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Lesson with elements of problem-based learning in geography. Using the method of problem-based learning in geography lessons. Explanatory - reproductive type of education

Problem learning in geography lessons.

The changed quality of life requires from the graduate not so much the ability to follow instructions as to solve the problems of life on their own. Requires a person who:

begins to perceive himself differently;
more fully accepts himself and his feelings;
becomes more self-confident and autonomous;
sets realistic goals, behaves more maturely;
becomes more like the person he would like to be;
begins to accept and understand other people.

From here, the main task of the teacher is obvious - to accept the student as he is: he has a positive attitude towards him, to understand his feelings that accompany the perception of new material. And on this basis, to create an atmosphere that helps the emergence of a teaching that is significant for the student.

Geography as a subject provides great opportunities for solving educational problems through the use of methods:

observations (including summer),
practical work,
watching videos, tables, drawings,
student messages,
abstracts,
participation in research work,
use of knowledge acquired in the lessons of chemistry, physics, mathematics, biology, literature.

Greater efficiency in solving learning problems using the above methods can be achieved using problem-based learning.

According to the dictionary of the Russian language S.I. Ozhegov's PROBLEM is a complex issue, a task requiring resolution, research.

What is meant by problem-based learning?

1. Method of problemization.

Problem tasks are, as a rule, of a personality-developing nature and naturally arise from the experience and needs of the students themselves. By placing the student in a problematic situation that is interesting for the whole class, the teacher gets the opportunity to “slow down” the mechanism of his thinking. The inclusion of students in the course of a problematic lesson in formulating a problem, putting forward hypotheses for solving it - deepens interest in the independent process of cognition, the discovery of truth:

fact -> hypothesis -> theory -> knowledge (truth).

The teacher's task is to direct the study of educational material by avoiding a direct, unambiguous answer to students' questions, from replacing their cognitive experience with their own.

2. Self-promotion of hypotheses to solve the problem.

At the stage of putting forward hypotheses, it is necessary that students learn to propose their own solutions, initially analyze them, select the most adequate ones, and learn to see the ways of proving them. The activation of the mechanism of thinking at this stage occurs when using the technique of thinking aloud, using activating questions.

Creating a situation in which the student, as it were, goes one, two steps ahead of the teacher. The teacher, having prepared a conclusion by the logic of his proof, gives the right to “discover” it to the class.

3. The method of understanding the finished knowledge from a printed source.

Students are offered texts from newspapers, magazines, books, dictionaries, etc. on a specific topic and questions to them. Based on these materials, work is organized in groups, pairs or individual, and then a collective discussion of issues takes place.

4. Methods of problematic discussion.

These methods involve a combination of oral presentation of the material by the teacher and the formulation of problematic questions that reveal the personal attitude of students to the question posed, their life experience, and knowledge gained outside the school.

Forms of training sessions where you can use the problematic method:

1. Based on the discussion activity:

Seminars (individual work); - structured discussions (group work); - problem-practical discussions (teamwork)

2. Based on research activities:

Practical lessons (group work) - research lessons (individual work)

3. Traditional lessons with new aspects :

lesson-lecture;
lesson-seminar;
problem solving lesson;
lesson-conference;
lesson-excursion;
lesson-consultation;
lesson-test, etc.

4. Non-standard lessons:

auction lesson;
rock press conference;
dissertation defense lesson;
lesson-court;
dedication lesson;

The purpose of the problem-based type of education is not only the assimilation of scientific knowledge, a system of knowledge, but also the very path of the process of obtaining these results, the formation of the student's cognitive activity and the development of his creative abilities.

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

So the study of the geological structure. The relief and minerals of Russia can be targeted at solving the problem: “To establish what reasons determined the diversity and peculiarities of the location of large landforms on the territory of Russia”, and the lessons devoted to the study of the mountain belt of Southern Siberia can be combined with the problem “Is it possible to all these mountain systems, diverse in orography and age, be considered as one natural-territorial complex?

As a result, students develop the skills of mental operations and actions, the skills of transferring knowledge, develop attention, will, and creative imagination.

TYPES OF PROBLEM TASKS ON GEOGRAPHY.

In teaching geography, several types of problematic or creative tasks are used.

Tasks, the problematic nature of which is due to the gap between previously acquired knowledge and the requirement of the task (or question). So. In the initial course of physical geography, students learn that the amount of solar heat depends on latitude: the lower the latitude, the more heat, and vice versa. In the next course, while studying Africa, they will learn that in the tropical zone, summer temperatures (+32C) are higher than in the equatorial zone (+24C). This fact contradicts the previously learned dependence 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 belts of Africa. Why is the July temperature higher in the tropical zone?

Tasks to establish multi-valued cause-and-effect relationships. Features of objects and processes studied by geography are usually due to a complex of causes and give rise to a complex of consequences. Therefore, this type of tasks is the most widespread in training. If at the same time, students must independently select and apply a wide range of knowledge in different ways. Including from other academic subjects, the task becomes problematic, for example, “What changes occur in nature in middle lane Russia after logging? (Name at least 8-9 consequences). Or: “What factors contribute to the fact that the United States has become the leading capitalist power in the world?” (Name at least 5 reasons).

Tasks requiring understanding of dialectical contradictions. ability to operate with them. In logic, such situations are called antinomies or situations of opposite judgments, for example: “Using knowledge of the geography of Russia and other countries, explain what effect a large territory has on the country’s economy - favors or hinders the development of the economy” or: “Increases or decreases in the conditions of scientific and technological progress natural resources for economic development? the peculiarity of these tasks is that they require reasoning on the principle of "both and the other at the same time" (and not one instead of the other), i.e. students should be advised not to reject any of the statements, but to try to substantiate both.

Assignments based on a scientific hypothesis, such as the origin of permafrost. On climate change on Earth, etc., revealing this hypothesis, I ask students to express their opinions on it, to substantiate its scientific and practical significance.

Tasks-paradoxes , for example: “The rivers of the European part of Russia and Siberia flood once a year. The rivers that cross the deserts - Amudarya, Syrdarya, Zaravshan - have two floods a year - in spring and summer. How can this be explained? or: "Although the rivers in Central Asia- a source of life, settlements around them rarely appear, only at the crossing. In need of water, the population, nevertheless, left it for the desert, where it dragged water along the canals. How to explain this fact?

Workshop on the topic: "Characteristics of the climatic zones of Africa."

Such lessons are possible not only in the senior, but also in the seventh grades. They are distinguished by a large amount of practical work, are completely devoted to it, and are aimed not only at acquiring new skills. But also the formation of new knowledge and, therefore, imply final conclusions on the content of what has been studied. The lesson is organized as follows. The class is divided into the number of groups. Equal to the number of climatic zones, it is additionally possible to single out a group of strong students, who are tasked with explaining the peculiarities of the climate of each zone. Each group receives its own task on the cards, in which, in addition to describing the climate, it is proposed:

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

Fill in the table in your notebook:

To figure out:

Why the equatorial belt in the east does not reach the coast indian ocean? (question to group 1)

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

Why does the Naib desert, located on the coast of the Atlantic Ocean, have less rainfall than the driest places in the Sahara? (question to group 3)

A group of strong learners prepare answers to the following questions:

Why is it always hot and rainy at the equator?

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

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

As seen. Problem questions (third) are discussed by all groups. After the reports, they formulate a general conclusion: the climatic zones of Africa differ from each other in the value of temperatures, the amount of precipitation and their regime. These differences are associated with the geographical latitude and angle of incidence of the sun's rays, belts atmospheric pressure. Change of air masses and prevailing winds.

The research elements in this lesson are:

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

No less important is group work (the fifth research group) - constructing an answer in a certain sequence, selecting and analyzing the data obtained from the map. The given example confirms the possibility of using different levels of education in the lesson system.

The function of the teacher when using the research method is, first of all, to design and set problem tasks for students (or to select these tasks from methodological literature), and the activity of students is to perceive, comprehend and solve the problem as a whole.

The problem of the development of thinking in the learning process occupies a prominent place in the studies of educators 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 of implementing a problem-based approach in teaching geography. Particular attention is paid to the creation of a system of problematic assignments on the topic, ways to include them in the lesson, organization of students' cognitive activity on their basis. For their implementation, various sources of geographical knowledge are involved - a textbook, an atlas, statistical material, popular science literature, the media, the INTERNET.

Along with the traditional problem tasks, the paper provides examples of such educational problems that are built on material that is close to the students and meaningful 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 the lessons in which only part of the study time is given to solving the problem, the possibilities of implementing a problematic approach to studying the entire topic in in general. In this case, the main problem is formulated for the entire topic, then it is divided into a number of particular problems that are solved in separate lessons on the study of this topic. The solution of each particular problem is 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 the psychological patterns of a person's independent mental activity.

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: didactic students, like psychologists, consider the main elements of problem-based learning problem solving and problem solving. Psychologists have proven that thinking arises in a problem situation and is aimed at resolving it. A problem situation means that in the process of activity a person came across something incomprehensible, unknown. The problem situation in didactics is defined almost as in psychology. According to I.Ya. Lerner, “a problem situation is a difficulty, clearly or vaguely realized by the subject, the ways to overcome which require the search for new knowledge, new methods of action.”

Thus, the main element of the problem situation is the unknown, the new, that which must be discovered for the correct performance of the desired action. But not every problem situation inevitably stimulates thinking. Thinking does not arise if the subject does not need to resolve the problem situation, and also there is no initial knowledge necessary to start the search. For this beginning to occur, it is necessary to analyze the problem situation.

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

In the educational process, the problem can be expressed in the form of a problem question or task. Both the problem task and the problem question have one thing in common: their content contains potential opportunities for the emergence of problem situations in the process of their implementation. The essence of problem-based learning is made up 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 the classroom, the organization of students for their analysis, teaching students to solve problems, and the formation of the ability of students to see and formulate a problem. A characteristic feature of the problematic approach is the independent cognitive activity of students.

Problem-based learning in the methodology of geography

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

It is necessary to first teach the implementation of individual steps of the solution, individual stages of the study, forming these skills gradually. In a number of didactic works (V.A. Shchenev), some ways of solving cognitive issues are considered: finding cause-and-effect relationships, grouping facts, comparison, generalization - and showing the ways of forming these techniques. However, the “cognitive question” is much broader than the concept of “problem question”. As a rule, every problem 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 problem situation in the lesson, the solution of which will lead to the acquisition of new knowledge.

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

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

To solve the problem, students use such methods of educational activity as finding a gap in connections, putting forward a hypothesis, reformulating the requirements of the question, applying the general position of the hypothesis to individual methods, establishing a complex of cause-and-effect relationships. The gradual mastery of these techniques by students leads to the formation of the ability to solve problems.

Table 1

Problem Solving Steps

Stage name

The essence of the stage

Acceptance of study work

1. Awareness of the problem, opening the contradiction

2. Formulating a hypothesis

3. Proof of the conjecture

4.General conclusion

Finding a hidden contradiction in a problematic issue

Hypothesis designation of the main direction of the search for an answer

Proof or refutation of the assumption expressed in the hypothesis

Enrichment of previously formed causal relationships with new content

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

Hypothesis

Establishing causal relationships

To facilitate students' assimilation of the logic of solving problematic issues, it is advisable for them to offer the following memo:

Memo for students solving problematic issues (Appendix 1)

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

To achieve real learning outcomes, a system of such tasks is needed. In the methodology of teaching geography, the approach developed by I.Ya. Lerner.

Along with the development of individual problem tasks, the possibilities of implementing a problematic 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 private ones. The cognitive activity of students takes on a general creative and exploratory character, aimed at resolving both the main and its particular problems. The general system of creative activity of schoolchildren includes knowledge that they receive in “ready-made form from a teacher or from a textbook”.

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

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

The solution of real problems, in turn, is connected with the implementation of an ecological approach in education. In foreign literature, much attention is paid to the development of a special teaching methodology in the field of environmental protection.

Ecological education in geography lessons is impossible without the development in children of the skills of independent development and critical analysis of new information and the ability to build scientific hypotheses. Therefore, it is necessary to pay great attention to the problematic approach in teaching, the essence of which is well revealed by the words of the teacher A. Disterverg: “A bad teacher presents the truth, a good teacher teaches to find it.” The problematic approach involves the organization of 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. a situation 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, the psychological and age characteristics of students, there are various ways to create a problem situation. For example:

Raising a problematic issue.
Creation of a problem situation based on the statement of the scientist.
Creation of a problematic situation based on bringing opposite points of view on the same fact.
Creation of a paradoxical fact.
Demonstration of experience or communication about it as a basis for creating a problem situation.

The problematic approach to learning presupposes the mandatory formation 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 expediently correct solution.

Scheme No. 1

"Thick" questions

To implement the problematic 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 connected with the leading ideas, concepts and patterns of science itself, with worldview issues, the independent assimilation of which ensures to a large extent the mental development of students;
if it is possible to group educational material, including factual, around isolated problems;
if it is possible to discover 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, on the basis of the question posed, it is possible to create a problem situation.

The first three conditions are more related to the content of questions and tasks, the latter determines the fundamental difference between a problematic question and a cognitive one. Thus, the presented questions can be considered problematic only if, on their basis, a problem situation is created, the resolution of which will lead to the acquisition of new knowledge by students. At the same time, search activity is combined with reproductive activity and the assimilation of knowledge by them in a “ready-made” form. The presented questions and tasks can also be used by the teacher to check the assimilation of the material covered, as well as a leading task. The implementation of advanced tasks involves independent work of students with additional literature available to them, drawing up, on the basis of its analysis, the simplest summary containing the answer to the question posed, and presenting this message to the students of the class.

The teacher can make up an infinite number of such questions and tasks. This paper presents the tasks that are available in methodological manuals, textbooks, articles of the journal "Geography at School", didactic materials, and shows the possibilities of their application for the development of cognitive activity of students, for organizing the search activity of schoolchildren in the classroom.

In addition to creating problem situations, I also use other methodological methods for managing the cognitive activity of students. One group of techniques activates the activity of students at the stage of perception and helps to awaken interest in the material being studied. These include techniques: novelty, involving the inclusion of interesting information, facts, historical data in the content of the educational material; and significance, under which the installation is created on the need to study the material in connection with its environmental value. The other group includes methods of activating the activity of students at the stage of understanding the material being studied; one of them is heuristic, the essence of which is that the teacher asks students a difficult question and leading questions lead to an answer to it. I use the Socratic technique in class. It is based on the 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 method allows students to independently solve a cognitive problem and formulate a conclusion based on their observations, experiments or analysis of literary data.

In the conditions of the class-lesson system, collective work is best organized in the form of group activities of schoolchildren.

At present, in my opinion, the development of a methodology for conducting lessons - disputes is relevant.

It should be remembered that the organization, preparation and conduct of a debate lesson requires the teacher to dramatically increase the amount of time spent on the 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 comrades. The Italian teacher M. Montessori said this well: "The only one who understands a child is another child."

The teacher at the lesson-dispute leads students along the path of discovery, makes them follow the didactic movement of thought towards the truth, makes them accomplices in scientific search. 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. Here, the words of A. Petrovsky may be appropriate: "Education is the communication of a person with humanity."

When studying new material, it is advisable to create a situation of information deficit, when schoolchildren feel the insufficiency of their knowledge. If new material will exceed the intended one in content and methods of presentation, then it will give the impression of surprise, cause surprise, interest and desire to learn more, to independently understand this issue. This is confirmed by La Rochefoucauld: "When teachers stop teaching, students can finally learn."

Thus, the psychological atmosphere of the lesson-debate significantly affects the emotional experiences of the children. Experiences, in turn, influence the formation of the worldview, the cognitive needs of schoolchildren. And the latter are important for self-education, the formation of the need for learning. A. Einstein also believes: "Wherever possible, learning should become an experience"

The lesson-dispute consists of three main stages:

Formulation of the problem.
Solution to the problem.
Summarizing.

The type of dispute that I propose involves 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 on topics (Appendix 2)

Levels of assimilation of creative activity and ways of its transmission (Appendix 3)

Basic concepts of problem-based learning (Appendix 4)

Literature

Lerner I.Ya. The development of schoolchildren's thinking in the process of teaching history: A guide for teachers - M. Prosveshchenie, 1992.
Panchesnikova L.M. Problem tasks in geography. - Geography at school. - No. 1.
Panshechnikova L.M. Control tasks and exercises in geography. - M. Enlightenment, 1982.
Ponurova G.A. A problematic approach to teaching geography in high school. –M. Enlightenment, 1991.
Kim R.A. Control and verification work on the geography of Kazakhstan. 8-9 cells. - Karaganda, 2001

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

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

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

The purpose of the traditional type of education is the assimilation of the results of scientific knowledge, equipping students with knowledge of the basics of science, instilling in them the appropriate skills and abilities. In problem-based learning, the teacher’s activity consists in the fact that, if necessary, he brought an explanation of the content of the most complex concepts, systematically creates problem situations, informs students of factors and organizes their educational and cognitive activity, so that based on the analysis of facts, students independently draw conclusions and generalizations. , form certain concepts, laws with the help of a teacher. As a result, students develop the skills of mental operations and actions, the skills of transferring knowledge, develop attention, will, and creative imagination.

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

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

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

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

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

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

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

Types of problem tasks Tasks for establishing multi-valued cause-and-effect relationships. For example, “What changes occur in nature in central Russia after deforestation?” (Name at least 5 consequences). Or: “What factors contribute to the fact that the United States has become the leading capitalist power in the world?” (Name at least 5 reasons).

Tasks requiring understanding of dialectical contradictions. For example: "Using knowledge of the geography of Russia and other countries, explain what effect a large territory has on the country's economy - favors or hinders the development of the economy" or: "Does the influence of natural resources on the development of the economy increase or decrease under the conditions of scientific and technological progress?"

Tasks based on a scientific hypothesis. For example, about the origin of the Earth, the atmosphere, about climate change on Earth. Tasks-paradoxes. For example: “The rivers of the European part of Russia and Siberia flood once a year. The rivers that cross the deserts - Amudarya, Syrdarya, Zarafshan - have two floods a year - in spring and summer. How can this be explained?

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

Topic: USE OF PROBLEM LEARNING IN GEOGRAPHY LESSONS.

Any training course has its own internal course problems. And each teacher is looking for their own ways to resolve them. Let's define the problems of the geography course.

1. The changed quality of life requires from the graduate not so much the ability to follow instructions as to solve the problems of life on their own. Requires a person who:

begins to perceive himself differently; more fully accepts himself and his feelings; becomes more self-confident and autonomous; sets realistic goals, behaves more maturely; becomes more like the person he would like to be; begins to accept and understand other people.

Hence, the main task of the teacher is obvious - to accept the student as he is: positively relates to him, understand his feelings that accompany the perception of new material. And on this basis, to create an atmosphere that helps the emergence of a teaching that is significant for the student.

2. Decreased interest in the subject. The abundance of information in which the student is now does not instill in him the need to expand and deepen his knowledge: if you need to, I will hear it on TV, peers will say, the teacher will tell. The student often takes the role of a passive listener. Modern system education provides the teacher with the opportunity to choose among the many innovative methods “his own”, take a fresh look at familiar things, at his own experience, at the opportunity to bring the student an information culture of effective knowledge. Carl Rogers, an American psychologist, identified two types of learning: information, providing simple knowledge of facts and meaningful teaching, which gives the knowledge necessary for students for self-change and self-development. With all the variety of methodological approaches, the idea of developmental education comes to the fore, since the educational process should in every possible way contribute to the development of the intellect and abilities of students, and simply transmitted knowledge does not play the role of a personality-developing tool, this is the usual orientation of the lesson towards the preparation of the performer, which no longer corresponds to the new social order of society.

Geography as a subject provides great opportunities for solving educational problems through the use of methods:

observations (including summertime), practical work, watching videos, tables, drawings, student reports, abstracts, participation in research work, using the knowledge acquired in the lessons of chemistry, physics, mathematics, biology, literature.

Greater efficiency in solving learning problems using the above methods can be achieved using problem-based learning.

Problem-based learning in geography lessons.

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

As seen. Problem questions (third) are discussed by all groups. After the reports, they formulate a general conclusion: the climatic zones of Africa differ from each other in the value of temperatures, the amount of precipitation and their regime. These differences are associated with geographic latitude and the angle of incidence of the sun's rays, atmospheric pressure belts. Change of air masses and prevailing winds.

The research elements in this lesson are:

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

No less important is group work (the research group is the fifth) - constructing an answer in a certain sequence, selecting and analyzing data obtained from the map. The given example confirms the possibility of using different levels of education in the lesson system.

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

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

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

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

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

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

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

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

Problem presentation.
Partially search;
Research.

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

Problem methods contribute to the development of students' thinking in such a way that they independently and quickly orient themselves in 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 of the creative abilities of each student at his individual level.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What season of the year does it take place intensive growth trees? (in summer; in the warm season of the year, favorable for the growth of trees).

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

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

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

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

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

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

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

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

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

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

Bibliography:

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