The professional qualities of a teacher depend on the readiness to master and use new methods, forms and means of teaching in their work.Traditionally, the interaction of teachers with each other takes place in person (at conferences, seminars, courses, etc.), but along with the active development of the Internet, new forms of communication appear - network,who can assist in the realization of professional growth.

The first steps on the Internet begin with finding the specific information that the teacher needs at the moment. “Jumping” from site to site, you will definitely come to network communities.

In our case, this is an international portal " Creative Teachers Network"with whom each of us has collaborated for several years.

In the community of teachers of geography, an idea arose to create creative group"Geography lessons: from presentations to interactive aids". The training in the group included the phased implementation of certain tasks to master the techniques for creating interactive presentations. The final work was an interactive poster on the native land. During the training, communication took place by personal mail and Skype - conferences. But the most important thing, as we believe, was the obligatory discussion of the work on the forum. Often, “newcomers” were offended by comments and suggestions, but as they learned, they realized that discussing work is a necessary condition for professional growth. It was thanks to the joint "analysis" of work that there was a constant exchange of experience, there was a desire to improve.(reviews)

The essence of block-modular technology. The structure of the modular program. Types of learning elements. The tasks of the student and teacher when working with the module. The use of block-modular technology in geography lessons in order to enhance the cognitive activity of students.

One of the main educational problems of the modern school is the effectiveness of the educational process. It often turns out that students are unprepared for certain activities in the classroom, aimed at mastering knowledge and skills in subjects, since most of them do not have abstract, figurative, visual-effective thinking: the inability to highlight the main thing, read and draw drawings and diagrams, draw simple items, etc.

It is impossible to teach a student everything that is needed in life, but it is possible and necessary to teach him to acquire knowledge on his own, to be able to apply it in practice, to work with a book. In this regard, it became necessary to increase the effectiveness of the lesson, since it is through the lesson that the above goals can be achieved.

The modern organization of the educational process does not affect the real interests of students. A significant part of them have self-doubt, fear, failure, despondency. This indicates, in general, the emotional discomfort of the student in the lesson. That is why today much attention is paid to the introduction of new pedagogical technologies that can make general education flexible, combined, problematic, aimed at enhancing and improving the quality of education. One of the technologies that ensure the formation of the competence of students at school is the technology of block-modular education. The essence of this technology is that the student learns independently, and the teacher manages his learning activities, i.e. organizes, coordinates, consults. A module is a target functional unit that combines learning content and methods of learning activities to master this content.

The introduction of modular technology is becoming relevant, since the techniques used create conditions for the formation of students' need for continuous improvement, for the realization of creative possibilities.

The purpose of the study: to scientifically substantiate and experimentally test the methodology for using block-modular technology in geography lessons.

To achieve the goal, the following tasks are defined:

1) to study the state of the researched technology in theory and practice

(study the scientific and methodological literature on this topic);

2) substantiation of the conceptual apparatus of the study: "module", "modular technology", "educational element", "block";

3) get acquainted with the practical application of this technology in geography lessons;

4) develop an algorithm according to technology.

To solve the tasks, the following research methods were used:

• theoretical (analysis and synthesis of methodological literature, educational and program documents);
• empirical (observation, testing, study of the activities of teachers and students).

The object of the research is the process of teaching geography at school.

The subject of the study is the method of applying block-modular technology in the study of geography at the level of basic general education.

Based on the theoretical analysis and the results of the experiment on this technology, a research hypothesis was put forward: the use of block-modular technology in geography lessons can be implemented and increase the efficiency of assimilation of geographical knowledge, the desire for knowledge and creativity, will make it possible to significantly increase the amount of material studied in a certain time, highlight the leading thought and bring it to the students if:

- the entire educational process is clearly organized;

The goals and objectives of teaching the entire block of the topic are set;

Verbal and visual methods are combined (including the use of supporting notes, outline diagrams, logically supporting notes);

Students are widely involved in various types of independent activities in individual, pair, group forms;

A combined method of control is used, a written response, oral presentation, mutual control.

In geography lessons, it is important to create an atmosphere of interest in knowledge, the desire to seek, explore, create, develop ingenuity. Therefore, it is necessary to look for a variety of ways and methods of maintaining the cognitive interests of students in any kind of their cognitive activity, in any direction. Thus, geography, as a subject, provides unlimited opportunities for the formation of cognitive interest among students.

The essence of block-modular technology

"... turn the activity of the student

in his self-activity…”

K. D. Ushinsky

Personally-oriented pedagogy and health-saving technologies - this is what, in my opinion, should become absolutely mandatory in any school and for every teacher, and the education of an intelligent, independent person should serve as the main ultimate goal of the educational process at school. The focus on student-centered learning led me to the need to master block-modular technology. Block-modular learning is an alternative to the traditional learning system. Modular technology has been known since 1972. Its foundations were most fully developed by P. Yucevicienė and presented in the monograph "Theory and Practice of Modular Education" (Kaunas, 1989). The basics of modular technology are considered in the general pedagogical and didactic literature. The ideas of modular education originated and gained great popularity in educational institutions in the USA, Germany, England and other foreign countries.

Despite the fact that the theory of modular education in Russia began to be actively developed back in the 90s of the twentieth century, there are different points of view on the understanding of the module and the technology of its construction, both in terms of structuring the content of education, and in terms of developing forms and methods of education.

It is very significant that in the regulatory documents of the federal level of the last decade, in particular, in the “Strategy for Modernizing the Content of General Education”, it is emphasized that “one of the options for a general description of the content of education and at the same time setting its volume in the curriculum is to allocate a system of modules with a relatively complete , holistic content. The design and implementation of such a technology requires the teacher to have a certain theoretical background in the field of modern didactics and innovative pedagogy.

A number of foreign authors (V. Goldshmidt, M. Goldshmidt and others) understand the module as the formation of an independently planned unit of educational activity that helps to achieve clearly defined goals. Others (for example, J. Russell) define the essence of the module in a slightly different way: as the construction of autonomous portions of educational material.

A.A. Verbitsky introduces "the concept of "active module" as a unit that defines the transition from professional to educational activities, from real tasks and classroom problems", emphasizing the difference between the active module and the teaching one, which is understood as a fragment of the course content along with methodological materials for it.

The essence of modular training lies in the fact that the student can work with the curriculum offered to him completely independently or with the consulting and coordinating assistance of the teacher. Moreover, he has the opportunity to choose an individual way of its development, taking into account his abilities, capabilities and needs.

Modular learning is characterized by advanced study of theoretical material in enlarged blocks-modules, algorithmization of educational activities, completeness and consistency of knowledge cycles. Module is considered as a functional unit designed to achieve specific didactic goals. These goals are achieved as a result of the organization of independent cognitive activity of students.

Modular education, its goals, content, organization methodology is built on the basis of the following principles: modularity, structuring the content into separate elements, dynamism, method of activity, flexibility, conscious perspective, versatility of methodological consulting, parity.

In accordance with the principle of modularity, which determines the content, methods and organizational forms of training, the module is considered as the main means of modular training, a complete block of information, including a targeted program of actions and methodological guidance for achieving the set didactic goals.

The principle of structuring the content of training ensures the allocation of a system of private goals in the integrated didactic goal. The material of one educational element ensures the achievement of one particular goal. The set of educational elements that make up one module ensures the achievement of an integrated didactic goal.

Principle of dynamism provides an easy replacement of individual elements of the module, which is due to the rapid pace of development of modern scientific knowledge and its aging in connection with the development of society.

Operation method principle provides purposefulness of training and contributes to the formation of appropriate motivation for learning. What is connected with the development of a system of skills for independent work.

Principle of Flexibility provides the necessary individualization of the learning process by providing flexibility in building the content of training, choosing by students their own path of learning and the pace of learning.

The principle of conscious perspective provides students with awareness of the goals of learning, which in modular training act as significant results of activities and should be recognized by students as prospects for cognitive and practical activities. Therefore, at the beginning of training, students are presented with the entire module program as a whole, indicating a comprehensive didactic goal that the student must accept and realize as a significant and expected result.

The principle of versatility of methodological consulting ensures that the content of training corresponds to the capabilities of the student on the basis of the fact that:

1) educational material is presented in modules using explanatory methods that facilitate the assimilation of information;

2) in the methodological manual of the module, various methods and ways of mastering the material are offered, which the student can choose or prefer his own way of mastering.

Parity principle provides features of the interaction between the teacher and the student, which is based on the maximum activity of the student and the advisory and coordinating functions of the teacher. Why in the learning process the student is provided with a package of educational materials that make up the methodological support of the module. On their basis, students can independently organize the study of new material.

Thus, the modular program should provide:

Possibility of independent assimilation by students of knowledge of a given level;

Conditions for the joint choice by the teacher and students of the optimal way of learning;

The transfer of part of the managerial functions of the teacher to a modular program, where these functions are transformed into self-government functions. As a result, the teacher is freed from information-controlling functions and can more fully carry out consulting and coordinating ones.

Target Block - UE (Learning Element)– 0. It always comes first and represents the purpose and content of the module. It contains learning goals, clearly defined learning outcomes, standards for assessing the assimilation and formation of skills, the form of final control and the main questions submitted to it. Provides an opportunity to see the perspective of work and planning independent work.

Information block - UE-I represents the content aspect of a modular program. The method of structuring its content involves dividing the material into small fractional parts. In the module, each topic being studied is presented to students in a holistic way, reflecting the foundations of science, the logic within and between subjects, which allows them to study fundamental patterns, theories, principles, and not just private phenomena and concepts.

Summarizing - UE-R. it always occupies the penultimate place in the module. Used to summarize and repeat all information in a module. The repeated material can be presented in the form of a concentrated text, a supporting abstract, block diagrams, tables, graphs, etc.

Controlling - UE-K- always takes the last place and implements the function of final control. It is carried out in order to determine the quality of assimilation of the material and the achievement of educational goals presented in block UE-0. The final control can simultaneously perform the functions of an introductory one if it contains the basic knowledge of the next module.

Each training module consists of a different number of hours. It depends on the hours allotted in the curriculum for a topic, block of topics, section. Optimal is a module of 7-10 hours, in which the target and control blocks usually take one hour each.

The preliminary work of the teacher on the design of the entire training module involves:

Identification of mandatory skills, skills of students, the assimilation of which is determined by the program;

The study of the entire content of educational material on this

Isolation of key concepts that carry the main semantic

Load on this module;

Drawing up reference diagrams for the entire topic (based on key

concepts);

Selection of test tasks for the entire content of the educational

material;

Drawing up blocks of questions and tasks throughout the content

educational material;

The development of the dialogic part (the organization is being thought out

Lessons, according to the content, tasks of different levels of complexity are developed).

Tasks can be written on cards, where the goals of each educational element are indicated: what to do, how to do it, how to check it.

The module is necessarily accompanied by methodological support, which includes:

1) a list of information sources (main and additional) that can be used to study the main content of the information block, its deepening and expansion;

2) an indication of the methods of educational and cognitive activity that are optimal for studying specific content and ensuring the relationship between reproductive and productive activities;

3) a system of tasks of varying degrees of complexity;

4) possible forms of organization of educational work in the classroom and at home;

5) tasks for self-control of educational activities.

In modular technology, the performance of each educational element is evaluated. Grades are accumulated in the statement, on the basis of which the final grade for working with the module is set.

Despite many of the above advantages, the modular technology has a number of difficulties in its application. Its use requires a lot of work on the development of modular programs, instructions, new teaching and methodological aids.

The main idea is that the student must learn on his own.

A module is a target functional unit that combines educational content and technology for mastering it.

A complex didactic goal is formulated for a separate topic.

An integrating didactic goal is formulated for a separate lesson.

Learning elements are the stages of the lesson, or these are successive steps, the algorithm of students' work, with which the student works directly.

Particular didactic goals are developed for each educational element.

I.1 Structure of the modular program.

At the heart of any modular program is a set of goals. Drawing up a modular program always begins with highlighting the main scientific ideas of the course, within which the goals of studying topics and individual lessons are formulated. Only then the educational content is structured around these ideas in certain blocks. The set of goals of a modular program can be represented as a tree (Fig. 1). The content of the tree trunk corresponds to a separate topic, for which a comprehensive didactic goal (CDT) is formulated. Stem branches correspond to individual lessons, for each of which integrating didactic goals (IDCs) are formulated. Modular lessons are divided into learning elements (LE) or lesson stages. A distinctive feature of the modular technology is that for each educational element, its own private didactic goals (PDT) are developed. (Fig. 1)

I.3. The tasks of the student and teacher when working with the module

Tasks of the student when working with the module:

The student has an instruction that defines:

The objectives of mastering the module (lesson) and each UE;

Tasks to perform different complexity;

Instructions on the type and form of work (how to master the educational material: learn, draw up a summary, solve a problem, etc.);

Control that determines the degree of assimilation of educational material (written or oral control of the teacher, self-control, mutual control of students).

Tasks of the teacher when working with the module.

Development of module instructions,

Providing individual assistance, maintaining the pace of the lesson, managing the educational and cognitive activities of students through modules.

Clarification of modules during practical work with them.

Control and correction of the assimilation of knowledge, skills and abilities.

II. The use of block-modular technology in geography lessons in order to enhance the cognitive activity of students

The formation of cognitive interests and the activation of the individual are interdependent processes. Cognitive interest generates activity, but in turn, increased activity strengthens and deepens cognitive interest. The modern organization of the educational process does not affect the real interests of students. The essence of the technology of modular education is that the student learns independently, and the teacher manages his learning activities, i.e. organizes, coordinates, consults.

Typical scheme of a training session.

1) Checking the results of previous work;

2) Presentation of new material;

3) Practice under the guidance of a teacher;

4) Independent independent practice of trainees;

5) Self-control and self-assessment of the results of work;

6) Summing up the lesson;

7) Definition of homework;

8) Monitoring the knowledge of students.

The first step is to check the results of previous work. The main task is to establish a connection between teacher training and the teaching of schoolchildren, to ensure that schoolchildren are ready for the next stage of work, and to include them in productive learning activities.

The complexity of the work lies in the fact that the process of processing new information by the student is determined by what he remembers and knows about this problem. Therefore, the main questions that the teacher will decide at this stage are as follows: “How to get involved in the work and respond to the information that sounds in the statements of the teacher and students? To what extent was it possible to form an internal readiness to master new material, what is the general level of motivation of the class, and is it already possible to start studying new material?

The main actions of the teacher at this stage:

• Helping students to get involved in the work: analysis of several questions for repetition;
• Organization of a lively dialogue of the schoolchildren themselves in order to clarify the general level of acquired knowledge;
• Creating problem situations before learning new material.

Thus, the beginning of the lesson is not connected with a survey in its traditional sense. At the heart of repetition is a lively dialogue of children, during which schoolchildren speak freely, express their point of view, and argue. They are not afraid to hear negative opinion. The teacher during the dialogue supports the conversation, directs, corrects, supplements, but does not evaluate anyone.

The hardest part of school life is grades. The traditional student assessment system is imperfect for many reasons. Firstly, it does not show systematicity, completeness, and is not the basis for continuing education. Secondly, giving an excellent mark for any successful answer or problem solution deprives the grading system of a motivating function, i.e. does not arouse in the student the desire to know and be able to do more, but leaves only the desire to get as many excellent marks as possible. Thirdly, the mark does not fulfill its main task: it does not reflect the true learning outcomes, does not determine either the quantitative or qualitative characteristics of the student's knowledge. It should be remembered that today students receive new information not only in the classroom, not only from the textbook, but also from many other sources. Modern life, the school requires students not to simply present the required material, followed by an assessment of the acquired knowledge, skills, and abilities, but to take into account their individual characteristics and abilities, the degree of activity in the lesson, the amount of effort expended on preparation. I am trying to make assessment a means of developing and educating a person, I strive to ensure that the assessment system provides motivation for the student's activities, and each student has a chance to get a higher grade. Including due to additional efforts in studying the subject. The main task is not how to track the results, but how to make learning comfortable for any child, create a sense of success and thus contribute to the development of the individual, given that each child has certain inclinations, and therefore abilities.

The second stage is the presentation of new material. A teacher's monologue is sometimes necessary to lead a new topic, the content of which cannot be mastered by students without the help of a teacher, to familiarize them with additional information on the issue being studied, and also to motivate students for upcoming independent cognitive activity. Under the conditions of this teaching technology, the time for explaining new educational material is limited by the need to move on to independent work of schoolchildren as soon as possible. The actions of the teacher at this stage of work:

• · Identification of basic information, the structure of which will serve as a basis for studying the topic;
• Search for techniques that contribute to the activation of students' thoughts in the process of mastering new material;
• Striving to bring information to clarity and simplicity of presentation;
• Willingness to explain to help those who need it.

In high school, new material can be presented in the form of a teacher's lecture.

The third stage is a practice under the guidance of a teacher, which is carried out in order to establish "feedback" and timely correct errors in the understanding of new material by schoolchildren. Practical classes: 1) primary conceptual learning; 2) work with the textbook and with the reference notes; 3) algorithmic development of skills (work with tables, diagrams). Teacher actions:

• Asks questions and invites students to respond to them (individual answers, short written papers, etc.);
• Stops and correctly corrects mistakes or repeats the material again if he feels that the students did not understand something, strives to avoid misunderstandings and inaccuracies.

The fourth stage is the independent independent practice of trainees. Independent practice is a group discussion on the problem being studied, and not between children with a teacher, but between children about the material studied. The teacher is assigned the role of an organizer of the exchange of opinions. He must be able to lead a discussion, organizing the communication of children with each other (developmental training - an active seminar, a round table game, etc.).

The fifth stage is self-control and self-assessment of the results of work.

The first priority is to avoid overt coercion. This problem is solved mainly by changing the evaluation activities of teachers and students. In the assessment activity of the teacher, the main focus is on the use of individual standards in assessing the work of schoolchildren, and the assessment activity of schoolchildren is associated with the self-assessment of the results provided by the teacher and the further procedure for its coordination with the teacher. The stage of self-control and self-evaluation completes not only the solution of each educational task, of which there may be several in a lesson, but also the passage of the entire topic.

The sixth stage is summing up the results of the training session. Summing up the results of the work should be closely related to the goals set at certain stages of training, which will make it possible to accurately diagnose the obtained intermediate and final results. Comparison of the goals set by the teacher before the start of work with the result obtained allows you to objectively summarize the work done.

The seventh stage is information about homework. The active position of the student in the classroom leads to the fact that the center of the student's cognitive efforts is transferred to the time of schooling. Homework most often acquires a creative character, may include several questions for repetition, while taking a short time.

The eighth stage is the control of the assimilation of knowledge by students. Control functions during the training session perform various kinds of tests that are used both for individual students and for the entire class. They reveal the level of success of the advancement of children in the course of learning new material, as well as the problems and difficulties that arose in the process of the work of schoolchildren. Control is systematic, visual, objective. For each block, the student receives from four to six marks. The final grade is made up of the grades received. Thus, there are many assessments when using block-modular technology, they are objective, clearly fair.

F.I. control accounting sheet student ______________________ ______ points

The combination of a concentrated presentation of the content of the main material of the topic with the independent activity of each student individually and all together gives a certain advantage to such a study of the material. This allows students to more clearly define the general position of the topic, present the material in integrity, feel the practical significance of the knowledge being studied, and engage in an independent search and discussion of the results obtained. Increases the capacity of lessons, provides a variety of learning activities. It improves the quality of knowledge, reduces the guardianship of the teacher over the students. In the 10th grade textbook V.P. Maksakovsky, presented an indicative plan - schemes for the study of new material. They reflect the logic of studying the content, show the correlation and subordination of individual concepts and can be used in the classroom when entering information (lectures). A differentiated task after studying the topic and methodological keys is good to use for organizing independent work with information sources.

Working on this technology, I was convinced that the children's cognitive interest is increasing, many of them work creatively: students compose various crossword puzzles, actively participate in debates, seminars. Students in the classroom learn to work in groups, master the skills of working in lectures and seminars. Much attention is paid to the health of children - a change in activities, a small amount of homework .

Based on the foregoing, we can conclude that the possibilities of modular technology are enormous, because thanks to it, the student takes the central place in the “teacher-student” system, and the teacher manages his teaching - motivates, organizes, advises, controls.

Conclusion.

As a result of the study, in accordance with the goal, objectives and hypothesis, the following was done:

Studied the state of the researched technology in theory and practice

(studied scientific and methodological literature on this topic);

Substantiated the conceptual apparatus of the study: "module", "modular technology", "educational element", "block";

We got acquainted with the practical application of this technology in geography lessons;

We developed an algorithm for the use of block-modular technology.

Interest in science is unthinkable without the creativity of the students themselves: they write essays, poems, draw, publish newspapers, work with additional literature, with reference material. Love for one's village, for the Motherland, for planet Earth is instilled in geography lessons, so lines are often heard that make children think not only about the present, but also about the future of mankind.

"The gray-haired ocean rumbles tocsin
He hides resentment in the depths,
Black swaying spots
On a steep, angry wave
People became strong as gods,
And the fate of the Earth is in their hands,
But terrible burns darken
On the sides of the globe
We have long mastered the planet
This century marches wide
There are no white spots on Earth
Can you erase black people?

A. Plotnikov.

This poem is an example of interdisciplinary integration links between geography and ecology, literature, physics, history and other sciences.

Geography is more interesting when it is studied together with other sciences.

The absence of constraint in the lessons and the unusual form of their conduct arouses their interest in the material being studied.

Literature:

1. ABC of Life: S. A. Tachiev, A. M. Vetoshkin, E. N. Vetoshkina - Moscow, Forward, 2007 - 464 p.

2. Barinova I.I. "Modern Geography Lesson". Part 2. Methodological development of lessons using new pedagogical learning technologies. M., School-Press, 2001

3. Burtseva O.Yu. "Modular learning technology", 1999 No. 5

4. Grekhankina L.F., Dobryakova Z.F. “Block-modular study of the course “Geography of continents and oceans” // Geography at school, 1999.-No. 4.

5. Humanitarian geography. Space and language of geographical images: D.N. Zamyatin - St. Petersburg, Aletheia, 2003 - 336 p.

6. Dushinai.V., Customs E.A., Pyatunin V.B. Methods and technology of teaching geography at school: M .: Astrel LLC, 2002. - 203 p.

7. Kuteinikov S. E. Modular block cycles in teaching geography//Geography at school. - 2000. - No. 5

8. Many-sided geography. Development of the ideas of Innokenty Petrovich Gerasimov (to the 100th anniversary of his birth): - M .: KMK, 2005 .- 374 p.

9. Continuous education as a factor in the sustainable development of educational institutions: A manual for educators / V.A. Ermolenko, V.K. Barinov, S.E. Dankin and others; Ed. V.A. Ermolenko; RAO. Institute of Theory of Education and Pedagogy. Prob. Center continuous education. - M., 2000. - 92 p.

10. Selevko G.K. Modern educational technologies
// Public education. 1998 .- No. 4.

11. Tikhonova A.E., Didenko T.I., Nashchechina M.M. Educational modules: a method of construction //Biology at school. 1995.№6

12. Tretyakov P.I., Senkovsky N.B. Technology of modular education at school. M., 1997

13. Finarov D.P. Methods of teaching geography at school: textbook for university students. M.: Astrel. 2007. - 382 p.

14. Shamova T.I. "Modular Learning: Theoretical Issues, Experience, Perspectives". M., 1994

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16. Yakovleva 3. L. The use of modules in the geography course X grade // Geography at school. - 2001. - No. 2.

I use student-centered technologies in teaching geography: integral, modular, technology of individual educational trajectories (TIOT) and business games. Through the use of ICT, it is possible to improve the forms of organization of educational activities by means of these technologies.

For more than ten years I have been using student-centered technologies in teaching geography: integral, modular, technology of individual educational trajectories (TIOT) and business games.

Through the use of ICT, it is possible to improve the forms of organization of educational activities by means of these technologies.

Student-centered learning is a way of organizing learning, which contributes to the inclusion of internal mechanisms for the development of the personality of students and the most complete realization of their intellectual and creative abilities.

Student-centered technologies allow you to adapt the educational process to: individual characteristics of students; . different levels of complexity of the content of training;
. specific features of each school;
. working conditions: double lessons.

1. Integral technology.

The work is grouped around four areas: the enlargement of didactic units, the planning of learning outcomes, the psychologization of the educational process, and computerization. There are 810 lessons to study the topic, which are distributed as follows:

Lessons 1 and 2 lecture using a presentation (interactive tutorial), compiling a summary, homework is given on the whole topic (multi-level), self-control and introspection maps on the topic. A computer lecture allows you to create more visual and information-rich lessons using photographs, sound and video clips, maps, drawings, reproductions, diagrams, diagrams and text fragments. During extracurricular time in the Internet class or at home, students collect and systematize material on some issue of the topic for the conference (lesson 9). Make it into a presentation. They defend their work in public in front of the class (using a multimedia projector). The interactive training program can be used by the student at any stage of learning the material.

3 and 4 lessons students work in groups of 5 6 people on cards of level I. There should be more cards than students in the class (35), the questions are very simple and do not repeat. As the tasks on the cards are completed, the students change them. The more they complete these cards, the better they will learn the topic. The cards are marked with a certain color, they correspond to the first level, i.e., the mark "3". 15 minutes before the end of lesson 4, students complete a level A(3) test. These grades are not posted in the journal, and the teacher maintains a rolling list of the class

5 and 6 lessons. There are two groups of students in the class. 1 group of students who did not complete the level 1 test. They will continue to work with the same cards. The teacher is corrective. Group 2 of students who completed the level 1 test, i.e. they received a grade of "3" and can qualify for a grade of "4". They are offered level 2 cards. These students work in a Level 2 group. Source of knowledge for students - abstract, textbook. Some students can work with computer tests. 15 minutes before the end of lesson 6, a test is offered to each group of the corresponding level. According to the results of the control work, three groups are already defined.

7-8 lessons. There were 3 groups in the class. Group 1 students who still have not mastered this topic. They continue to work with Level 1 cards. Group 2 students who work with level 2 cards and claim a grade of "4". Group 3 students who work with level 3 cards and claim a grade of "5". They work with cards of increased difficulty, the answers to which can be found in additional literature or on the Internet, participate in competitions, olympiads, conferences 20 minutes before the end of lesson 8, tests of the corresponding level are offered.

Lesson 9 Conference on the topic. During extracurricular time in the Internet class or at home, students collect and systematize material on some issue of the topic. Make it into a presentation. They defend their work publicly in front of the class (using a multimedia projector).

10 lessons. Lessons of generalizing repetition and control.

2. Technology of individual educational trajectories (TIOT)

TIOT is one of the options for implementing student-centered learning, which allows you to organize the learning process based on the principles of individualization that underlie the construction of individual trajectories. This allows students to choose:

Level, volume of content of subject knowledge (not lower than basic):
. Information sources for assimilation (textbook, additional literature, electronic textbooks, demonstration and training programs, the Internet).
. Method of teaching in accordance with individual characteristics;
. The pace of progress on the topic;
. Form, time and type of control in agreement with the teacher.

12 lessons. Introductory lecture using presentation. Each student determines homework for himself.

36 lessons. Students work in random groups of 56 people. The number of groups depends on the number of modules, individual work is also possible. Each group is given the same modules, didactic material, additional literature. The time for completing tasks and the forms of control are determined in each module (M1, M2, M3 ...). The number of modules is determined by the theme. It is possible to create a presentation for each module.

As each module is completed, the student passes through intermediate control (control forms are indicated in each module), after which he enters the final control. After the successful completion of the final control, the student uses the freed time to deepen his knowledge (performing creative work, solving Olympiad tasks, visiting the library, working on the Internet ...) or acts as a consultant.

3. Modular technology

Essence: the student independently (or with a certain dose of help) achieves specific learning goals in the process of working with the module.

A module is a target, functional unit that combines educational content and technology for mastering them. A module can correspond to a lesson, activity, or topic.

The student has an instruction that defines:
. The purpose of mastering the module;
. Where to find study material;
. How to master it (learn, make notes, solve a problem ...)

The role of the teacher:. Compilation of instructions (modules)
. Refinement of structures during practical work with them;
. Control and correction of knowledge, skills and abilities.
The success of the modular technology depends on the quality of the learning elements (EE), with which the student works. The combined use of modular and information technologies presents great opportunities for the development of the student.

General scheme of the module.

Every teacher is concerned about the effectiveness of his lessons, about how to make them more interesting. The lifeline in this task can be the proposed technologies, tested by us in the lessons of geography and biology, and had a positive result in increasing the productivity of the lesson. They are quite universal, they can be used in the lessons of various academic disciplines. They are developmental in nature and can be used in a wide age range.

The content of the theme The variety of countries in the modern world, their main types. Formation of the political map. Features of the modern stage. The main forms of state government of the countries of the world. The main forms of the administrative-territorial structure of the countries of the world. A political map is a map that reflects a long historical process of development of a society.

Changes in the PC Quantitative Accession of lands Territorial losses or conquests Unification or collapse of the state Qualitative Change of historical formation Acquisition of sovereignty by the country Formation of international organizations Change in the form of government The main stages of the formation of the PC

There are more than 230 states in the world. Each country has its own characteristics. The diversity of countries makes it necessary to group them according to similar characteristics (types). The typology of countries depends on what feature it is based on. Typology of the countries of the world according to features State structure Geographical position Human development index Area Population Level of socio-economic development Ethnic composition Form of government

Countries by form of government Self-governing (sovereign states) Commonwealth Republic Presidential Parliamentary Monarchy Absolute Constitutional Theocratic Non-self-governing (dependent states) Colonies Protectorates Mandatory territories Overseas departments

Monarchy Republic Form of government of the state Monarchy is a form of government in which the supreme state power belongs to one person - the monarch (king, king, emperor, duke, archduke, sultan, emir, khan ...) and, as a rule, is inherited. A republic is a form of government in which supreme power is exercised by elected bodies elected by the population (but not always) for a certain period. Currently, out of 190 states in the world, more than 140 are republics. in Europe, 3 in Africa and 1 in Oceania.

The Commonwealth (until 1947 the British Commonwealth of Nations) is an association whose members are Great Britain and more than 50 countries, mostly formerly part of the British Empire. In 15 Commonwealth countries, the Queen of Great Britain (represented by the Governor General) is formally considered the head of state.

State structure Federation Unitary Unitary states - the country is governed from a single center (hence the name, which comes from the Latin unio - unity), there are no independent self-governing entities in the country. Federative states have in their composition self-governing entities endowed with broad rights of self-government. There are two levels of government: central (federal) and local. A confederation is a group of independent states that have concluded a temporary treaty, that is, united to solve some common problem. Confederation

Typology of countries by geographical location Island Peninsular Archipelagos Maritime Inland Countries Japan Indonesia New Zealand 2.Great Britain 3.Spain 4.India 5.Norway 6.Mongolia 7.Bolivia 8.Afghanistan Canada USA Brazil

GDP (gross domestic product) per capita - the main indicator Typology of countries by GDP Developed G7 countries Highly developed countries of Western Europe Countries of "resettlement capitalism" Countries with economies in transition Developing "Key" countries Newly industrialized countries (NICs) Lagging behind Oil-exporting countries Least developed countries Austria Denmark Switzerland Belgium Norway Spain Portugal Netherlands Austria Denmark Switzerland Belgium Norway Spain Portugal Netherlands Canada Australia New Zealand Norway South Africa Israel Canada Australia New Zealand Norway South Africa Israel CIS countries Eastern European countries Mongolia China CIS countries Eastern European countries Mongolia China Third world leaders in economics and politics India Mexico Brazil India Mexico Brazil The level of development has risen sharply due to foreign investment South Korea Hong Kong Singapore Malaysia Thailand South Korea Hong Kong Singapore Malaysia Thailand Saudi Arabia Kuwait Qatar UAE Saudi Arabia Kuwait Qatar UAE Underdeveloped commodity export economy Colombia Bolivia Zambia Liberia Ecuador Colombia Bolivia Zambia Liberia Ecuador Predominant consumer agriculture, poor manufacturing Bangladesh Afghanistan Yemen Mali Chad Bangladesh Afghanistan Yemen Mali Chad USA Japan Germany France Italy Canada UK USA Japan Germany France Italy Canada UK

This division takes into account the totality of economic indicators characterizing the scale, structure and state of the economy the level of economic development the standard of living of the population This division takes into account the totality of economic indicators characterizing the scale, structure and state of the economy the level of economic development the standard of living of the population Typology of countries by level of socio-economic development

Typology of countries by nationality With a sharp predominance of one nation Mononational Binational Multinational Countries with a complex composition (India, Russia, Switzerland, Indonesia, the Philippines, many countries of Western and South Africa). The most multiethnic area is South Asia and the most multiethnic country is India. Great Britain, France, Spain, Finland, Romania, China, Mongolia, USA, Commonwealth of Australia, New Zealand, etc. The main nationality is over 90%. They are most in Europe (Iceland, Ireland, Norway, Sweden, Denmark, Germany, Poland, Austria, Bulgaria, Slovenia, Italy, Portugal), Asia (Saudi Arabia, Japan, Bangladesh, Korea, some small countries), in Latin America (since Indians, mulattoes, mestizos are considered parts of a single nation), in Africa (Egypt, Libya, Somalia, Madagascar) Belgium, Canada

Over the past few years, Russia has been steadily rising in this ranking: from 73rd place in 2007 to 71st in 2009 and 65th in Russia. The problem in Russia remains low life expectancy (67.2 years.) And a relatively small amount gross domestic product per capita. List of very high HDI countries (2010) Symbols

Tasks Task 1. Task 1. Distribute the countries by area in descending order. Country 1 China 2 USA 3 India 4 Russia 5 Sudan 6 Canada 7 Brazil 8 Kazakhstan 9 Argentina 10 Australia Verification 4, 6, 1, 2, 7, 10, 3, 9, 8, 5

Tasks Task 2. Task 2. Distribute countries by population in descending order. Country 1 India 2 USA 3 Japan 4 Russia 5 Indonesia 6 Pakistan 7 Nigeria 8 Bangladesh 9 China 10 Brazil Verification 9, 1, 2, 5, 10, 6, 8, 7, 4,3

Task 3. Task 3. Choose the correct statements. Yes No 1 The political map has finally formed. 2 The number of developed countries in Europe exceeds the number of developing countries. 3 The most multinational country India. 4 The acquisition of sovereignty by a country is a qualitative change on the political map. 5 Most countries in the world are classified as monarchies in terms of their form of government. 6 Most of the monarchies on the modern political map of the world are in Latin America. 7 Most of the poorest countries are in Asia

Task 4. Task 4. Geographical dictation. 1 A form of government in which the supreme state power belongs to one person, the monarch, and, as a rule, is inherited. 2 A form of government in which supreme power is exercised by elected bodies elected by the population for a fixed term. 3 A state that includes self-governing entities endowed with broad rights of self-government. 4 A state governed from a single center. There are no independent self-governing entities in the country. 5 A group of independent states that have concluded a temporary treaty, that is, united to solve some common problem. 6 A politically independent state with independence in external and internal affairs. Monarchy Republic Federation Unitary State Sovereign State Confederation

Task 5. Task 5. Divide the countries into groups. 1Key 2Newly industrialized countries 3Oil-producing 4Least developed 5G7 6Advanced European countries 7Economics in transition 1.Bangladesh 2.Brazil 3.India 4.Kuwait 5.Canada 6.Qatar 7.Italy 8.Spain 9.Singapore 10.Norway 11 .Malaysia 12.Mongolia 13.China 14.Chad 3.2 9.11 6.4 1.14 5.7 8.10 12.13 Verification

Task 6. Task 6. Match the country and the capital. Country 1 India 2 USA 3 Japan 4 Egypt 5 Indonesia 6 Pakistan 7 Nigeria 8 Bangladesh 9 China 10 Brazil Washington to Abuja to Delhi to Beijing and Cairo to Jakarta

Workshop Task 1. On the basis of the "visiting card" of the countries on the flyleaf of the textbook, compile a systematizing table "State system of the countries of the world." Form of government Forms of administrative-territorial structure of the Republic of MonarchyUnitary states Federated states Constitutional Absolute Theocratic Verification Form of governmentForms of administrative-territorial structure of the Republic of MonarchyUnitary states Federated states Constitutional Absolute Theocratic Russia France USA Belgium Norway Japan Oman Saudi Arabia Vatican France China Egypt Russia India USA Task 2. On the contour map, sign the states and their capitals: the first ten countries by area, population, examples of countries by form of government and state structure, by level of socio-economic development. You can use your own symbols. Sample Workshop

How many countries are there in the world? What is a typology of countries? What is a political card? Name the main forms of government. What are the countries according to the state system? Over 230 countries. Monarchy and republic. Unitary, federal. Typology of countries - division of countries into groups according to certain characteristics. A political map is a map that reflects a long historical process of development of a society. Questions

The largest in area among the listed countries is a) the United States; b) Canada; c) Brazil; d) Australia; Of the listed countries, the archipelago country is: a) India; b) Turkey; c) Indonesia; d) Vietnam; Which group of countries is landlocked? a) Bulgaria, Romania; b) Sweden, Finland; c) Mongolia, Afghanistan; d) Turkey, Iran; According to the form of government, the republic is: a) Sweden; b) Denmark; c) Belgium; d) Austria; The absolute monarchy is: a) Great Britain; b) Saudi Arabia; c) Japan; d) Spain; Tests

Highlight parts of the world where there are no monarchy states: a) Africa; b) Asia; c) America; d) Europe; Which of the following countries is a newly industrialized country? a) India; b) Brazil; c) Mexico; d) Republic of Korea; Which of the following countries is an oil exporter? a) Greece; b) Iran; c) India; d) Argentina; Which of the following countries belongs to the "key" developing countries: a) Brazil; b) Canada; c) Angola; d) Iran; Which of the following countries belongs to the countries of the resettlement type: a) South Africa; b) Cameroon; c) Colombia; d) Morocco; Test Answer: 1B, 2B, 3B, 4G, 5B, 6V, 7G, 8B, 9A, 10A

Description of the presentation on individual slides:

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A module is a target functional unit that combines educational information and technology for mastering it. Any modular lesson consists of educational elements.

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The essence of modular learning is that the student completely independently (or with a certain dose of help) achieves the specific goals of educational and cognitive activity in the process of working with the module. The module combines: educational content, a target action plan and a methodological guide to achieve didactic goals. The form of communication between teacher and student is changing. It is carried out through modules and personal individual communication. The teacher ceases to be a carrier of information, becoming a consultant.

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Development of module instructions. Providing individual assistance, maintaining the pace of the lesson. Management of educational and cognitive activity of students through modules. Clarification of modules during practical work with them. Control and correction of the assimilation of knowledge, skills and abilities.

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Educational element (UE) A carrier of educational information Instructions for the student to use Text Textbook, additional literature, periodical materials Read, highlight the main thing, make a summary, LOC, table, plan, etc. Cartographic Atlas, wall maps, plans, maps Define, install, measure, compare, characterize, etc. Tabular Tables, graphs, block diagrams Define, compare, describe the dynamics of change, etc. Illustrative Photos, drawings, reproductions Determine what is depicted; make up a story, describe, etc. Verbal Teacher, speaker, lecturer Listen and complete tasks: answer questions, make a list of questions, make a plan, LOC, abstract, etc. Computer Databases, multimedia learning Read the file, get to know the map, do the test, do the practical work, etc. Audiovisual Videos, movies, slides, recordings, CDs Answer questions, write your own comments, etc. Natural Geographical objects and phenomena on the ground Learn to identify, draw, draw a diagram, meet, measure, etc. Mixed Multiple media Various

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students know exactly what they should learn, to what extent and what they should be able to do after studying the module; students can independently plan their time, effectively use their abilities; the learning process is focused on the student, not the teacher.

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the teacher has the opportunity to focus on the individual problems of students; the teacher promptly identifies problems in learning; the teacher performs creative work, which consists in stimulating the thinking of students, activating their attention, thinking and memory, providing all kinds of assistance to students.

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students must have self-discipline in order to achieve their goals; students must perform a large amount of independent work; Students are responsible for their own learning.

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The module has: - educational elements - these are sequential steps with which the student works directly. - an instruction that defines the objectives of mastering the module and each educational element; -materials for work (links to sources); - an indication of the type and form of work; - control that determines the degree of assimilation of educational material.

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Educational element Information content Methodological guide UE 1 Input control. Recall the method of determining the geographical position of the mainland. Purpose: to continue the formation of students' ability to determine the geographical location on the example of Africa. Task: Answer the question. 1. What is the area of ​​Africa? 2. What place does Africa occupy in terms of area? 3. Determine how the mainland is located relative to the equator, the tropics, the polar circles, the prime meridian. 4. In what geographical latitudes is most of Africa located? Which continent is the hottest on earth? 5. Using the scale, measure the length of the mainland at 10 n. Where is the widest part of the continent? 6. Determine what oceans are washed by Africa? 7. Determine the position of Africa relative to other continents. To complete the assignments, use the text of the textbook on pages 110–111 The plan for describing the geographical location on page 311. Label the latitudes on the contour map. Label the distance on the contour map. Label them on the outline map.

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Training element Content of information UE 2 Methodological Guide Purpose: To define the shelf zone of the mainland. Task 1: Answer the question. Why do flat, high, steep coasts predominate in Africa? Task 2: Identify the bays, straits, islands, peninsulas of Africa. Think about the statement before answering the question. Africa is a part of Gondwana (when you crack sugar or other solid, the edges will be...?) Mark the shelf zone of Africa on a contour map. 1.strait… 2.sea… 3.canal… 4.sea… 5.peninsula… 6.ocean… 7.island… 8.strait… 9.bay… 10.ocean… explored Africa and determine what discoveries they made.

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Purpose: - to test students' knowledge on the topic of the Earth's lithosphere; - to initiate the development of students' creative abilities; Educational element Information content Methodological guide UE1 Task. Write a miniature essay on the topic “The World Through the Eyes of a Grain of Sand”, in which you will display the journey of a grain of sand in space or time. What story do you think a grain of sand would tell you about its journey? To write an essay, use any additional literature. Submit your essay for a student art exhibition.

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Goal: To teach students how to design cities in the ocean. Student Knowledge: Students should be aware of the geographic location and nature of the Earth's oceans. Learning Element Information Content UE Methodological Guide 1 Many countries around the world have been expanding their territory for decades by expanding their coasts and creating artificial shores. This is due to overpopulation of coastal areas. Naval architects create artificial islands or try to relocate human society to a different environment, to the Ocean, thereby changing it. Task: develop a project for a sea city. divide the class team into groups of designers, i.e. project developers, and experts determine the function of the cities being designed, their approximate geographical location and criteria for evaluating projects set the deadlines for working on the project develop a city project discuss the submitted projects analyze the work done, highlight the advantages and disadvantages, determine the winner To develop the Sea City project, use the additional literature you have. Create a sketch of the city, transport in the city, suggest the economic activities of the inhabitants of the sea city

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the need to restructure the educational process, the development of modular programs for all courses of school geography, the inconsistency of modern geography textbooks with the organization of modular education, the development of new teaching and methodological aids, a lot of preparatory work by the teacher to develop instructions, at the initial stage of implementation, the reliability of the results of self-control and mutual control is not high.