

A huge world in a grain of sand,

In a huge stone - infinity

And the sky is in the cup of a flower”

III.Application of technology elements

perspective-advanced training C. N. Lysenkova.

The technology of promising advanced learning is one of the developmental technologies that can be used in secondary school.

Classification parameters:

*By the nature of the content and structure: educational – educational, general education.

*According to organizational forms: traditional class-lesson.

*By type of cognitive activity management: modern traditional education.

*According to the approach to the child: cooperation, partnership.

*According to the dominant method: developmental, search, etc. in orc.

*In the direction of modernizing the existing traditional system: based on the activation and intensification of student activities.

Target orientations:

*Assimilation of educational skills, reference to standards.

*Successful learning for all students.

*Identification of advanced students in the subject.

Conceptual provisions:

*Personal approach to cooperation pedagogy.

*Success is the main thing in the development of children in education.

*Comfort in the classroom: friendliness, mutual assistance.

*Error prevention, correction.

*Accessibility of knowledge for everyone.

Content Features

Expanding the study of geography beyond the curriculum and school curriculum requirements, as well as reducing the objective difficulty of some program issues through their advanced introduction into the educational process.

The main purpose of school geography is to give students an objective picture of the world, to show its differences from place to place. The study of the laws of development of the nature of our planet, the most complex cause-and-effect relationships, and the interdependence of natural components serves as the basis for understanding the global problems of humanity. Preparing a child, a future school graduate, for life is the ultimate goal of the educational system. It is fundamentally important what and how to shape him to achieve it.

In school practice, there are often students at the advanced level who simply need to be introduced to additional or complicated material, the content of which goes beyond the scope of the program beyond basic training. It is possible for all students to become familiar with this material, but without subsequent monitoring.

Thus, in the geography program there is extremely limited material introducing students to the scientific works of fundamental science. Students will briefly learn about the research of N. Miklukho-Maclay, N.I. Vavilov, N.M. Przhevalsky, V.V. Dokuchaev and many other great geographers. The program no longer contains the hypotheses of I. Kant and P. Laplace about the formation of the Solar System, or the hypotheses of O. Yu. Schmidt.

However, without obtaining information about these works, it is difficult to imagine a full study of geography. The program material is condensed and very specific, which means that additions and complication can be carried out in the allotted lesson time.

How do I do this?

For example, I propose to consider a fragment of the process when studying the Earth's lithosphere. “Plates of the lithosphere” - a geography lesson in VII class. The topic is complex, but interesting and exciting when it is understandable to students. Therefore, I begin studying it much earlier than provided by the program. IN VI class when studying a topic“The main forms of movement of the earth’s crust” children learn to compare the structural features of the continental and oceanic earth’s crust and there is a deep meaning in introducing students to mobile and stable ones (lithosphere plates, platforms and seismic belts). Returning to the study of the lithosphere in VII class, we remember what we know about it, we use previously acquired knowledge to clarify new concepts and generalize them. Thus, relying on the knowledge of advanced students, the material will not be perceived in the lesson as complex and incomprehensible.

The beginning of the topic may be different, but this is a promising preparation, that is, the beginning of a passing passage of a difficult topic, close to the one being studied at the moment.

A promising topic is given at every possible stage in small doses.When the topic becomes the main one, it will be revealed slowly, sequentially, with all cause-and-effect relationships. You can involve strong students in the discussion, then average and weak ones. It turns out that everyone is teaching each other a little, feeling like the main characters of the lesson. The teacher remains to organize a generalization of the topic based on certain zones.

Thus, the assimilation of material occurs in three stages:

1.Preliminary introduction of the first portions of future knowledge.

2. Clarification of new concepts, their generalization and application.

3.Development of fluency in mental techniques and educational actions.

Such dispersed assimilation of educational material ensures the transfer of knowledge into long-term memory:

formation of the primary lithosphere

first continents

continental drift

plate theory

modern areas and belts of volcanoes and earthquakes

geographic forecast

application of geography knowledge in later life.

The connecting link in the chain between the years of study is a great perspective - the fourth stage of study, which ends and begins each academic year. The approach to the structure of the material is determined by the tasks of advanced introduction and subsequent repetition of concepts and is called« trial-portional».

The technology of promising advanced learning is one of the developmental technologies that can be used in secondary school. The level of knowledge increases the criteria of the standard and program, allows the teacher to more fully take into account the characteristics of students (level differentiation), and students have the opportunity to study at a higher level of complexity if they are interested.

IV.Technology

person-centered learning

Technology of personality-oriented learning, aimed at identifying and “cultivating” the child’s individual subjective experience by aligning it with the results of socio-historical experience, that is, transferring learning to a subjective basis with a focus on personal self-development.

The technology of personality-oriented learning includes the technology of multi-level (differentiated) training, collective mutual learning, the technology of complete knowledge assimilation, the technology of modular (a module is a special functional unit in which the teacher combines the content of educational material and the technology for mastering it by students.) training and others. These technologies make it possible to take into account the individual characteristics of students and improve the methods of interaction between teachers and students.

The introduction of student-oriented technologies into the teacher’s work practice helps to pay special attention to the self-development and self-education of students.

The teacher’s task in this case is to identify the student’s selectivity to the content, type and form of educational material, motivation for studying it, and preferences for types of activities.

In the process of implementing student-centered learning technologies, it is advisable to comply with the following conditions:

* structuring educational material into semantic blocks and setting cognitive educational tasks for each of them (sometimes of a problematic nature), creating a cognitive need for schoolchildren;

*implementation of an educational task by creating a problem situation, creating conditions of intellectual difficulty.

V .Differentiated approach

to study geography

In teaching geography, as well as other subjects, a differentiated approach can be widely used. This includes individual work with students based on a system of differentiated tasks, and conducting optional classes and club work.

In rural schools, most often we work in classes where children with different levels of development study, and we inevitably have to focus on the average level of their preparedness. It is necessary to give students to master, first of all, the knowledge that is provided for by the state standard of general education. But in such classes, as a rule, there are children who can and want to know more. What to do with them? That is why, when explaining new material, so that such participants do not get bored, I often ask questions of a problematic nature, ask them to express and prove their point of view, thereby activating their mental and cognitive activity, developing logical thinking, revealing logical thinking, revealing their abilities.

In my work, I pay special attention to the development of students’ mental, analytical and creative activity, the ability to independently work with a textbook, map and other sources of geographical knowledge, identify cause-and-effect relationships, compare and draw conclusions. In work with VII class on the topic “Inland waters of South America”used a system of developmental education, an important component of which is the need for students to understand the process of acquiring knowledge:

Lesson objectives: a) deepen and concretize students’ knowledge about the relief, climate and inland waters of the Earth; make certain “discoveries” using the example of the inland waters of South America, form a general idea of ​​the inland waters of the continent based on establishing their dependence on the topography and climate;

c) continue to develop students’ skills to analyze, compare, draw conclusions, identify cause-and-effect relationships, and work with various sources of knowledge;

c) cultivate interest in the lesson;

Equipment: multimedia textbook “Geography. 7th grade", film projector, atlases ( VII class), physical map of South America, physical map of the hemispheres, book exhibition. Notes on the board: table, highest volcano, driest and wettest place on Earth, team numbers for calculating the results of the game.

During the classes.

I.Organizing time:

- distribution of students into groups (each group has 5-6 people);

- familiarization with the rules of the competition (for each correct answer the team receives a point, more complex tasks are scored on a 5-point system);

- setting the lesson goal.

II.Testing knowledge – preparing students to learn new material.

Teacher.

- We know that in nature everything is interconnected, and therefore I suggest that before you begin to study the inland waters of the continent, you remember the basic concepts that will help you make your “discoveries.”

Warm-up on questions:

1.What are the features of the continent’s geographical location?

2.What two parts can be distinguished in the relief of South America?

3.What is special about the Andes mountain range?

4.Name the highest peak in South America and its height.

The Llullaillaco volcano is 6,723 meters high, located on the border of Chile and Argentina. It is the highest volcano in the world.

5. Are there peaks in South America covered with ice, name them.

6.Name the climatic zones in which South America is located.

7.Where and why does the greatest amount of precipitation fall on the mainland?

8.Name the driest place on the mainland. (The teacher specifies the students’ answers - this is the second “discovery” for the students.)

9. In which climate zone are seasonal differences in annual precipitation most pronounced?

10.How does relief affect the climate of the continent?

III.Learning new material.

Teacher.

- Having remembered the basic concepts of previous topics, we can begin to study new material. But first answer - what applies to the inland waters of the continent?

1) remember the basic concepts associated with land waters;

2) answer a number of necessary questions, make some kind of “discovery” related to the inland waters of South America;

3) tell something interesting about the object being studied.

Card No. 1.

Task 1. From the 6th grade course, remember the definitions of what a river is, the source of a river, the mouth of a river.

Task 2.Name and show on the map the largest rivers of South America. Tell me, which ocean basin do they belong to and why specifically to this one? Are there any rivers in South America that belong to other basins? What type of food do rivers have?

Task 3. Tell us more about the Orinoco River.

Card No. 2.

Task 1. From the 6th grade course, remember the definitions of what a river system, river basin, watershed is.

Task 2. Why is the Amazon full of water all year round, but its left tributaries overflow from March to September, and the right ones from October to April?

Task 3. Tell us more about the Amazon River.

Card number 3.

Task 1. What is a lake? What two main types are all lakes divided into?

Task 2. Compare the inland drainage basins of South America and Africa.

Task 3. What special can you say about Lake Titicaca?

You are given 8-10 minutes to complete the tasks.

IV. Consolidation.

While the results are being calculated, we will watch slides and video clips about the rivers, waterfalls and lakes of South America, then answer the test questions. (The teacher specifies the students’ answers.)

V. Generalization.

- What new things have you discovered?

VI.Summarizing.

Team that took I place, get a rating“5”, the second and third – “4”, the most active students and those who prepared additional material also receive – “5”.

Homework.

Paragraph on page, study the main factors influencing the formation of inland waters of the continent, learn the names of rivers and lakes from the map and plot them on the contour map.

VII.Examples of types of geographical tasks used in educational

activities

1.Tasks to search for cause-and-effect relationships (including cause-and-effect chains):

· According to scientists, more than 100 thousand icebergs float off the coast of Antarctica at the same time. Icebergs in Antarctica “live” longer than Greenland ones: Antarctic ones - 6-12 years, Greenland ones - 3-4 years. What causes the longevity of Antarctic icebergs?

· Make up a cause-and-effect chain from the following statements:

1.Australia exports lamb and wool

2.Australia is crossed almost in the middle by the southern tropic

3. Australia is quite hot and the driest continent

4. Sheep farming takes the leading place in the agriculture of the Commonwealth of Australia

2. Calculation tasks:

· It is known that 1 ton of oil spilled on the surface of water forms an oil slick with an area of ​​about 6 sq. km. What area will the oil slick cover in the event of an accident on a tanker with a displacement of 1000 tons or 5000 tons?

· The area of ​​tropical forests on the planet is about 400 million hectares. (2000) It is known that approximately 7 million hectares are cut down annually. forests. How long will it take for tropical forests on the Earth's surface to disappear if the rate of destruction does not change?

· It is known that in the early 60s. the average depth of the Aral Sea was about 30 m. The withdrawal of water from the Syr Darya and Amu Darya for irrigation led to a decrease in the volume and area of ​​this reservoir. Hydrologists have calculated that every year its level drops by about 40 cm. When might the Aral Sea cease to exist if urgent environmental measures are not taken?

3. Matching task, comparison of studied objects:

· South America has its own coastal desert - the Atacama. Which deserts in Africa and Australia have similar origins?

4. Tasks for modeling and forecasting geographic objects, situations and phenomena:

Show on the diagram how climate zones would be located in Africa if it were intersected by the equator in the northern part, and not in the central one.

It is known that Niagara Falls, located between Lakes Erie and Ontario, is gradually retreating to Lake Erie due to erosion of rocks by water. Imagine what might happen when the waterfall reaches this lake.

Imagine what environmental consequences could occur if the Ob River was “turned around” and directed to irrigate the deserts of Central Asia.

5. Tasks for grouping objects:

· Group African countries using a political map based on their geographic location. Take your choice of countries.

· Divide the proposed African objects into groups, give a name to each group; each group must contain at least two objects: Niger, Atlas, Somalia Peninsula, Kilimanjaro, Kalahari, Limpopo, Nile, Sahara, Congo, volcano. Cameroon, Mount Kenya, Lake Nyasa, Zambezi River, Lake Tanganyika, Gulf of Guinea, Mozambique Strait, Ethiopian Highlands, Lake Victoria, East African Plateau, Libyan Desert

6.Tasks on recognizing objects and phenomena by characteristics (working with climate diagrams, artistic descriptions, characteristics):

· “This area is one of the largest in area and the most sparsely populated. The country's deepest river is located here and the largest hydroelectric power stations have been built. Its enormous mineral wealth is still waiting to be developed.” What region of Russia are we talking about?

· “ This African country was in the past a French colony, and now it is a member of OPEC, one of the largest exporters of oil and gas. It is one of the few countries whose name is the same as its capital.” Determine which country the following description applies to.

VII. CONCLUSION

The implementation of a purposeful system of work in geography lessons enriches the inner world of children. In the process of work, children form and develop a number of cognitive and creative abilities and skills:

Establishing cause-and-effect relationships;

Finding new non-standard ways to solve problems;

The desire to discover and explore new things;

Interest in improvisation and the perception of ambiguous ideas.

A teacher's work with children is a complex process. It requires the teacher to have personal growth, knowledge in the field of child psychology and their education. This is work that requires enormous mental, emotional and physical costs, but undoubtedly brings satisfaction. Cooperation between teacher and child leads to mutual enrichment.

Perhaps a child will not connect his life with geography, but it can become a space for his personal growth.

Children’s assimilation of the content of a subject is not an end in itself, but only a means of developing their personality, their individuality. Not the assimilation of ready-made knowledge, but the development of a certain way of thinking that ensures the acquisition and production of new knowledge that can be born in the lesson.

Mastering intellectual operations, which are the basis of thinking, we understand thinking as an activity as a result of which the child goes beyond the boundaries of his own consciousness. Thinking constantly requires new experience, and not copying the old.

How important it is in our age, “the age of progress and passions,” to teach a child

love your Home, maintain order in it and always remember

that we are all children of the Earth! What qualities do I want

to educate in your students? - kindness and responsibility.

Responsibility for your words, for your actions.

A person’s life is only “a moment between the past and the future.”

Everyone leaves behind a kind of echo. And it depends only on us what it will be - short and faceless or long and bright.

I always try to remember this and convey it to my students!

VIII . REFERENCES

1. Magazine “Geography at school”

No. 2, 1996/s. 43-48/

No. 2, 1999/s. 33-35/

No. 3, 1999/s. 62/

No. 4, 1999 /60-63/

No. 5,1999 year/s. 37-40/

No. 6, 1999/p.51/

No. 7, 1999/53-55/

No. 2, 2000. / With. 67-71/

No. 3, 2000/ p. 62/

No. 4, 2001/s. 51, 52, 88-89/

2. Magazine “Primary School”, No. 1, 1999. /With. 54-57/

3. Magazine “Bashkortostan Ukytyusy” h y"

No. 12, 2006

No. 1, 2007.

4. Material from the Internet

Creative report

Geography teacher of the State Institution "Pyatigorsk Secondary School"

Seytkasimova Gulzhan Karazhigitovna

The main goal of my activities is to create an optimal teaching system that allows us to create conditions for the formation and development of scientific knowledge, skills and abilities in a student that meet state requirements for the level of preparation of students in my subject, creating a holistic picture of the world around us on the basis of the acquired knowledge. This is achievable if students do not memorize the proposed knowledge mechanically, but deeply understand and perceive it. It is precisely this kind of deep, conscious assimilation of knowledge that I strive to achieve. In addition, my goal is to instill interest in the subject, develop the student’s personality, and cultivate mental independence.

Geography is one of those subjects where the process of developing creative abilities and cognitive competence in students acquires the brightest semantic shades. Of course, the strongest emphasis for the development of students’ creative potential and the development of cognitive competence is formed at the initial stage of studying the subject (grades 6-7), since the perception of educational material occurs through the “revival” of words, concepts, definitions of a given lesson topic, the creation of images of perceived lesson objects is included, new images are enriched and improved, making the learning process more productive from topic to topic.

I believe that it is impossible to achieve success in solving the tasks assigned to the teacher without intensifying cognitive activity, the attention of students, and the formation and development of stable cognitive competence in the material being studied. I would like that, after graduating from school, the student would acquire not only theoretical knowledge, but understand the essence of natural phenomena, see behind them the physical processes that underlie them, and could easily, using the knowledge gained, explain everything that happens around him . But while the surrounding world and the knowledge of geography acquired at school intersect only partially, the desired flexibility of mind and the degree of development of practical skills that would lead to the desired result are not achieved. One of my tasks is to minimize this contradiction.

I have at my disposal an office, the necessary furniture, a set of maps and tables. Among the teaching aids I use visual aids, paintings, maps, atlases, diagrams, didactic material, multi-level handouts, educational literature: textbooks, manuals, anthologies, dictionaries, fiction.

I constantly purchase study guides and subscribe to newspapers and magazines. I constantly replenish my methodological collection with handouts, tests, assignments for tests, tests and independent work, which I both purchase and compile myself. I am accumulating materials for Olympiad assignments. I am working on improving my teaching skills. I take part in the work of the methodological association of science and mathematics teachers. I attend open lessons with school and district teachers and learn a lot. I give open lessons myself. I periodically take retraining courses.

By a high-quality educational process I mean such teaching when the teacher clearly knows what exactly he wants to achieve from the student in one given lesson, during a quarter, a year and the entire course, and, collaborating with the student, respecting him as an individual, applying various methods and means, receives the maximum possible result from each student as a result of his activities.

To achieve this result, I use the following training and education methods:

I strive to motivate the student’s cognitive activity, primarily by developing interest in the material being taught.

I achieve a conscious perception of knowledge.

I organize creative and independent work in the classroom.

I organize the work of the student with the student and the source of knowledge.

I strive to create a situation of success.

I build relationships with students based on respect for the individual on the one hand and demandingness on the other.

I regularly use repetition of the material I have studied.

To motivate students’ activities at the beginning of studying each topic, I try to awaken cognitive interest by giving examples of how important this topic is in our modern life and how important it is for students to know for themselves what we will study in it, asking students questions to which they cannot answer, but which will interest them, for example, in 6th grade when studying the topic “Hydrosphere”: “Do you know the fact that the original life originated in water?”, “Why do currents in the World Ocean differ in temperature?” “Why does a desert form on the west coast of South America in the temperate zone?” etc. In addition, I carry out all the experiments that are possible with the existing equipment. This greatly fuels interest and helps to understand the topic being studied.

An important task that I set for myself is to develop the cognitive activity of schoolchildren, to stimulate their creative independence, since only through one’s own activities can one learn about the world around us and the phenomena in it. The use of ICT helps with this, I make presentations for lessons, I use educational disks, in which the training course consists of thematic lessons containing theoretical material, supplemented by maps and illustrations, animations, videos, diagrams and tables, interactive simulators and exercises. The school has a computer science classroom, an interactive whiteboard, which allows the use of interactive equipment, Internet resources, interactive maps and video material, and test simulators in a computer version.

The use of test simulators in geography lessons creates positive motivation for learning in children, helps the student to absorb a large amount of information, increase activity in lessons, reduce the amount of literature used for preparation and reduce the time of searching for the necessary information, and manage the cognitive activity of schoolchildren. By actively using test simulators in geography teaching, you can achieve high results in the quality of training in the subject.

In a lesson with a problem presentation, I offer children entertaining tasks. I believe that problem-based learning is really an effective way to increase students’ interest in geography lessons and develop creative abilities. The older the students, the more complex problems they solve, the higher their level of independence. In my lessons I widely make interdisciplinary connections with other disciplines - chemistry, biology, physics, history, literature.

Often in class I give creative assignments: write an essay (for example, “The Journey of a Drop of Water,” “Is Man the King of Nature?”), make a crossword puzzle, compose a fairy tale, cinquain. This, in addition to intellectual development, allows you to look at geography from a slightly different angle, to comprehend it in a new way.

The forms of lessons I use are as follows: a lesson on studying and mastering new material, practical work, a lesson-game, KVN, a conference, a lesson on generalizing and consolidating knowledge. The main method I use in lessons for studying and mastering new material is explanatory and illustrative; I do it best, but due to the fact that students’ activities in such lessons are very limited, I use both partial search and search and research methods. For example, I conduct lessons in the formation of new knowledge in the form of lecture lessons, seminars, expedition lessons (travels), research lessons, educational conferences (press conferences). In the lessons of teaching skills and abilities I use such non-traditional forms as lessons with role-playing games, and in the lessons of repetition and generalization of knowledge, consolidation of skills - game forms: KVN, “What? Where? When?”, lessons-competitions, lessons-competitions. In the lessons of testing and taking into account knowledge and skills, I conduct quizzes, competitions, geographical dictations, testing, and defense of creative works. When studying new material, I give preference to the use of ICT. It is impossible to construct all lessons using information technology. Ordinary work lessons have their own specifics and different goals. But there are lessons where computer technology is necessary. To date, I have developed lessons using presentations that I create myself or use those created by colleagues. I see the main goals of using computer technology in my lessons: increasing motivation to study, deepening knowledge, developing the psychophysical qualities of students in the process of their practical activities in a gaming computer environment.

In my lessons I use both individual and group forms of activity.

In my lessons I pay much attention to the development of students’ speech, the development of the ability to clearly formulate their thoughts, present and justify their ideas.

I pay attention to working with a book, especially its types: a brief retelling of the text, highlighting the main idea, searching for an answer to the question posed, working on drawings and graphics. Working with a text means understanding its content, finding the meanings of new words in the dictionary, answering questions proposed by the teacher, formulating your own questions, searching in the literature for passages suitable to illustrate a particular natural phenomenon. Such activities allow schoolchildren to develop an idea of ​​a holistic picture of the world. The set of facts presented in the texts has not only informational significance, but also encourages the classification of phenomena and the determination of their practical significance. Working with literary text expands vocabulary, promotes the development of imaginative thinking, and improves speech culture.

For all the material I study, I try to select interesting examples of illustration from the surrounding nature, everyday life, and create problems related to life.

In my lessons I use differentiated tasks of three different levels of difficulty. Moreover, I invite students to choose the appropriate level themselves, thereby creating a positive attitude toward work and its successful completion. Working on such differentiated tasks makes it possible to take into account the peculiarities of perception, comprehension and memorization of educational material by students of different psychophysiological groups and contributes to better assimilation of the program, the development of children, the formation of the ability to analyze, compare, draw conclusions - the ability to learn. As a rule, I use differentiated tasks during a lesson at the stage of primary consolidation when studying a new topic, or in the process of consolidating knowledge. The consolidation stage is predominantly independent activity of students, which in turn is the most important way of forming the creative individuality of students.

I involve all my students in creative work. Extracurricular work with students also gives positive results: the number of participants and winners of school and regional subject Olympiads in geography is increasing. I mainly achieve positive results in working with gifted children in the subject. My students take prizes at regional competitions in geography (2012 - 2nd place, Kabanyuk E, 2013 - 2nd place, Yuminov A, 2016 - 2nd place, Zhusupbekova Dalyapraz). I pay great attention to developing research skills in students. My students take part in the regional scientific and practical conference: in 2012, Elena Kabanyuk, an 8th grade student, took 1st place with the project “History of the development of livestock farming in the Zharkainsky district”; in 2013, Alexey Yuminov took 3rd place in the project “Chronicle of the village of Pyatigorskoe ”, in 2015, Zhusupbekova Dalyapraz and Volkova Marina, under my leadership, prepared the project “Schools of geniuses - is this possible?”, 2016 - Seilova Dariga, 2nd place, project “Toys that shape consciousness”.

In geography lessons with low-performing students, I use a personality-oriented approach, teaching structure taking into account the development of individual abilities and the level of formation of skills - these are differentiated training tasks, practical work, differentiated tests, and elective work. I introduce new material gradually, using samples of knowledge and rules for performing educational activities. Weak students cannot immediately absorb a large amount of new material and apply old and new knowledge at the same time. Therefore, I practice additional classes for those who want. At the end of each block, I organize a systematic test of knowledge and skills. Only knowledge about the gaps makes it possible to provide urgent and correct assistance. To eliminate gaps in knowledge, all students must be taught to immediately seek advice from the teacher.

From the very beginning of my teaching career I have been engaged in self-education. Now I am in search of new forms, methods, techniques of teaching and education. I try to use non-traditional forms, ICT. This helps to activate students’ mental activity and develop their creative imagination.

Since 2012, I have been working on the topic of self-education “Formation of high-quality knowledge of students in geography through the use of non-standard forms and methods of teaching.” Summarizing her work experience, she spoke at a regional seminar for teachers of natural sciences in the city of Atbasar in 2013. In 2014, she made a presentation in section classes at the regional August conference “Improving the quality and efficiency of geographical education.” In 2016, she spoke summarizing her work experience at a regional seminar in Kokshetau on the topic “Modern methods of designing the educational process of natural science subjects in the context of introducing conceptual ideas of a new philosophy of education.”

Every year I organize subject weeks and extracurricular activities.

During the period from 2012 to 2015, I achieved the following results:

Student performance is consistently 100%.

Positive dynamics of “quality of knowledge”

A teacher, no matter how many years he has worked at school, must approach his work creatively. But each teacher has his own style, his own handwriting. I believe that, in general, effectiveness in work depends on the personal qualities of the teacher: on his skills, erudition, experience and individual abilities, and even the emotional coloring of the lesson.