The article is devoted to the problem of systematization of cartographic and geo-information teaching tools, the methodological features of their use in order to form the cartographic competence of students. The paper reveals the essence of geographical information systems (GIS) and the possibility of their use in the process of teaching geography.It is grounded that the use of cartographic and geoinformation facilities in the process of studying geography contributes to the formation of the ability of students to develop simple cartographic and combined models (cartograms and mappings) on the basis of contour maps; to develop and use general and special geoinformational educational models; to perform various cartographic-geoinformation tasks of constructive direction, combined with prospects of development of natural resources, environmental protection, transport and industrial construction, etc.
The article substantiates the importance of understanding the interdependence between the development of society, the state of the environment, and the content of education to address environmental threats and challenges. It is proved that environmental knowledge has a general cultural value. It is because the level of their formation depends on ecological worldview development, and hence the prospects for human survival. It is determined that studying Geography allows developing the basics of the strategy of preserving the living environment of mankind. The formation of pupils’ environmental knowledge as a component of ecological competence is essential for changes the individual’s consciousness and behavior, the harmonization of relations in the system ‘society-nature’. Accordingly, the geographical aspects of environmental knowledge are characterized by those that consist primarily in their space (chorological paradigm) and relationships with human society (paradigm of durable-sustainable, balanced development). Ecological competence refers to the integral development of personality, which combines normative, cognitive, emotional-motivational, and practical components, and provides the ability to identify, understand, and evaluate modern processes aimed at ensuring ecological balance and rational use of nature. The most favorable period for the formation of such competence is definitely the middle school age. Analysis of scientific and methodological literature on the issue allowed identifying personal, cognitive, and activity components of ecological competence. Scientific approaches to develop its theoretical provisions are scientific, systemic, value, normative, and personal activity approaches. It is proved that environmental competence, as a component of ecological competence, is inherently integrative. Its core is formed while teaching school subjects related to the Natural Science educational field and as the basis of ecological culture permeates the content of other school subjects.
The paper deals with contemporary trends of modernization of higher education in the countries of Europe, emphasizes relation between the quality of education and the level of development of the countries' economy, confirms the importance of digital education and provision of new forms of educational services. The problem of mastering new technologies using geoinformation systems and technologies in the process of training future specialists-geographers and geography teachers is analyzed. It is proved that one of the ways of addressing the outlined problem is the implementation of geoinformation training models, and the place of such models among other types of geography training tools is determined. The paper explains the concepts "training model", "geoinformation training model" and outlines their didactic peculiarities. The system of graphic-sign geographic training models is presented, with geoinformation training models being their subtype. The trends of applying geoinformation systems and technologies in the process of teaching geographic disciplines at higher education institutions are characterized. Based on the experience of application of geoinformation training models, the paper emphasizes that they are tools of students' independent cognitive activities. The paper distinguishes three groups of these models (general, special, combined) and characterizes their varieties. Considerable attention is paid to characterizing special geoinformation models, viz. rendering models, first of all digital elevation models, "draping" models, as well as models of kinematic animation or dynamic interactive visualization of 3D images, routing optimization and self-training models. A considerable didactic potential of electronic maps and atlases is emphasized, which make it possible to study geographic objects, processes and phenomena in the spatial aspect. The conclusion is made that the application of geoinformation training models, on the one hand, allows students to explore independently certain natural or socioeconomic objects of the environment. On the other hand, tutors can plan students' efficient training activities at a high level of complexity and in accordance with their interests.
Стаття присвячена актуальній проблемі застосування навчального моделювання у процесі викладання й навчання географії у закладах вищої та загальної середньої освіти. У роботі обґрунтовано психодидактичні засади організації навчально-пізнавальної діяльності студентів і учнів за допомогою навчальних моделей; визначено науковий, предметний і діяльнісний аспекти їхнього застосування; наведено відмінності наукових і навчальних моделей; конкретизовано етапи навчальної діяльності, спрямованої на формування пізнавальних дій учнівської молоді, схарактеризовано особливості навчального географічного моделювання. Ключові слова: психодидактичні особливості, навчальнопізнавальна діяльність студентів і учнів, навчальна модель, навчальне географічне моделювання, географічні об'єкти вивчення.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.