Download modular lessons on geography. Modular technology in geography lessons. General module diagram

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, interaction between teachers occurs face-to-face (at conferences, seminars, courses, etc.), but with the active development of the Internet, new forms of communication are also appearing - network,who can assist in the implementation professional growth.

The first steps on the Internet begin with searching for specific information that the teacher needs to this moment. “Jumping” from site to site, you will definitely reach online communities.

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

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

I use student-oriented technologies in teaching geography: integral, modular, technology of individual educational trajectories (TIOT) and business games. Forms of organization can be improved through the use of ICT educational activities using these technologies.

For more than ten years I have been using student-oriented 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 organizing educational activities using these technologies.

Personality-oriented learning is a way of organizing learning that promotes the inclusion of internal mechanisms for the development of students’ personality and the most full implementation their intellectual and creative abilities.

Personally-oriented technologies make it possible to adapt the educational process to:. individual characteristics of schoolchildren; . different levels of complexity of training content;
. specific features of each school;
. working conditions: double lessons.

1. Integral technology.

The work is grouped around four areas: consolidation of didactic units, planning of learning outcomes, psychologization educational process, computerization. 8 x 10 lessons are allocated to study the topic, which are distributed as follows:

Lessons 1 and 2 are a lecture using a presentation (an interactive training program), taking notes, giving homework on the entire topic (multi-level), cards of self-control and self-analysis on the topic. A computer lecture allows you to create more visual and information-rich lessons using photographs, sound and video fragments, maps, drawings, reproductions, diagrams, diagrams and text fragments. During extracurricular hours in the Internet classroom or at home, students collect and organize material on some issue on the topic for the conference (lesson 9). Prepare it in the form of a presentation. Defend their work publicly 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.

Lessons 3 and 4, students work in groups of 5 × 6 people using Level I cards. There should be more cards than there are students in the class (35), the questions are very simple and are not repeated. As students complete tasks on the cards, they change them. The more they complete these cards, the better they will understand the topic. Cards are marked with a certain color; they correspond to the first level, i.e., grade “3”. 15 minutes before the end of lesson 4, students complete a test at level A (3). These grades are not included in the journal, but the teacher keeps a moving list of the class

Lessons 5 and 6. 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 conducts correctional work. 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 studying notes, 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 appropriate level. Based on the test results, three groups are determined.

7-8 lessons. There were 3 groups in the class. Group 1 students who have not yet mastered this topic. They continue to work with level 1 cards. Group 2 students who work with cards of level 2 and apply for a grade of “4”. Group 3 students who work with cards of level 3 and apply for 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. test papers appropriate level. Grades for this lesson will be included in the journal.

Lesson 9 Conference on the topic. During extracurricular hours in the Internet classroom or at home, students collect and organize material on some issue of the topic. Prepare it in the form of a presentation. Defend their work publicly in front of the class (using a multimedia projector).

10 lessons. Lessons on generalization 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 educational 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 mastering (textbook, additional literature, electronic textbooks, demonstration and training programs, 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 his own homework.

36 lessons. Students work in random groups of 5 x 6 people. The number of groups depends on the number of modules, it is also possible individual work. Each group is given the same modules, didactic material, and additional literature. The time for completing tasks and forms of control are determined in each module (M1, M2, M3...). The number of modules is determined by the topic. It is possible to create a presentation for each module.

As each module is completed, the student goes through an intermediate control (forms of control are indicated in each module), after which he goes to the final control. After successfully completing the final test, the student uses the freed time to deepen his knowledge (completing creative works, solution olympiad assignments, visiting the library, surfing the Internet...) or acting as a consultant.

3. Modular technology

The 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 instructions that define:
. The purpose of mastering the module;
. Where to find educational material;
. How to master it (learn, take notes, solve a problem...)

The role of the teacher:. Compilation of instructions (modules)
. Clarification of designs during practical work with them;
. Monitoring and correction of knowledge, skills and abilities.
The success of modular technology depends on the quality of educational elements (EEs), which are what the student works with. Concomitant use modular and information technologies provides great opportunities for student development.

General scheme module.

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

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

Changes on the PC Quantitative Annexation of lands 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 countries 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 which feature is used as its basis. Typology of countries of the world by characteristics Governmental structure Geographical location Index human development Area Population Social level 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 Mandatory territories Overseas departments

Monarchy Republic Form of government of a state Monarchy is a form of government in which the supreme government belongs to one person - a 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 elective bodies elected by the population (but not always) for a certain period of time. Currently, out of 190 states in the world, more than 140 are republics. There are 30 monarchies in the world: 14 in Asia, 12 in Europe, 3 in Africa and 1 in Oceania.

The Commonwealth (before 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 is formally considered the head of state (she is represented by the Governor-General).

State structure of the Federation I Unitary Unitary states - the country is governed by single center(hence the name, which comes from the Latin unio - unity), there are no independent self-governing entities in the country. Federative states include 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 entered into temporary contract, that is, united to solve any common tasks. Confederation

Typology of countries by geographical location Island Peninsular Archipelagos Coastal 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 is the main indicator Typology of countries by GDP Developed G7 countries Highly developed countries Western Europe Countries of “settler capitalism” Countries with transition economies Developing “Key” countries Newly industrialized countries (NICs) Lagging in development Oil-exporting Least developed 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 Countries of Eastern Europe 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 increased sharply due to foreign investment South Korea Hong Kong Singapore Malaysia Thailand South Korea Hong Kong Singapore Malaysia Thailand Form their capital through the influx of “petrodollars” Saudi Arabia Kuwait Qatar UAE Saudi Arabia Kuwait Qatar UAE A backward economy focused on the export of raw materials Colombia Bolivia Zambia Liberia Ecuador Colombia Bolivia Zambia Liberia Ecuador Consumerism predominates Agriculture, poorly developed manufacturing industry 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 economic indicators characterizing the scale, structure and state of the economy level of economic development 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 level of economic development standard of living of the population Typology of countries by level of socio-economic development

Typology of countries based on nationality With a sharp predominance of one nation Uninational Binational Multinational Countries with a complex composition (India, Russia, Switzerland, Indonesia, the Philippines, many countries of Western and South Africa). The most diverse region is South Asia, and the most diverse country is India. Great Britain, France, Spain, Finland, Romania, China, Mongolia, USA, 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 single nations), 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 The problem in Russia remains low life expectancy (67.2 years) and a relatively small volume of gross domestic product per capita. List of countries with very high HDI (2010) Symbols

Tasks Task 1. Task 1. Distribute 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 Check 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 Check 9, 1, 2, 5, 10, 6, 8, 7, 4,3

Task 3. Task 3. Choose the correct statements. YesNo 1 The political map has finally been formed. 2 The number of developed countries in Europe exceeds the number of developing countries. 3 The most multinational country is 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 by form of government. 6 Most of the monarchies on the modern political map of the world are located in Latin America. 7 The largest number of poor countries are located in Asia

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

Task 5. Task 5. Distribute the countries into groups. 1 Key 2 Newly industrialized countries 3 Oil producing 4 Least developed 5 G7 6 Highly developed countries of Europe 7 Countries with economies in transition 1. Bangladesh 2. Brazil 3. India 4. Kuwait 5. Canada 6. Qatar 7. Italy 8. Spain 9. Singapore 10. Norway Ia 11 .Malaysia 12.Mongolia 13.China 14.Chad 3.2 9.11 6.4 1.14 5.7 8.10 12.13 Check

Task 6. Task 6. Match the country with the capital. Country 1 India 2 USA 3 Japan 4 Egypt 5 Indonesia 6 Pakistan 7 Nigeria 8 Bangladesh 9 China 10 Brazil Check 1g, 2d, 3a, 4i, 5k, 6c, 7f, 8b, 9z, 10d Capitala Tokyo b Dhaka c Islamabad d Brasilia d Washington, Abuja, Delhi, Beijing and Cairo, Jakarta

Workshop Task 1. Based on “ business card» countries on the flyleaf of the textbook, compile a systematizing table “Public system of the countries of the world.” Form of governmentForms of administrative-territorial structure of the Republic of MonarchyUnitary states Federative states Constitutional Absolute Theocratic Verification Form of governmentForms of administrative-territorial structure of the Republic of MonarchyUnitary states Federative states Constitutional Absolute Theocratic Russia France USA Belgium Norway Japan Oman Saudi Arabia Vatican France China Egypt Russia India USA Task 2. Label the states and their capitals on the outline map: the first ten countries by area, population, examples of countries by form of government and government 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 map is called political? What are the main forms of government? What are the different types of countries based on their government structure? More than 230 countries. Monarchy and republic. Unitary, federal. Typology of countries - dividing countries into groups according to certain characteristics. A political map is a map that reflects the long historical process of development of society. Questions

The largest in area among the listed countries is a) the USA; b) Canada; c) Brazil; d) Australia; Of the listed countries, the archipelago country is: a) India; b) Türkiye; c) Indonesia; d) Vietnam; Which group of countries is landlocked? a) Bulgaria, Romania; b) Sweden, Finland; c) Mongolia, Afghanistan; d) Türkiye, Iran; According to the form of government, a 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 the parts of the world where there are no monarchy states: a) Africa; b) Asia; c) America; d) Europe; Which of the following countries belongs to the newly industrialized countries? a) India; b) Brazil; c) Mexico; d) Republic of Korea; Which of the following countries is an oil-exporting country? 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 resettlement type: a) South Africa; b) Cameroon; c) Colombia; d) Morocco; Tests Answer: 1B, 2B, 3B, 4G, 5b,6B, 7G, 8B, 9A, 10A

Description of the presentation by 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 specific goals of educational and cognitive activity in the process of working with the module. The module combines: educational content, a targeted action plan and methodological guidance for achieving didactic goals. The form of communication between teacher and student is changing. This is carried out through modules and personal one-on-one 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 activities of students through modules. Clarification of modules during practical work with them. Control and correction of the acquisition of knowledge, skills and abilities.

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Educational element (UE) Media educational information Instructions for the student to use the Text Textbook, additional literature, periodical materials Read, highlight the main points, make notes, LOK, table, plan, etc. Cartographic Atlas, wall maps, plans, map diagrams Identify, establish, measure, compare, make characteristics, 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 it, etc. Verbal Teacher, speaker, lecturer Listen and complete tasks: answer questions, make a list of questions, make a plan, LOK, notes, etc. Computer Databases, multimedia learning tools Read the file, get acquainted with the map, take the test, complete practical work etc. Audiovisual Video, film, slides, recordings, disks Answer questions, make your comments, etc. Natural Geographical objects and phenomena on the ground Learn to identify, sketch, make a diagram, get to know each other, measure, etc. Mixed Multiple media Diverse

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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 and effectively use their abilities; The learning process is focused on the student, not the teacher.

7 slide

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the teacher has the opportunity to concentrate his attention on the individual problems of students; the teacher identifies learning problems in a timely manner; The teacher performs creative work, which consists of stimulating the thinking of students, activating their attention, thinking and memory, and providing all possible assistance to students.

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students must have self-discipline to achieve their goals; students must do 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. -instructions that define the goals of mastering the module and each educational element; -materials for work (links to sources); -indication of the type and form of work; - control that determines the degree of assimilation of educational material.

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Educational element Contents of information Methodological manual UE 1 Incoming control. Remember the method of determining the geographical location of the continent. Goal: to continue to develop in students the ability to determine geographical location using the example of Africa. Assignment: Answer the question. 1.What is the area of ​​Africa? 2.What is Africa's area? 3. Determine how the continent is located relative to the equator, tropics, polar circles, prime meridian. 4. At what latitudes is most of Africa located? Which continent is the hottest on Earth? 5. Using a scale, measure the length of the continent along 10 N latitudes. Where is the widest part of the continent? 6. Determine which oceans Africa is washed by? 7. Determine the position of Africa relative to other continents. To complete the tasks, use the textbook text on pp. 110–111 Plan for describing the geographical location on p. 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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Educational element Contents of information Methodological guidance UE 2 Purpose: Determine the shelf zone of the continent. Task 1: Answer the question. Why do smooth, high, steep coastlines prevail in Africa? Task 2: Identify the bays, straits, islands, peninsulas of Africa. Before answering the question, think about the statement. Africa is part of Gondwana (when you crack sugar or other solids, the edges will be...?) Label the African shelf zone on an outline map. 1. strait... 2. sea... 3. channel... 4. sea... 5. peninsula... 6. ocean... 7. island... 8. strait... 9. bay... 10. ocean... Task 3. Write down in your notebook the names of travelers who 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 the development of students’ creative abilities; Educational element Information content Methodological manual UE1 Assignment. Write a miniature essay on the topic “The World through the Eyes of a Grain of Sand,” in which you depict the journey of a grain of sand in space or time. What kind of story do you think a grain of sand would tell you about its journey? To write an essay, use any additional literature. Prepare your essay for an exhibition of student creative work.

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Goal: teach students how to design cities in the ocean. Student knowledge: students should know the features of the geographical location and nature, the oceans of the Earth. Educational element Contents of information Methodological guide UE 1 Many countries of the world have been increasing their territory for decades by expanding the coastline and creating artificial coastlines. This is due to overpopulation in coastal areas. Naval architects create artificial islands or try to resettle human society in a different environment, in the Ocean, thereby changing it. Assignment: 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 deadlines for work on the project, develop a city project, discuss the presented projects, analyze the work done, highlight 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 residents of the sea city

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need for restructuring educational process, development of modular programs for all school geography courses, inconsistency of modern geography textbooks with the organization of modular training, development of new educational and methodological manuals, 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.