Use of Local Pedagogical Technologies in Teaching Geography

Аннотация

The article describes the concept of local technologies, the classification and definition of local technologies, and how to use local technologies in geography lessons. Keywords: Lokal, Education Techology, Case study, Insert, Clestur, Venn Diagram, Brainstorming, Small Group Work. Introduction: In order to activate students’ cognitive • Plan ways to engage students’ learning activities in activity in the study of geography, it is advisable to solving these problems and communicating through identify, systematize, monitor and evaluate the learning discussions; knowledge, skills and abities acquired by students in • Provide a final opinion in a learning discussion the course, as well as the use of local technologies in organized on the basis of problematic questions and the study of a new topic. assignments. Use of local pedagogical tehnologies in teaching The concerts of the geographical crust which are in the geography “Case study”, “Insert”, “Cluster”, “Venn content of the program, are led in teaching geography, diagram”, “Brainstoring”, “Working in small groups”, as well as can be used in the teaching of the “Chain of terms”, “Term sheet”, quisk games and controversial 5th grade textbook “Earth – a planet in various forms of game exercises are recommended. the solar system”. The use of Case study in the teaching of problematic Geographical distations, which require pisture issues in the content of the geography course is highly interpretation, play an important role in teaching effective. geography, and studens have the opportunity to use “Cases” – case studies are derved from English and the Case study to identify objest and connections mean process or situation. betwenn objects. Initially, this technology was used in the training of The case study in organized on the basis of the business and entrepreneurs, and based on the content following stages: of the current subject, educational discussions are Phase I. Forming small groups of an equal number of organized to create and solve problem situations on students. external and internal, objective and subjective factors Phase II. Distribute the learning tasks to small groups, of natural processes. consisting of problem-solving questions designed to To use the case in the edicational process, the teacher: explore a specific process, and introduce them to the • Identify problematic topics in the content of the didactic purpose of the task. program, create problem-solving tasks to teach these Phase III. Focusing students’ learning activities on topics; solving learning problems. Phase IV. Listening to • Determine whether the problem-solving tasks will be students’ information on problem solving. organized individually or in small groups of students Phase V. Conducting study debates and discussions according to the level of difficulty; between small groups. American Journal Of Philological Sciences 84 https://theusajournals.com/index.php/ajps American Journal Of Philological Sciences (ISSN – 2771-2273) Phase VI. To draw a general conclusion. and factual material in the curriculum. While "Case Study" is used, students apply their To develop students’ skills in using insert, they will be previously acquired knowledge in new situations, given learning materials and a special table. Students expand and deepen their knowledge, master the are encouraged to review each paragraph and mark it methods of mental activity, increase mental on a special table using specific symbols. development and professional training as an individual. If the information in the paragraph corresponds to the Organizing students’ learning activities in this way knowledge acquired so far, “I know” –K, if the allows them to structure their creative activities. It is information is clear and new, then “I agree” +, if the recommended to use the insert on topics that are information does not correspond to the knowledge intended to study only factual material in the program acquired by studens, then “Need to learn”-, If you the content. students have difficulty mastering, then “I do not understand”-? puts the mark. Insert is a pedagogical technology at the local level, which is used by students to understand the main idea A special table used in the insert Paragraphs № “I know” – K “I approve” + “Need to “I don’t learm”- understand” -? 1. 2. 3. 4 and so on. The following requirements must be met when using The function of the source of information in the Insert in the educational progress: pedagogical activity of the teacher using the insert is rather reduced, and the functions of management and Students are divided into small groups, but through the control of students’ cognitive activity are increased. insert tool, each student first works individually and completes the table, comparing their ideas after the Therefore, the teacher should carefully plan and group members have completed the work within the implement these issues. allotted time; In teaching geography, the use of clusters plays an