Examples of problematic questions in geography. Subject matter about problem-based learning in geography

The problem of developing thinking in the learning process occupies a prominent place in the research of teachers and psychologists. Based on these studies, conclusions were drawn about the relationship between the learning process and the development of thinking; it was shown that the development of creative thinking in schoolchildren is possible only with the help of problem-based learning.

The purpose of this work is to show possible ways to implement a problem-based approach in teaching geography. Particular attention is paid to creating a system of problem-based tasks on the topic, ways to include them in the lesson, and organizing students’ cognitive activity based on them. To carry them out, various sources of geographical knowledge are used - textbooks, atlas, statistical material, popular science literature, media, INTERNET.

Along with traditional problem tasks, the work provides examples of such educational problems that are based on material that is close to students and significant to them. Their solution requires not only familiarization with practical actions, the results of which can be used in the classroom, school, scientific and practical activities, etc. Along with lessons in which only part of the educational time is allocated to solving the problem, the possibilities of implementing a problem-based approach to studying the entire topic in in general. In this case, the main problem for the entire topic is formulated, then it is divided into a number of particular problems, which are solved in separate lessons on studying this topic. The solution to each particular problem represents a certain step in solving the main problem.

Problem-based learning in psychological and pedagogical literature

Problem-based learning is understood as a didactic approach that takes into account psychological patterns independent mental activity of a person.

Despite different points of view on problem-based learning (M.N. Skatkin, I.Ya. Lerner, M.I. Makhmutov, V. Okon), the following is common to all researchers: the main elements of problem-based learning, didactics, like psychologists, believe creating problem situations and solving problems. Psychologists have proven that thinking arises in a problem situation and is aimed at resolving it. A problematic situation means that in the process of activity a person came across something incomprehensible and unknown. The problem situation in didactics is defined almost as in psychology. According to I.Ya. Lerner, “a problematic situation is a difficulty clearly or vaguely realized by the subject, the ways to overcome which require the search for new knowledge, new ways of action.”

That., main element problem situation - the unknown, the new, what must be open for the correct execution of the desired action. But not every problematic situation inevitably stimulates thinking. Thinking does not occur if the subject does not have a need to resolve the problem situation, and also lacks the initial knowledge necessary to begin the search. For this to occur, it is necessary to analyze problematic situation.

In the process of analyzing a problem situation, the element that caused the difficulty is determined. This element is considered a problem. (M.I. Makhmutov).

In the educational process, a problem can be expressed in the form of a problematic question or task. Both the problematic task and the problematic question have one thing in common: their content contains potential opportunities for the emergence of problematic situations in the process of their implementation. The essence of problem-based learning consists of two concepts: “problem situation” and “problem”.

Basic concepts of problem-based learning.

The basis of problem-based learning is the creation of various problem situations in lessons, organizing students to analyze them, teaching students to solve problems, and developing in students the ability to see and formulate a problem. A characteristic feature of the problem approach is the independent cognitive activity of students.

Problem-based learning in geography methods

According to the provisions of didactics, problem-based learning is implemented using the following methods: partially search or heuristic, problem presentation and research.

It is necessary to first teach the implementation of individual solution steps, individual stages of research, developing these skills gradually. A number of works by didactics (V.A. Shchenev) discuss some ways to solve cognitive issues: finding cause-and-effect relationships, grouping facts, comparison, generalization - and show ways of forming these techniques. However, a “cognitive question” is much broader than the concept of a “problematic question.” As a rule, every problematic question is cognitive, but not every cognitive question is problematic. A cognitive question can be considered problematic if, on its basis, the teacher creates a problematic situation in the lesson, the resolution of which will lead to the acquisition of new knowledge.

In solving a problem, students can distinguish the following stages:

awareness of the problem, revelation of the contradiction;
formulating a hypothesis based on these conditions;
proof of hypothesis;
general conclusion.

To solve a problem, students use the following techniques: educational activities, such as finding a gap in connections, putting forward a hypothesis, reformulating the requirements of a question, applying general position hypotheses for individual techniques, establishing a set of cause-and-effect relationships. Students' gradual mastery of these techniques leads to the formation of problem-solving skills.

Table 1

Stages of problem solving

Stage name

The essence of the stage

Reception academic work

1. Awareness of the problem, revelation of the contradiction

2. Formulating a hypothesis

3. Proof of the hypothesis

4.General conclusion

Detecting a hidden contradiction in a problematic issue

Designation using a hypothesis of the main direction of searching for an answer

Proof or refutation of the assumption made in the hypothesis

Enrichment of previously formed cause-and-effect relationships with new content

Establishing cause-and-effect relationships, finding a gap in connections

Proposing a hypothesis

Establishing cause-and-effect relationships

To facilitate students’ assimilation of the logic of solving problematic issues, it is advisable to offer them the following reminder:

Memo for students solving problematic issues (Appendix 1)

Mastery of experience creative activity occurs in the process of students performing creative tasks based on the content of the program material.

To achieve real learning results, a system of such tasks is necessary. The approach developed by I.Ya. has found application in the methodology of teaching geography. Lerner.

Along with the development of individual problem tasks, the possibilities of implementing a problem-based approach to the study of entire topics are being developed. At the same time, the main problem of the topic is formulated, which is then divided into several specific ones. The cognitive activity of students takes on a general creative and exploratory nature, aimed at solving both the main and its particular problems. The general system of creative activity of schoolchildren includes the knowledge that they receive “ready-made from a teacher or from a textbook.”

A real problem has two characteristics: it is personally significant for students and requires students to take action to collect the necessary information, search for its solution and, what is considered especially important, to act in accordance with the solution found.

The teacher's functions are to coordinate the activities of students, help them, but not give strict instructions. In case of difficulties, the teacher is recommended to pose leading questions and give additional tasks.

Solving real problems, in turn, is associated with the implementation of an ecological approach to teaching. IN foreign literature Much attention is paid to the development of special teaching methods in the field of environmental protection.

Environmental education in geography lessons is impossible without developing in children the skills to independently master and critically analyze new information and the ability to build scientific hypotheses. Therefore, it is necessary to pay great attention to the problem-based approach to teaching, the essence of which is well revealed by the words of teacher A. Disterverg: “A bad teacher presents the truth, a good teacher teaches to find it.” The problem-based approach involves organizing the active cognition of students, while the role of the teacher is reduced to managing the cognitive activity of children. The basis of the method is the creation of a problem situation, i.e. situations of intellectual difficulty in which students do not have the necessary knowledge or methods of activity to explain facts and phenomena. Depending on the content of the educational material, psychological age characteristics students are singled out various ways creating a problematic situation. For example:

Raising a problematic issue.
Creating a problem situation based on a scientist’s statement.
Creating a problematic situation based on bringing opposing points of view on the same fact.
Creation of a paradoxical fact.
Demonstrating or reporting an experience as a basis for creating a problematic situation.

A problem-based approach to learning presupposes the mandatory development of intellectual skills in schoolchildren: analysis, synthesis, comparison, generalization, establishing cause-and-effect relationships, scientific forecasting, i.e. includes the logical operations necessary to select the appropriately correct solution.

Scheme No. 1

“Thick” questions

To implement a problem-based approach, the teacher must have a system of problematic questions and tasks. Questions can be considered problematic only if the following conditions are met:

if the question is related to the leading ideas, concepts and laws of science itself, to ideological issues, the independent assimilation of which ensures to a large extent mental development students;
if it is possible to group educational material, including factual material, around identified problems;
if it is possible to reveal ways of scientific search for a solution to a problem, including those arising in the history of science, in order to familiarize students with the methods of scientific knowledge;
if based on the question posed it is possible to create a problematic situation.

The first three conditions relate to a greater extent to the content of questions and tasks; the last determines the fundamental difference between a problematic question and a cognitive one. Thus, the questions presented can be considered problematic only if, on their basis, a problematic situation is created, the resolution of which will lead to students acquiring new knowledge. At the same time, search activity is combined with reproductive activity and the assimilation of knowledge in a “ready” form. The teacher can also use the questions and assignments presented to check the mastery of the material covered, as well as as an advanced task. Completing advanced tasks involves students working independently with the additional literature available to them, drawing up a simple summary based on its analysis, containing the answer to the question posed, and presenting this message to the students in the class.

The teacher can create an infinite number of such questions and assignments. This work presents tasks that are available in teaching aids, textbooks, articles in the journal “Geography at School,” and didactic materials, and shows the possibilities of their use for the development of students’ cognitive activity, for organizing the search activities of schoolchildren in the classroom.

In addition to creating problem situations, I also use other methodological techniques for managing students’ cognitive activity. One group of techniques activates students’ activity at the stage of perception and helps to awaken interest in the material being studied. These include the following techniques: novelties, which involve the inclusion of interesting information, facts, and historical data in the content of the educational material; and significance, which creates an attitude towards the need to study the material in connection with its environmental value. Another group includes techniques for activating students’ activities at the stage of comprehending the material being studied; one of them is heuristic, the essence of which is that the teacher asks students a difficult question and leads students to an answer with leading questions. In my lessons I use the Socratic technique. It is built on the basis of discussion of controversial issues. The course of the conversation is directed so that it acquires the character of a discussion. This allows children to develop the ability to prove and justify their judgments. The research technique allows students, based on their observations, experiments or analysis of literary data, to independently solve a cognitive problem and formulate a conclusion.

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 new material will exceed the expected one in content and methods of presentation, then it will give the impression of surprise, arouse surprise, interest and the 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:

Statement of the problem.
Solving the problem.
Summing up.

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.

Problematic questions and assignments by topic (Appendix 2)

Levels of mastery of creative activity and methods of its transmission (Appendix 3)

Basic concepts of problem-based learning (Appendix 4)

Literature

Lerner I.Ya. Development of schoolchildren’s thinking in the process of teaching history: A manual for teachers - M. Prosveshchenie, 1992.
Pancheshnikova L.M. Problem assignments in geography. – Geography at school. – No. 1.
Panshechnikova L.M. Test tasks and geography exercises. – M. Education, 1982.
Ponurova G.A. Problem-based approach to teaching geography in high school. –M. Enlightenment, 1991.
Kim R.A. Control and testing work on the geography of Kazakhstan. 8-9 grades - Karaganda, 2001

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

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

Creative activity becomes one of the main elements of content school education. The experience of such activities cannot be conveyed to students by imparting “ready-made” knowledge or organization training exercises, performed according to the sample. It is developed in schoolchildren in the process of solving problem-cognitive tasks. Methodological techniques for creating problem situations:
- the teacher brings the students to a contradiction and invites them to find a way to resolve it themselves;
- confronts contradictions in practical activities;
- presents different points of view on the same issue;
- invites the class to consider the phenomenon from different positions (for example, commander, lawyer, financier, teacher);
- encourages students to make comparisons, generalizations, conclusions from the situation, compare facts (stimulating dialogue);
- poses specific questions (for generalization, justification, specification, logic of reasoning);
- identifies problematic theoretical and practical tasks (for example, research);
- formulates problematic tasks (for example, with insufficient or redundant initial data, with uncertainty in the formulation of the question, contradictory data, obviously made mistakes, limited time for solving to overcome “psychological inertia”, etc.).

Geography 7th grade. Subject:"Nature of Antarctica"

Problem question for students: “Why is Antarctica called the land of frost and cruel sun?”

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

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

cause

Consequence

Long polar night

Severe cooling of the continent

The rise of the continent due to ice by 2 km

The higher, the colder

Ice and snow covering the continent

Reflection of rays from a surface

If the Sun is high above the horizon

Hot

The sun is low over Antarctica

The sun is harsh (how does this manifest itself? Cases of burns)

In this way, students identify contradictions between existing contradictions and new facts. This contradiction can be resolved using a hypothesis. So, the first stage of solving a problem is forming a hypothesis.

It sounds something like this: the low sun above the horizon in Antarctica should not burn your facial skin. Apparently Antarctica receives a lot of heat.

Stage 2 - problem formulation

3 stage - decision problems

Proof of the hypothesis. Students use previously acquired knowledge. They know that the polar day lasts a long time, which means the continent should receive a lot of heat, the air here is clean, transparent, the height of the continent is 2 km, and in some places it is higher than 4 km, which means that the sun’s rays pass through a smaller layer of air, the continent lies, as it were, “closer to To the sun.” Conclusion from what was said during the discussion.

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

I often use the research method in the development of creative thinking (visual-effective, causal and heuristic) in high school, where students are asked to solve the problem on their own. Through role-playing game Working in groups, students look for a solution to the problem - “Where would you build an aluminum smelter? Why?" when studying"West Siberian economic region" . Geologists determine and calculate resource availability, how many years deposit reserves will last. Environmentalists make a forecast for possible pollution environment. Designers choose a plant site based on location factors. During the discussion

determined the construction site of the plant near Surgut:

There is a thermal power plant running on gas;

Eat railway, through which raw materials can be imported from Eastern Siberia; in summer, river transport can be used;

The environmental situation is relatively favorable, the air envelope is well ventilated.

Aluminum should be inexpensive.

While studying local history, we pay serious attention to solving economic and environmental problems through design and research activities (heuristic, cause-and-effect)

9th grade. Socially economic geography Russia. Industrial centers of the Orenburg region.

Exercise: "You are the head of the city of Novotroitsk. Development, what type of transport would you prefer and why?”

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

and these are trolleybuses and metro. Trolleybuses can be purchased from neighbors in the Saratov region - the city of Engels. The metro needs to be built between city districts to avoid traffic jams during rush hours. The children proposed introducing an environmental day in the city - Sunday, when all residents use only city environmentally friendly transport, personal transport only on weekdays.

In 11th grade, I was asked to open my own business abroad. “Where and what business will you open?” There were many proposals. Here is one of them:

The student would like to open his own business in Australia and invest in sheep farming. In the southwest, purchase land. There is savannah here, there is food for animals, there is a railway, you can export and import everything you need. The area is sparsely populated - there will be fewer competitors. Wool is one of the state's exports; there will always be demand. The business should prosper.

TRIZ technology.

A child who is trained according to the reproductive-information type,

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

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

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

students ask questions that the teacher can answer “yes” or “no”

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

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

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

When working on TRIZ problems, ready-made solutions will not come out immediately.

But the very ability to generate ideas and overcome the inertia of thinking allows students to be creative.

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

It is known that icebergs are huge pieces of ice that

break off from ice fields and drift in the ocean.

There is a real danger of ships colliding with them.

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

Titanic sank after hitting icebergs

Scientists began to study the migration of giant ice floes to

Ensure the safety of seafarers. How is this possible

do?

7th grade.Atlantic Ocean theme

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

The Atlantic Ocean is polluted. Enters the ocean every year

several million tons of oil. Oil spills are trying

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

8th grade. Theme "Inland waters"

Why are houses built on stilts in Yakutia?

11th grade.Theme "China"

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

lands from destructive desert storms. From November to April

clouds of sand, 90% consisting of fine-grained particles

lime, collapse

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

Hurricanes occur here 80 times a year.

How to protect arable land from storms?

Students learn to formulate specific questions, identify reasons and

consequences, select the most important features, generalize and draw a conclusion. Sometimes you have to help and advise children. All proposed options are accepted, which leads to imagination and a creative approach to solving problems.

Problem-based learning is a method of active interaction of the subject with the problem-based content of learning, organized by the teacher, during which he becomes familiar with objective contradictions scientific knowledge and ways to solve them. Problem-based learning is not a new pedagogical phenomenon. Currently, the problem of student activity in geography lessons has become very acute, as the quality of knowledge has sharply deteriorated. It becomes clear that some teaching methods are outdated, and their results can no longer meet the requirements of a modern, constantly developing society. After all, previously such methods and types of lessons prevailed that implied various descriptions, explanations or the teacher’s story. The student had no time to think for himself or get information from any other sources. This approach to training is aimed at eliminating this problem by independently obtaining information and involving in the process maximum quantity students. A feature of teaching geography is the complex interaction of many factors related to various fields of science, which makes the material particularly attractive, but makes the organization of the educational process very complex and diverse. Thus, the teacher has a need to find an approach that would provide efficient use teaching time and fruitful work in the classroom. Therefore, problem-based learning methods are increasingly being used.

The basis of the problem-based approach is that in the course of studying new material and its subsequent consolidation, tasks are offered, the completion of which is aimed at strengthening students’ ability to use previously acquired knowledge. They are presented with a certain problem, which they must solve independently or with the help of a teacher, find ways and means of applying existing knowledge in new conditions. A problematic situation is created - the psychological state of the student’s mental difficulty in solving educational problem or a question posed by the teacher.

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

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

2. Formulating a hypothesis.

3. Finding a solution and proving the hypothesis.

4. Solving the problem

Several requirements must be presented to the problem being put forward. If at least one of them is not fulfilled, a problematic situation will not be created.

The problem must be understandable to students. If students do not understand the meaning of the task, further work on it is useless.
The second requirement is the feasibility of the problem being put forward. Students must solve this problem on their own, otherwise a lot of time will be spent during the lesson, which is unacceptable and means this problem won't make sense
The formulation of the problem should interest students.
The naturalness of the problem statement plays a significant role. If students are specifically warned that a problematic problem will be solved, this will cease to be relevant.

In order to interest students, you can offer them some kind of information before explaining entertaining task. For example, when studying the topic “Structure of the Earth’s Crust” in grade 7: “Based on your existing knowledge about earth's crust, about lithospheric plates, create a theory of the movement of lithospheric plates. Your theory must be substantiated and have evidence of its veracity."

Several types of problem-solving or creative tasks are used in teaching geography.

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

Tasks based on a scientific hypothesis, for example about the origin of permafrost. About climate change on Earth and others, revealing this hypothesis, students need to express their conclusions on it, justify its scientific and practical significance. Or solve the following problem: the sheep breeding industry is widely developed in Australia, but based on knowledge of climatology and analysis of maps of the atlas of natural zones, we are talking about the dryness of the continent, a network of temporarily dry rivers (cries) and a lack of fresh water: how in this situation the mainland occupies a leading position position in this industry. As a result of analyzing the educational materials proposed by the teacher during the lesson and updating previously acquired knowledge, students can conclude that sheep are unpretentious animals that can eat dry herbs and drink salted water, which is abundant on the mainland.

Paradox tasks, for example: “The rivers of the European part of Russia and Siberia flood once a year. The rivers crossing the deserts - the Amudarya and the Syr Darya - have two floods a year - in spring and summer. How can this be explained?

But if we think about it, does the student always get out of the created cognitive difficulty? There can be 4 ways out of a problem situation:

1. The teacher himself poses and solves the problem;

2. The teacher himself poses and solves the problem, involving students in formulating the problem, making assumptions, proving the hypothesis and testing the solution;

3. Students pose and solve problems independently, but with the participation and (partial or full) help of the teacher;

4. Students independently pose a problem and solve it without the help of a teacher (but, as a rule, under his guidance).

Thus, the geography course is one of the most interesting in school curriculum, the effectiveness of teaching in this course can be achieved if the educational process is aimed at developing students’ thinking, at developing their cognitive independence, including through problem-based learning. The opportunities for problem presentation in geography lessons are very wide. In view of the complexity of natural objects, phenomena and processes studied by geography, consideration of each of them can be carried out problematically.

Share your work on social networks

If this work does not suit you, at the bottom of the page there is a list of similar works. You can also use the search button

named after academician Z. Aldamzhar

Faculty of Education

Department of Natural Sciences

Coursework in the discipline of teaching geography

TOPIC: problem-based teaching of geography

Completed by: Kasymova

Aidana Darkhanovna

4th year o/o

specialties Geography

Scientific supervisor

Munarbaeva B.G.

senior lecturer

Kostanay

2012

Kostanay socially technical university

named after academician Z. Aldamzhar

Department of Natural Sciences

Discipline ___________________________________________________

I APPROVED

Head department _______

"___"_______ 20__

EXERCISE

for course work for a student

__________________________________________________________________

Subject course work ______________________________________________

Target setting ______________________________

Scope of course work ___________________________________________

Deadline for reporting to the supervisor on the progress of coursework development:

a) report on collected material and the progress of coursework development

until "" 20___

b) a report on the progress of writing the course work before “____”___________ 20____.

The deadline for submitting the course work is “____” ________20_.

Course supervisor: __________________

"___"_____________20_

Introduction………………………………………………………………………………………

1 The meaning and role of the problem-based approach in teaching geography…………….

1.1 Problem-based learning in psychological and pedagogical literature………

1.2 The essence of problem-based learning………………………………………………………...

1.3 Types and methods of creating a problem situation……………………….

1.4 Conditions and methods of implementing problem-based learning………………..

1.5 Types of problem tasks in geography………………………………..

2 The pedagogical system as the basis for the implementation of the problem-based approach…..

2.1 Using problem-based learning technology in geography lessons………………………………………………………………………………………...

3 Students are the main link of the pedagogical system………………………..

3. 1 Differentiation of schoolchildren by level of learning……………….

3. 2 Diagnosis of students’ attitudes towards problem-based learning………...

4 Selection of content for implementing a problem-based approach to teaching geography to students…………………………………………………………..

Conclusion………………………………………………………………….

List of references…………………………….

Introduction

The great teacher Adolf Diesterweg wrote: “A bad teacher presents the truth, a good teacher teaches to find it.” These words, like no other, emphasize the main purpose of my use of problem-based learning methods in school.

The direction of work I have chosen is very relevant, since at present it is no secret to anyone that there is an increasingly noticeable decline in students’ interest in school. This is understandable: after all, the teacher has ceased to be the only source of knowledge.

From the screens of televisions, computers, from the pages of books, magazines and newspapers, a stream of a wide variety of bright, memorable, interesting information falls on them.

For a geography teacher, the situation is further complicated by the fact that, compared to other subjects, geography often loses due to the fact that schoolchildren, especially high school students, change their attitude towards the subjects studied at school. Their activity in lessons on core subjects increases educational institutions where they decide to go, and passivity and indifference to others increases. Often these “others” include geography.

Problem-based assignments, as a rule, are of a personal developmental nature and naturally arise from the experience and needs of the students themselves. By putting the student in a problem situation that is interesting for the whole class, the teacher has the opportunity to “disinhibit” the mechanism of his thinking. Involving students during a problem-based lesson in formulating a problem, putting forward hypotheses for its solution deepens interest in the independent process of cognition, discovery of truth: fact > hypothesis > theory > knowledge (truth).

Target: determine the essence of the problematic teaching, and determine the types and methods of creating a problematic situation.

Tasks:

establish the importance of problem-based learning in the study of geography;
find out the content of the problems;
show the relationship between the learning process and the development of creative thinking through problem-based learning;
to form knowledge, skills and abilities using problem-based learning as a technique that activates the mental activity of students.

Particular attention is paid to creating a system of problem-based tasks on the topic, ways to include them in the lesson, and organizing students’ cognitive activity based on them.

To carry them out, various sources of geographical knowledge are used: textbook, atlas, statistical material, popular science literature, tools mass media, Internet.

Thus, the main task becomes updating cognitive interest students, which is possible when using a problem-based approach in lessons.

Main landmark modern school education full personality active, healthy morally and physically, capable of creative activity. This high level can be achieved through the introduction of new technologies into the educational process. One of the difficulties in their implementation is that there is no detailed development of their application. It is very difficult to structure training in such a way that it uses: problem-based learning, differentiated and personal approaches, taking into account age and individual characteristics students, step-by-step study of the material, developmental teaching methods, various forms of organizing students’ educational activities in the classroom and work on mastering the content of education.

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

1 The meaning and role of the problem-based approach in teaching geography

1.1 Problem-based learning in psychological and pedagogical literature

There are still heated debates and discussions on problem-based learning: some authors consider it broadly, defining it as a new type of learning (Lerner I.Ya., 1974; Makhmutov M.I., 1977), others as a teaching method (OkonV. ,1968), while others classify problem-based learning as a principle (Kudryavtsev V.G., 1991).

In this work, problem-based learning is understood as a didactic approach that takes into account the psychological patterns of a person’s independent mental activity.

Despite different points of view on problem-based learning, the following is common to all researchers: didactics, like psychologists, consider the creation of problem situations and problem solving to be the main elements of problem-based learning. Psychologists have proven that thinking arises in a problem situation and is aimed at resolving it.A problematic situation means that in the process of activity a person came across something incomprehensible and unknown. The problem situation in didactics is defined in almost the same way as in psychology. According to I.Ya. Lerner“a problematic situation is a difficulty clearly or vaguely realized by the subject, the ways to overcome which require the search for new knowledge, new ways of action.”(Dushina I.V., Ponurova G.A., 1986).

M.I. Makhmutov understands the problematic situation as “mental state of intellectual difficulty that arises in a person when, in the situation of the problem he is solving, he cannot explain new fact using existing knowledge or perform a known action in the same familiar ways and must find new way actions."

Thus, the main element of a problem situation is the unknown, the new, that which must be open for the correct execution of the desired action. A.M. Matyushkin (1972) writes that“in order to create a problematic situation in learning, it is necessary to put the student in front of the need to complete a practical or theoretical task in which the knowledge to be acquired will occupyunknown place».

But not every problematic situation inevitably stimulates thinking. Thinking does not occur if the subject does not have a need to resolve the problem situation, and also lacks the initial knowledge necessary to begin the search. To begin this, it is necessary to analyze the problem situation.

In the process of analyzing a problem situation, the element that caused the difficulty is determined. The problem is considered to be such an element.” -Makhmutov M.I. ., 1977.

The problem can be considered as logical, psychological and didactic categories. As a didactic category, different authors define it differently.

“A problem is a question that has arisen or been posed to a subject, the answer to which is not known in advance and is subject to a creative search, for the implementation of which a person has some initial means suitable for searching” (I.Ya. Lerner).

“A problem, as V. Okon (1968) emphasizes, is a difficulty that requires research activity leading to a solution.”

Despite the differences in the examples of definitions, they all, to one degree or another, emphasize an important feature: a problem represents a difficulty for human cognition. However, some philosophers, psychologists, and teachers believe that it is not difficulty as such that is a problem, but that the source of the problem must be discovered in this difficulty. This, according to many researchers, is a contradiction.

According to M.I. Makhmutov, this is “a dialectical contradiction between the student’s previous knowledge and new facts, phenomena, to explain which previous knowledge is not enough; new ones are needed" (Makhmutov M.I., 1977)

In the educational process, a problem can be expressed in the form of a problematic question or task. Both the problematic task and the problematic question have one thing in common: their content contains potential opportunities for solving and arising problematic situations in the process of their implementation.

The subordination of the basic concepts of problem-based learning can be presented in the form of a simple structural diagram, from which it can be seen that the essence of problem-based learning consists of two concepts: “problem situation” and “problem”.

As already mentioned, problem-based learning is understood in this work as a didactic approach, the basis of which is the creation of various problem situations in lessons, organizing students to analyze them, teaching students to solve problems, and developing in students the ability to see and formulate a problem. A characteristic feature of a problematic approach is c I am independent cognitive activity of students. (Panceshnikova L.M., 1983)

1.2 The essence of problem-based learning

According to the provisions of didactics, problem-based learning is implemented using the following methods: partially search, problem presentation, research.

I.Ya. Lerner (1974) believes that in order to gradually bring students closer to independent decision Problems they must first be taught to perform individual steps of solution, individual stages of research, forming these skills gradually.

The process of completing problematic tasks and solving problematic issues is the most difficult in the theory of problem-based learning. Little attention has been paid specifically to this issue in the methodology of teaching geography. In a number of works by V.A. Shchenev (1998), some methods of solving cognitive issues are considered: finding cause-and-effect relationships, grouping facts, comparison, generalization, and shows ways of forming these techniques. But the concept of “cognitive question” is much broader than the concept of “problematic question”. After all, every problematic question is cognitive, but not every cognitive question is problematic. A cognitive question can be considered problematic if, on its basis, the teacher creates a problematic situation in the lesson, the resolution of which will lead students to gain new knowledge.

Mastering the experience of creative activity occurs in the process of students completing problem-based tasks based on the content

program material. In didactics, there are different approaches to building a system of problematic knowledge.

The approach developed by I.Ya. has been used in the methodology of teaching geography. Lerner. As the basis for constructing a system of problem-based tasks, firstly, research methods were adopted, which allows the content to be most fully reflected in teaching academic subject, secondly, leading ideas of geographical science, its theory and problems, adapted to the conditions of secondary school. (Panceshnikova L.M. 1984)

A system of problem tasks, developed taking into account the above conditions under the guidance of L.M. Pancheshnikova, has been widely tested in teaching methods and school practice.

IN recent years in problem-based learning theorythe concept of “traditional” and “real” problem-based learning appeared. Traditional problem-based learning involves solving problems derived from science and adapted to the students' abilities. To facilitate students’ assimilation of the logic of solving problematic issues, it is advisable to offer them the following reminder, highlighting the stages of solving the problem.(Makhmutov M.I., 1977)

I stage. Awareness of the problem, revelation of the contradiction. On At this stage you need to perform the following steps:

Read the question carefully;
Find the terms and requirements of the question;
Determine what is given in the condition and what needs to be found;
Remember what you already know about this object or phenomenon, what cause-and-effect relationships explain it;
Compare previously acquired knowledge and new information;
Based on this comparison, identify the contradictions hidden in the question.

II stage. Formation of the problem.At this stage, they make an assumption about the reasons for the occurrence of a phenomenon or object and formulate a hypothesis.

III stage. Proof of the hypothesis.

A new question is raised;
Based on the hypothesis, this question is answered;
If possible, check the answer.

IV stage. General conclusion.

At this stage it is necessary to answer the following questions:
What new knowledge have you gained?

What new things have you learned about the cause-and-effect relationships that explain this phenomenon or object?

Let's look at the solution to the problem. TABLE 1.

Table 1.

Reminder for solving the problem

Stage name	The essence of the stage	Acceptance of academic work
1. Awareness of the problem, revelation of the contradiction.	Detecting a hidden contradiction in a problematic issue.	Establishing cause and effect relationships, finding a gap in them.
2. Formulation hypotheses.	Designation using a hypothesis of the main direction of searching for an answer.	Proposing a hypothesis.
3. Proof of the hypothesis.	Proof or refutation of the assumption made in the hypothesis.	Justification of the hypothesis.
4. General conclusion.	Enrichment of previously formulated cause-and-effect relationships with new content.	Establishment of cause and effect relationships.

A real problem has two characteristics: it is personally significant for students and requires students to take action to collect the necessary information, find ways to solve it and, what is considered especially important, act in accordance with the solution found.

The teacher's functions are to coordinate the activities of students, help them, but not give strict instructions.

1.3 Types and methods of creating a problem situation

The peculiarities of organizing the process of problem-based learning are that the main element of all stages of learning becomes a problem situation the main means of activating the mental activity of students.

L.M. Matyushkin (1972)formulated six rules for creating problem situations, four rules for managing the process of assimilation in a problem situation, five rules defining the sequence of problem situations.

The following types of problem situations are distinguished:.

First type should be considered the most general and widespread: the emergence of a problem situation, provided that students do not know how to solve the problem, to provide an explanation for a new fact in an educational or life situation.

Second type arises when students are faced with the need to use previously acquired knowledge in new practical conditions.

Third type a problematic situation easily arises in the event of a contradiction between a theoretically possible way to solve a problem and the practical impracticability of the chosen method.

Fourth type the emergence of a problem situation. If there is a contradiction between the practically achieved result of execution educational assignment and students’ lack of knowledge for its theoretical justification.

There are several mainways to create problematic situations.

1. Encouraging students to theoretical explanation phenomena, facts, external inconsistency between them. This causes students to search.

2. Use of educational and life situations that arise when students perform practical tasks at school, at home, etc.

3. Tasks to explain phenomena or find ways of their practical application.

4. Encouraging students to analyze facts and phenomena of reality, generating contradictions between everyday ideas and scientific concepts about these facts.

5. Proposing hypotheses, conclusions and testing them.

6. Encouraging students to compare, contrast facts, phenomena, as a result of which a problematic problem arises situation.

7. Familiarization of students with facts that are seemingly inexplicable in nature and led to the emergence of scientific problem. This is usually explained by the insufficient prior knowledge of students.

8. Encouraging students to preliminary generalize new facts. Students are given the task to consider some facts and phenomena contained in material that is new to them, compare them with known ones and make a generalization.

9. Organization of subject connections. Often, the material of an educational subject does not provide the creation of a problem situation, and in this case, facts and data from sciences that are related to the material being studied should be used.

10. Varying tasks, reformulating questions. (Matyushkin L.M., 1972)

1.4 Conditions and methods of implementing problem-based learning

To implement problem-based learning, a number of conditions must be met:

Selection central problems in the geography teaching system;
Determining the features of problem-based learning in different types educational work;
Construction of an optimal problem-based learning system, creation of educational and methodological manuals and manuals;
Personal approach and the skill of the teacher, capable of inducing cognitive activity in children. (Methods of teaching geography in high school, 1983)

Since the main structural unit of the problem approach is the problem situation, it is worth highlighting the followingCriteria for enrolling her in lessons:

1. Emotional coloring of the material and the form of its presentation, the desire to evoke positive emotions in children, turning into stable feelings that determine interest;

2. Reliance on the student’s experience and existing knowledge and skills so that the problem is truly significant;

3. The teacher’s creative approach to problem posing and the development of students’ creative thinking;

4. Taking into account age and psychological characteristicsstudents in the formation of problem situations. (Pancheshnikova L.M., 2000)

1.5 Types of problem tasks in geography

Several types of problem-solving or creative tasks are used in teaching geography.

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

Tasks to establish multiple-valued cause-and-effect relationships. The features of objects and processes studied by geography are usually determined by a complex of causes and give rise to a complex of consequences. Therefore, this type of task is most widespread in teaching. At the same time, students must independently select and apply a wide range of knowledge in different ways. Including other educational subjects, the task takes on a problematic nature, for example, “What changes are occurring in nature in central Russia after cutting down forests?” (Name at least 8-9 consequences). Or: “What factors contribute to the United States becoming the leading capitalist power in the world?” (Name at least 5 reasons).

Tasks requiring an understanding of dialectical contradictions. Ability to operate them. In logic, such situations are called antinomies or situations of opposing judgments, for example: “Using knowledge of the geography of Russia and other countries, explain what influence has large area on the country’s economy favors or hinders the development of the economy” or: “Does the influence of scientific and technical progress increase or decrease natural resources for the development of the economy? The peculiarity of these tasks is that they require reasoning according to the principle of “both at the same time” (and not one instead of the other), i.e. Students should be advised not to reject either statement, but to try to substantiate both.

Tasks based on a scientific hypothesis, for example about the origin of permafrost. About climate change on Earth, etc., revealing this hypothesis, I ask students to express their opinions on it, to justify its scientific and practical significance.

Paradox tasks, for example: “The rivers of the European part of Russia and Siberia flood once a year. The rivers crossing the deserts - Amu Darya, Syr Darya, Zarafshan - have two floods a year - in spring and summer. How can this be explained? or: “Although rivers in Central Asia are the source of life, settlements rarely appear near them, only at the crossing. Needing water, the population, nevertheless, left it for the desert, where they pulled water with them through canals. How to explain this fact?

Workshop lesson on the topic: “Characteristics of African climate zones.”

Such lessons are possible not only in senior grades, but also in seventh grades. They are large in volume practical work, are completely dedicated to it, and have the goal not only of acquiring new skills. But also the formation of new knowledge and, therefore, presupposes final conclusions on the content of what has been studied. The lesson is organized as follows. The class is divided into the number of groups. Equal to number climatic zones, we can additionally identify a group of strong students who are tasked with explaining the climate features of each zone. Each group receives its own task on cards, which, in addition to describing the climate, offers:

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

Fill out the table in your notebook in accordance with Table 2.

Table2.

Workshop lesson “Characteristics of climatic zones”

Climate elements

CLIMATE BELT

equatorial

subequatorial

tropical

Subtropical

Average temperatures

January

Average temperatures in July

Prevailing Winds

Annual precipitation, mm

Precipitation regime

At this stage you need to find out:

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

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

Why in the Naib Desert, located on the coast? Atlantic Ocean, has less rainfall than the driest places in the Sahara? (question to group 3)

a group of strong students prepares answers to the following questions:

Why is it always hot and a lot of rain at the equator?

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

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

As you can see. Problematic issues (thirds) are discussed by all groups. After the reports, a general conclusion is formulated: the climatic zones of Africa differ from each other in temperature, amount of precipitation and their regime. These differences are associated with geographic latitude and angle of incidence of sunlight, and atmospheric pressure belts. Changes in air masses and prevailing winds.

The research elements in this lesson are:

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

No less important is group work(research group fifth) constructing a response in a certain sequence, selecting and analyzing data obtained from the map.

The given example confirms the possibility of using multi-level training in the lesson system.

The function of the teacher when using the research method is, first of all, to construct and pose problem-based tasks to students (or to select these tasks from methodological literature), and the students’ activity consists of perceiving, comprehending and solving the problem as a whole.

2 Pedagogical system as the basis for the implementation of a problem-based approach

The pedagogical system is understood as a certain set interconnected means, methods and processes necessary to create an organized, purposeful and subject-pedagogical influence on the formation of a personality with given qualities. This means that the value orientations of society set the goals of personality formation, and, consequently, the pedagogical system. Goals change the system changes.

In the long evolutionary process of development of school and pedagogy, a certain structure of the pedagogical system has emerged:

It is very important that in the structure of the pedagogical system two initial concepts of any scientific theory: its task and solution technology. For a didactic task, the goal is the need to form certain personality qualities, the situation (conditions) are the initial personal qualities students, and information content of the subject. (Bespalko V.P., 1989)

Due to the fact that the development of teaching technology requires a long and detailed study, a methodological system has been developed in this work.

1. Students;

2. Goals of education and training;

4.Teacher or TSO;

5. Processes of education and training;

6.Organizational forms educational work

All interactions between students and teachers are carried out within the framework of the pedagogical system, which determine the course of the pedagogical process leading to the formation of a personality with given qualities (in accordance with Figure 1).

Public and state order

Students Graduates

Figure 1. Pedagogical system (according to V.P. Bespalko, 1977).
2.1 Using problem-based learning technology in geography lessons

One of most important tasks pedagogical science is the activation of the educational process. The goal of the educational process today is to teach schoolchildren to independently acquire new knowledge, develop the ability to pose and independently solve new problems.

Creative activity is becoming one of the main elements of the content of school education. The experience of such activities cannot be conveyed to students by imparting “ready-made” knowledge or organizing training exercises performed according to a model. It is developed in schoolchildren in the process of solving problematic cognitive tasks.

Currently, a lot is said and written about problem-based learning, but this technology is not new. It became widespread in the 20-30s. years in Soviet and foreign schools. This technology is based on the theoretical principles of the American philosopher, psychologist and educator J. Dewey. Currently, this technology is called problem-development technology, the authors of which are M.M. Makhmutov, N.G. Moshkina.

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

What is problem-based learning? According to I.Ya. Lerner, this is “a type of learning in which students are systematically involved in the process of solving problems and problematic tasks based on the content of the program material.” Two conclusions follow from this definition:

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

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

In problem-based learning, three main methods are used:

Problem presentation.
Partially search;
Research.

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

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

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

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

And in order to awaken students’ interest in geography as a science from the first lessons and form a positive attitude towards this subject, it is necessary to use problem-based learning starting from the initial course: “Geography, 6th grade”. Most of the schoolchildren who came from primary school in the middle level, do not know how to correctly and completely present the material, therefore one of the tasks of problem-based learning is the formation of skills and abilities of active verbal communication.

3 Students are the main link in the pedagogical system

The most important element of the pedagogical system are students. Without studying them, it is impossible to purposefully form a personality, develop a system of tasks and select suitable methods and forms of organizing training.

Taking into account the age characteristics of children of secondary school age.

The study of students must begin with the study of age characteristics. In this case, it is important to know the characteristics of eighth grade students (13-14 years old), who belong to adolescence and middle school age.

Characteristics of this age:

Restructuring of the child’s body due to puberty;
Emotional instability due to physiological changes in the body of a teenager, the so-called “hormonal storm”;
Gender identification, which manifests itself in orientation towards images of masculinity and femininity in behavior and the manifestation of personal properties;

Formation of the image of the physical “I”, when interest in one’s appearance sharply increases;

Personal instability, which manifests itself in opposing traits and aspirations, which determines the inconsistency of the teenager’s character and behavior;
Feeling of adulthood a teenager’s attitude towards himself as an adult. Hence the claims for equality in relations with elders, conflict;
Formation of the “I concept” - a system of internal ideas about oneself, images of “I”.

It is important that at this age it develops abstract thinking, underthe influence of which develops the imagination.Neoplasmof a given age: intellectual maturity desire to be able to do something for real. The desire to know something well.(Obukhova L.F..1996)

3. 1 Differentiation of schoolchildren by level of training

Diagnostics of students' learning levels

To further study the individual characteristics of students, it is necessary to select criteria.

Training was taken as the main criterion for classifying students into typological groups, since the results of this indicator can be recorded.

Training this is the amount of knowledge and skills, the level of mastery of the material.

Basic training parameters:

Theoretical knowledge(concepts, cause-and-effect relationships);

Ability to work with various teaching aids;

Establishing multiple cause-and-effect relationships;

The ability to use geographical knowledge to comprehend and evaluate various aspects of the interaction between nature and society;

Ability to solve problems and make forecasts.

Each of these indicators is assessed at three levels in accordance with the level of knowledge acquisition developed in didactics and adopted in the methodology of teaching geography.

Based on the analysis of the results of the LDP, three groups are distinguished:

Group with a high level of training (received 5);

Group with an average level of training (received 4);

Group with low level training (received 3);

For each group, criteria for the training indicators proposed were developedL. V. Akhmatova (1986)and adjusted in this work to implement the selected topic (Table 2)

3. 2 Diagnosis of students’ attitudes towards problem-based learning

The second basis for grouping students was the stability of their interest in problem-based learning, to study which a survey can be conducted. TABLE 3 and 4.

Table 3.

“Questionnaire” stability of interest in problem-based learning

Questions

Yes

Don't know

1.Do you like geography lessons?

2. Would you like to take part in a discussion where any problem is being discussed?

3. Do you need to be able to solve the problem yourself?

4Do you like to come up with questions and tasks for which there is no direct answer in the text of the textbook?

5.Do you like to pushvarious assumptions, prove them to your friends?

6. Would you like to attend a lesson where various problems are discussed?

7.Would you like to learn how to solve problems?

8.What questions interest you and encourage you to find an answer?

a) show...

name...,

b) determine...,

describe...,

c) explain...,

prove...,

predict...,

9. Do you think the ability to guess, formulate a problem, and identify causes will be useful in your life?its occurrence and solutions?

10. Do you like to perform creative tasks?

Processing of survey materials:

The total number of positive responses is counted. With a keythe level of interest in problem-based learning is revealed.

Key:

10-8 points - high level;

7-4 points - average;

less than 4 - low;

Table 4.

Criteria for training indicators.

One of the most important tasks of pedagogical science is the activation of the educational process. The goal of the educational process today is to teach schoolchildren to independently acquire new knowledge, develop the ability to pose and independently solve new problems.

Currently, a lot is said and written about problem-based learning, but this technology is not new. It became widespread in the 20s and 30s. years in Soviet and foreign schools. This technology is based on the theoretical principles of the American philosopher, psychologist and educator J. Dewey. Currently, this technology is called problem-development technology, the authors of which are M.M. Makhmutov, N.G. Moshkina.

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

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

In problem-based learning, three main methods are used:

Problem presentation.
Partially search;
Research.

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

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

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

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

And in order to awaken students’ interest in geography as a science from the first lessons and form a positive attitude towards this subject, it is necessary to use problem-based learning starting from the initial course: “Geography, 6th grade”. Most schoolchildren who come from primary school to secondary school do not know how to correctly and completely present the material, therefore one of the tasks of problem-based learning is the formation of skills and abilities of active verbal communication.

Characteristics of techniques and forms of problem-based learning and using them in geography lessons

An important role is played by the selection of teaching methods related to mental activity. In geography lessons, I often use such educational techniques as analysis, synthesis, comparison, generalization, establishing cause-and-effect relationships, reading maps, diagrams, working with various visual aids. These are very effective ways to understand natural phenomena and their essence.

Since in geography a map is the second textbook, if you have the skills to work with it, you can get a lot of information. So, in preparation for studying the topic “Climate of Africa,” I began planning a lesson by developing a number of techniques for reading a climate map. The main one is the compilation of climate characteristics of any territory using a map: climate zone, region, part of the continent. This complex technique consists of a number of more specific ones: determining the average temperature in January and July by isotherms, and the annual amount of precipitation by color. The ability to work with climate maps in the first lesson is reinforced by studying the climate of other continents. After acquiring these skills, children can be presented with problematic questions and situations.

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

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

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

Among the promising directions in implementing this form of organizing educational activities is the wider use of problem presentation and heuristic conversation. Expanding a question from the lesson “Natural areas of Eurasia” using a heuristic conversation:

“In woody plants of forests, one annual ring is formed per year, and on saxaul, several annual rings are formed in one year. Explain this phenomenon." A collision of existing knowledge with a new fact arises and schoolchildren experience intellectual difficulty, i.e., a problematic situation arises.

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

– In what season of the year does intensive tree growth occur? (in summer; in the warm season of the year, favorable for tree growth).

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

– What time in the desert is favorable for tree growth? (rainy time).

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

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

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

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

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

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

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

Developing in children a taste for creative search, overcoming obstacles on the way to solving a problem, determination, and independence is possible only if the teacher himself is creative. Studying and applying problem-based learning methods allows you to master the methodology of this issue and improve your professional level.

References:

Lerner, G.I. Teaching methods and their specificity / G.I. Lerner // First of September. Biology. – 2004. - No. 37. – P. 22 – 27.
Lerner, G.I. Problem-based learning in biology lessons / G.I. Lerner // First of September. Biology. – 2004. - No. 39. – P. 26 – 31.
Selevko, G.K. Modern educational technologies/ G.K. Selevko. – M.: Public Education, 1998. – 256 p.
Methods of teaching geography at school / ed. L.M. Pancheshnikova. – M.: Education, 1997. – 320 p.