The authors of the textbook implemented competency education through the textbook through:
This competence is used to develop the ability to apply the acquired experience to preserve their own health and the health of others, values to the environment as a potential source of health, well-being and security of man and community, awareness of the importance of conservation.
8. Geography (profile level) textbook for 10th grade secondary schools (authors GD Dovgan, OG Stadnyk, PO Maslyak, SL Kurtey, OG Brodovska). The content of the textbook is aimed at rethinking the role of knowledge and reorientation of students to the possibility of applying them in new conditions. The guidelines of educational activity (in the textbook proposed by the author’s team) are shifted from the knowledge to the practical component, which is realized through the system of semantic, illustrative and methodical apparatus of the textbook.
Oriyentovanist protsesu training on rozvytok osobystosti student, formuvannya yoho kompetentnostey spryamuvalo avtoriv coverage till the textbook material teoretychnoho prohramy of heohrafiyi by engaging starshoklasnykiv till the informuvyvnoho poshostiynoho science.
The authors of the textbook implemented competency education through the textbook through:
1. Selection of system-forming ideas, practical exercises, problem tasks that realize the contribution of geography in the formation of worldview, readiness for self-realization.
2. System integration of educational activities.
3. Consolidation of didactic units of study with deepening of internal system connections (with geography courses, which students have already mastered in previous years of studying geography and basics of other school subjects).
4. Strengthening and expanding the complex practice of applying a variety of knowledge and skills in different educational and life situations.
5. Wider use of project-based teaching methods that require students to have a high level of initiative and independence, problem situations developing initiative, research skills and abilities through the use of practical geography.
6. Combination of traditional and new information and communication technologies, personal and distance communication, algorithmic and creative search methods in teaching and educating the site through the provision of Internet content.
7. Development of the elementary content of diagnostics of the results of the pedagogical process through a system of competence-oriented questions, exercises and test tasks (website of the Internet support of the publishing house “Morning”).
8. Geography (profile level) textbook for 10th grade secondary schools (authors VV Bezugly, GO Lysycharova).
The criterion of competence orientation of the textbook is the ratio of information, activity, productive and reproductive components that determine its main didactic purpose – strengthening the practical orientation of learning, the connection of school education with life.
The objectives of the course are realized through the formation of key competencies and through all components of the textbook, including optimally selected inclusions and headings: the principles of continuity and interdisciplinary links are implemented through the heading “Remember”; to develop the independence of students and provide conditions for the implementation of information competence, works under the rubrics “Questions and tasks for self-control” and “Research” are offered.
Achieving the expected results of competency learning is impossible without an effectively designed and implemented system of testing and evaluation of learning outcomes, which the teacher forms based on the capabilities and intellectual potential of students, using local, including local history material. One of the means of forming, checking and assessing the level of formation of subject geographical competencies is the use of competence-oriented tasks (English Program for International Student Assessment). In PISA international studies, which determine the level of quality of education, including students ‘science literacy, the following tasks are used to determine students’ ability to use science knowledge in situations that are close to real and related to various aspects of the environment: school life, society, students’ personal lives, etc. Based on the analysis of modern methods, types, methods and techniques of monitoring students’ academic achievements in geography, algorithms have been developed for designing and applying competency-oriented tasks in geography, which are composed in didactic tests, and is a system of questions and gradually complicated tasks of specific form. , effective and objective assessment of the structure and measurement of the level of formation of subject-geographical competencies of students. Didactic test in geography is characterized by structure, integrity, quality of results, substantive and logical certainty of content, scientific credibility, representativeness and form of presentation of material. Competence-oriented tasks are focused on finding ways for students to solve them with the mandatory use of geographical knowledge, skills and previously formed scientific values. The use of competency-oriented tasks allows a geography teacher to achieve several didactic goals simultaneously: to identify the level of formation and development of subject geographical competencies, assess their ability to independently acquire knowledge and choose methods of activity, interest in geography and creative experience in its study. According to the level of complexity, the following tasks are divided:
first level tasks – involve the application of basic geographical knowledge in familiar clearly defined situations. These can be closed test tasks, one-step tasks, interpretations of standard geographical indications and data, tasks for recognizing geographical objects on maps, etc.; tasks of the second level of complexity include the establishment of links and integration of geographical knowledge, skills and abilities and scientific values of different thematic areas. To solve problems of this level, students need to organize and apply geographical knowledge and skills in non-standard situations, solve multi-step geographical problems, read a map, etc.; the third level of complexity is the level of reasoning. Tasks of this level are based on the implementation of generalizations, problem solving https://123helpme.me/buy-compare-and-contrast-essay/ and substantiation of conclusions.
Through competency-oriented tasks, it is also possible to implement cross-cutting content lines, which are a means of integrating key and general subject competencies, subjects and subject cycles. Cross-cutting content lines “Environmental Security and Sustainable Development”, “Civil Responsibility”, “Health and Safety”, “Entrepreneurship and Financial Literacy” in the 10th grade geography course are implemented primarily in view of the content of the cross-cutting topic to which the relevant interpretation in separate sections and topics of geography, examples, methods and means of training are used and projects and researches are carried out. The role of competency-oriented tasks on cross-cutting topics is different and depends on the content of the course and on how it is related to a specific cross-cutting topic. Systematic application of competence-oriented tasks during the implementation of thematic and final competence control will help increase the efficiency of the process of studying geography.
Opportunities for the implementation of subject geographical competence are enhanced by curricula of elective courses and electives, which are a means of meeting the cognitive and educational needs of high school students and can be used regardless of the chosen profile of study. The list of curricula that can be used in the study of geography is posted in the “List of curricula, textbooks and manuals for secondary schools, which are stamped by the Ministry of Education and Science of Ukraine or approved for use in secondary schools” at the link on the IMSO website (https://imzo.gov.ua/pidruchniki/pereliki/), and is systematically updated.
Given the changing societal requirements for the quality of educational services, the educational environment of the educational institution should ensure the effectiveness of the implementation of the already mentioned approaches and activities, as well as successfully use information and educational environment related to cloud technologies, which are becoming increasingly important in professional activities. teachers of general secondary education, providing new, dynamic and relevant opportunities based on Internet technologies, electronic applications for education. Examples of the use of cloud technologies in school:
use of Office Web Apps (Office 365); electronic magazines and diaries (http://shodennik.ua/); online services for the educational process, communication, testing; distance learning systems, library, media library; file storage, sharing (Dropbox, SkyDrive); joint work; video conferencing; e-mail with the domain of the institution; Google Apps services
Major companies, namely: Google, Microsoft, IBM – are trying to improve cloud technologies for their implementation in the educational process, so modern web services in the cloud is an important system that creates certain learning environments to improve the skills of teachers and develop their professionalism. Distance learning is becoming relevant as learning in the cloud, which will not only ensure the development of cognitive and creative activity of students in the educational process, mobility and relevance of educational resources, will allow without additional costs to use modern computer infrastructure, software and services. Cloud technologies provide an opportunity to involve personal computer devices of teachers, students and their parents in the educational process.
Scientific and methodical journal “Geography and Economics in the native school” of the Ministry of Education and Science of Ukraine, the journal “Geography. Book supplement” popular science magazine on natural sciences “Kolosok”, as well as the newspaper “Local History.
