Download modular lessons in geography. Projects and practical experience in the field of using ICT in geography lessons

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 a teacher needs on this 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". Training in the group included the phased implementation of certain tasks for mastering 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)

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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. Refinement of modules at practical work with them. Control and correction of the assimilation of knowledge, skills and abilities.

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Learning Element (UE) Carrier educational information Instructions for the student to use Text Tutorial, additional literature, materials periodicals 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; educational process 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; - initiate development creativity students; 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 the exhibition creative works students.

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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 economic activity 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 educational and teaching aids, large preparatory work teachers to develop instructions, on initial stage implementation is not high reliability of the results of self-control and mutual control.

Topic content Diversity of countries modern world, their main types. Formation of the political map. Peculiarities 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 Land acquisition Territorial losses or gains Unification or collapse of the state Qualitative Change of historical formation Acquisition of sovereignty by the country Education international organizations Changing 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 on the grounds State structure Geographical position Human development index Area Population Level of social economic development National 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 Mandate 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 temporary contract, that is, united to solve some common problems. Confederation

Typology of countries by geographical location Island Peninsular Archipelagos Maritime Inland Countries of the world 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 Form their capital through the inflow of "petrodollars" Saudi Arabia Kuwait Qatar UAE Saudi Arabia Kuwait Qatar UAE Underdeveloped commodity export economy Colombia Bolivia Zambia Liberia Ecuador Colombia Bolivia Zambia Liberia Ecuador Consumer dominated Agriculture, manufacturing industry is poorly developed 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%. There are most of them 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 Quantity 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 .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. Based on " business card"countries on the flyleaf of the textbook to compile a systematizing table" The 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 features. 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

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 learning activities 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: enlargement of didactic units, planning of learning outcomes, psychologization educational process, computerization. The study of the topic is given 8-10 lessons, 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), maps of self-control and introspection 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.

3rd and 4th lessons students work in groups of 5-6 people using Level I cards. 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 8 lessons are offered test papers corresponding level. The grades for this lesson are posted in the journal.

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).
. Way of teaching according to individual features;
. The pace of progress on the topic;
. Form, time and type of control in agreement with the teacher.

1-2 lessons. Introductory lecture using presentation. Homework each student decides for himself.

3-6 lessons. Students work in random groups of 5-6 people. The number of groups depends on the number of modules, it is possible and individual work. 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 successful implementation final control, the freed time the student uses 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.
Success modular technology depends on the quality of educational elements (UE), it is with them that the student works. The combined use of modular and information technologies presents great opportunities for student development.

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 versatile, 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.