Block-modular technologies in geography lessons. Projects and practical experience in the use of ICT in geography lessons Chapelle modular technology

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,which can assist in the implementation of professional growth.

The first steps on the Internet begin with searching for specific information that the teacher needs at the 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 step-by-step completion of certain tasks to master techniques for creating interactive presentations. The final work was an interactive poster about the 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 a necessary condition for 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. Through the use of ICT, it is possible to improve the forms of organizing 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 complete realization of 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 of the 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 time in the Internet classroom or at home, students collect and organize material on some issue of 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. Tests of the appropriate level are offered 20 minutes before the end of lesson 8. Grades for this lesson are posted in a journal.

Lesson 9 Conference on the topic. During extracurricular hours in the Internet classroom or at home, students collect and systematize 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; individual work is also possible. 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 free time to deepen his knowledge (doing creative work, solving Olympiad tasks, visiting the library, working on 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. The combined use of modular and information technologies provides great opportunities for student development.

General module diagram.

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 universal; they can be used in lessons of various academic disciplines. They are developmental in nature and can be used across a wide age range.

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) A carrier of educational information Instructions for the student to use 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 a file, look at a map, take a test, do 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.

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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 the economic activities of the residents of the sea city

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

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

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

It is impossible to teach a student everything that is needed in life, but it is possible and necessary to teach a student to independently obtain knowledge, be able to apply it in practice, and work with a book. In this regard, there was a need to increase the effectiveness of the lesson, since it is through the lesson that the stated goals can be achieved.

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

The introduction of modular technology becomes relevant, since the techniques used create conditions for the formation in students of the need for continuous improvement and the realization of creative possibilities.

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

To achieve the goal, the following tasks are defined:

1) study the state of the technology under study in theory and practice

(study scientific and methodological literature on this topic);

2) justification of the conceptual apparatus of the study: “module”, “modular technology”, “educational element”, “block”;

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

4) develop an algorithm based on technology.

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

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

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

The subject of the research is the methodology for using block-modular technology in the study of geography at the level of basic general education.

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

- the entire educational process is clearly organized;

Goals and objectives for teaching the entire topic block have been set;

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

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

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

In geography lessons, it is important to create an atmosphere of interest in knowledge, the desire to search, explore, create, and develop ingenuity. Therefore, it is necessary to look for a variety of ways and techniques to support the cognitive interests of students in any type of their cognitive activity, in any direction. Thus, geography, as an academic subject, provides unlimited opportunities for developing cognitive interest among schoolchildren.

The essence of block-modular technology

"... turn the student's activity

in his amateur performances..."

K. D. Ushinsky

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

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

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

A number of foreign authors (V. Goldshmidt, M. Goldshmidt, etc.) understand by module the formation of an independently planned unit of educational activity that helps to achieve clearly defined goals. Others (for example, J. Russell) define the essence of the module somewhat differently: as the construction of autonomous portions of educational material.

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

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

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

Modular training, its goals, content, organizational methods are built on the basis of the following principles: modularity, structuring of content into separate elements, dynamism, method of activity, flexibility, conscious perspective, versatility of methodological consulting, parity.

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

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

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

Operation method principle ensures focused learning and contributes to the formation of appropriate learning motivation. What is connected with the development of a system of independent work skills.

The principle of flexibility provides the necessary individualization of the learning process by providing flexibility in the construction of learning content, students choosing their own learning path and the pace of knowledge acquisition.

The Principle of Mindful Perspective ensures students' awareness of the learning goals, which in modular learning act as significant results of activity and should be recognized by students as prospects for cognitive and practical activity. Therefore, at the beginning of training, students are presented with the entire module program as a whole, indicating a comprehensive didactic goal, which the student must accept and understand as a significant and expected result.

The principle of versatility of methodological consulting ensures that the learning content matches the student’s capabilities based on the fact that:

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

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

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

Thus, a modular program must provide:

The ability for students to independently acquire knowledge of a given level;

Conditions for joint choice by teacher and student of the optimal learning path;

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

Target block – UE (Training Element)– 0. It always comes first and represents the objectives and content of the module. Contains educational goals, clearly defined learning results, standards for assessing the acquisition and development of skills, a form of final control and the main questions submitted to it. Provides the opportunity to see the future of work and plan independent work.

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

Summarizing – UE-R. it always takes the second to last place in the module. Used to summarize and repeat all module information. The repeated material can be presented in the form of a concentrated text, a supporting summary, a block diagram, tables, graphs, etc.

Supervising – UE-K– always takes last place and implements the final control function. It is carried out to determine the quality of mastering the material and achieving the educational goals presented in block UE-0. The final control can simultaneously serve as an introductory test if it contains basic knowledge of the next module.

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

The teacher’s preliminary work on constructing the entire educational module involves:

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

Studying the entire content of educational material on this

Isolation of key concepts that carry the main semantic

Load for this module;

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

Concepts);

Selection of test tasks for the entire educational content

Material;

Compiling blocks of questions and tasks throughout the content

Educational material;

Development of the dialogical part (thinking through the organization

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

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

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

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

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

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

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

5) tasks for self-monitoring of educational activities.

In modular technology, the implementation of each educational element is assessed. Grades are accumulated in a statement, on the basis of which the final grade for working with the module is assigned.

Despite the many advantages outlined above, modular technology also has a number of difficulties in application. Its use requires a lot of work to develop modular programs, instructions, new educational and methodological aids.

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

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

A comprehensive didactic goal is formulated for a separate topic.

An integrating didactic goal is formulated for a separate lesson.

Educational elements are the stages of a lesson, or these are sequential steps, an algorithm of student work with which the student works directly.

Specific didactic goals are developed for each educational element.

I.1 Structure of a modular program.

The basis of any modular program is a set of goals. The compilation of a modular program always begins with highlighting the main scientific ideas of the course, within which the goals of studying topics and individual lessons are formulated. Only then is the educational content structured around these ideas into specific blocks. The set of goals of a modular program can be represented as a tree (Fig. 1). The content of the tree trunk corresponds to a separate topic, for which a comprehensive didactic goal (CDG) is formulated. The stem branches correspond to individual lessons, for each of which integrating didactic goals (IDG) are formulated. Modular lessons are divided into educational elements (UE) or lesson stages. A distinctive feature of modular technology is that for each educational element its own private didactic objectives (PDG) are developed (Fig. 1)

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

Student tasks when working with the module:

The student has instructions that define:

Goals for mastering the module (lesson) and each UE;

Tasks to complete of varying difficulty;

Indications on the type and form of work (how to master the educational material: learn, make notes, solve a problem, etc.);

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

Teacher's tasks when working with the module.

Development of module instructions,

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

Clarification of modules during practical work with them.

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

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

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

Typical outline of a training session.

1) Checking the results of previous work;

2) Presentation of new material;

3) Practice under the guidance of a teacher;

4) Independent independent practice of students;

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

6) Summing up the lesson;

7) Definition of homework;

8) Monitoring students' knowledge.

The first stage is checking the results of previous work. The main task is to establish a connection between the teacher’s teaching and the learning of schoolchildren, to ensure the readiness of schoolchildren for the next stage of work, and to include them in productive learning activities.

The complexity of the work lies in the fact that the student’s process of processing new information is determined by what he remembers and knows about a given problem. Therefore, the main questions that the teacher will decide at this stage are the following: “How to get involved in the work and respond to the information that sounds in the statements of the teacher and students? To what extent have you been able to create internal readiness to master new material, what is the general level of motivation of the class, and is it already possible to start learning new material?”

The main actions of the teacher at this stage:

• Helping students engage in work: analyzing several questions for repetition;
• Organizing a live dialogue between schoolchildren themselves in order to clarify the general level of acquired knowledge;
• Creating problem situations before learning new material.

Thus, the beginning of the lesson is not associated with a survey in the traditional sense. Repetition is based on a lively dialogue between children, during which schoolchildren speak freely, express their point of view, and argue. They are not afraid to hear negative opinions. During the dialogue, the teacher supports the conversation, guides, corrects, complements, but does not evaluate anyone.

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

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

• ·Identification of basic information, the structure of which will serve as the basis for studying the topic;
• ·Search for techniques that help activate students’ thoughts in the process of mastering new material;
• ·Striving for clarity and simplicity of presentation when presenting information;
• · Willingness to provide assistance when explaining to those who need it.

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

The third stage is practice under the guidance of a teacher, which is carried out with the aim of establishing “feedback” and timely correction of errors in students’ understanding of new material. Practical classes: 1) primary conceptual training; 2) work with the textbook and with the supporting notes; 3) algorithmic development of skills (working with tables, diagrams). Teacher actions:

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

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

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

The first priority is to avoid outright coercion. This problem is solved mainly by changing the assessment activities of the teacher and students. In the teacher’s assessment activities, the main focus is on the use of individual standards in assessing the work of schoolchildren, and the assessment activities of schoolchildren are associated with the self-assessment of the results obtained by the teacher and the further procedure for its agreement with the teacher. The stage of self-control and self-assessment ends not only with the solution of each learning task, of which there may be several in a lesson, but also with the completion of the entire topic.

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

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

The eighth stage is monitoring students’ knowledge acquisition. Control functions during the educational session are performed by various kinds of tests, which are used both for individual students and for the entire class. They reveal the level of success of children’s progress in learning new material, as well as problems and difficulties that arose in the process of schoolchildren’s work. Control is systematic, visual, objective. For each block, the student receives from four to six marks. The final grade is the sum of the grades received. Thus, there are many assessments when using block-modular technology; they are objective and visually fair.

Control record sheet Full name student ______________________ ______ points

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

Working with this technology, I was convinced that the children’s cognitive interest increases, many work creatively: students compose various crossword puzzles, actively take part in debates and seminars. During the lessons, students learn to work in groups, master the skills of working in lectures and seminars. Much attention is paid to protecting the health of children - a change in activities, a small amount of homework .

Based on the above, we can conclude that the possibilities of modular technology are enormous, since thanks to it, the central place in the “teacher-student” system is occupied by the student, and the teacher manages his learning - motivates, organizes, advises, controls.

Conclusion.

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

Studied the state of the technology under study in theory and practice

(studied scientific and methodological literature on this topic);

The conceptual apparatus of the study was substantiated: “module”, “modular technology”, “educational element”, “block”;

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

We have developed an algorithm for using block-modular technology.

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

“The gray ocean is ringing alarm bells
He harbors a grudge deep down,
Black rocking spots
On a steep, angry wave
People became strong like gods,
And the fate of the Earth is in their hands,
But terrible burns darken
The globe is on its sides
We have mastered the planet a long time ago
This century is moving widely
There are no more white spots on Earth
Can you erase black people?

A. Plotnikov.

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

Geography is more interesting when it is studied in conjunction with other sciences.

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

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