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The end of August 2016 turned out to be very rich in events related to the discussion in the Russian Federation. And specialists from the united publishing group "DROFA" - "VENTANA-GRAF" took an active part in each of the events.
24 August
V August Forum of Pedagogical Activists of RUDN University
On August 24, the V August Forum of Pedagogical Activists of RUDN University was held at the Peoples' Friendship University of Russia. More than 1,500 teachers in various subjects took part in the work. Speeches by prominent figures in science, pedagogy and educational publishing took place.
Specialists of the joint group "DROFA" - "VENTANA-GRAF" conducted master classes. A new product was presented at the geography section - a free interactive application on the platform. “This project is aimed, first of all, at preparing for the Unified State Exam and the Unified State Exam, namely at developing cartographic skills and abilities,” notes Irina Leonidovna Solodova, methodologist in geography. – The application contains both tests and tasks that simulate working with contour maps. The project is constantly evolving, the content is updated and expanded.”
25-th of August
Conference “State and Prospects for the Development of Geographical Education”
The next day, August 25, the traditional August conference of Moscow geography teachers “State and prospects for the development of geographical education” took place. Teachers from the capital's schools and university professors were invited to familiarize themselves in advance with the main topic of discussion - the draft Concept for the Development of Geographical Education in the Russian Federation.
The meeting took place at the headquarters of the Russian Geographical Society. Reports on the current stage in the development of geography and geographical education were made by famous scientists and methodologists. Among them are the authors of textbooks and the publishing group “DROFA” - “VENTANA-GRAF”:
- Alexander Ivanovich Alekseev , professor at Moscow State University. M. V. Lomonosova
- Irina Ivanovna Barinova , professor MIOO
- Elvira Vasilievna Kim , senior lecturer at MIOO
August, 26th
All-Russian seminar “Modernization of modern geographical education”
On August 26, the All-Russian seminar “Modernization of modern geographical education” was held at the Peoples' Friendship University of Russia. The event was organized by RUDN University and the magazine “Geography at School” with the support of the Russian Association of Geography Teachers and with the participation of the publishing group “DROFA” - “VENTANA-GRAF”.
The guests of the meeting were teachers from Moscow and the Moscow region, St. Petersburg, Perm region, Sverdlovsk, Orenburg, Volgograd, Tula, Belgorod regions and other regions of the country.
The editor-in-chief of the magazine “Geography at School” addressed the seminar participants with a welcoming speech. Mikhail Viktorovich Ryzhakov and President of the Russian Association of Geography Teachers Alexander Alexandrovich Lobzhanidze, who emphasized how important it is to bring the content and teaching methods in line with the requirements of the time.
Presentations were made on topics that are relevant to teachers, such as continuity in the study of the subject at school and the reflection of geopolitical and social problems of modern society in textbooks. The main issue of the seminar was the discussion of the draft Concept of Geographical Education.
The concept of Geographical Education is what will define Geographical Education for the foreseeable future.
As follows from the project, the Concept “is a system of views on the basic principles, priorities, goals, objectives and main directions of development of geographical education and enlightenment in the Russian Federation, and also defines mechanisms, tools, resource provision, targets and results expected from its implementation. The concept correlates with previously developed strategic documents - the Historical and Cultural Standard, the Concepts for the Development of Mathematical Education, Teaching the Russian Language and Literature, the State Program “Patriotic Education of Citizens for 2016–2020” and, along with them, aims to improve the education and enlightenment system in Russian Federation, its adaptation to the needs of modern society".
“The concept of geography education is what will define geography education for the foreseeable future,” explains Veronica Nikolaevna Kholina, one of the organizers of the seminar “Modernization of modern geographical education”, head of the department of regional economics and geography of RUDN University, author of the line of teaching materials of the publishing group “DROFA” - “VENTANA-GRAF”. “Therefore, every word in this document attracted the close attention of the discussion participants. Each section of the concept was discussed in working groups. Specific proposals were prepared to make geographical education important for all participants in the educational process, interesting for teachers and students, and useful in life. I would really like the opinion of the professional community to be heard by those who make decisions.”
The Concept is planned to be adopted at Congress of Geography Teachers November 2–4, 2016. The congress is organized by the Russian Geographical Society and the Faculty of Geography of Moscow State University. M. V. Lomonosov. It will also determine the period during which publishing houses will have to make current changes to the geography teaching materials they publish or create new ones - in accordance with the requirements for the content and teaching methods approved at the congress.
Today, the united publishing group "DROFA" - "VENTANA-GRAF" produces several lines of textbooks and manuals on geography for all grades, taking into account the specifics of educational organizations:
- (grades 5–9)
- (grades 5–9)
The presented concept is written professionally and reflects all aspects of geographical education. The team that compiled this project knows the problems of geographical education firsthand. The authors of the project deeply analyzed and studied this issue.
The concept shows the importance of geographical education, the problems of studying and teaching geography. The Concept defines the goals and objectives of the project. The main directions of implementation of the Concept and expected results are presented.
Everything is written well, “smoothly” and correctly. BUT one should not overestimate geographical education and elevate this subject as a subject that solves all the problems of the educational and economic sphere.
The danger seems to be that “if you force an official to pray to God, he will break his forehead.” A situation may arise that was created with the introduction of the subject of life safety (in all classes), physical education for 3 hours a week, social studies (as a subject that teaches everything). Such distortions can lead to disappointment in your favorite subject (geography).
When introducing 1 hour per week in 5th grade and 1 hour per week in 6th grade (according to the Federal State Educational Standard at the moment), it is inappropriate to introduce 2 hours per week in 6th grade (if 1 hour remains in 5th grade). I believe that students should take the geography exam if they wish, and not all of them.
Allocate funds for the development of children's and amateur tourism.
Feedback on the Concepton the development of geographical education in the Russian FederationChurlyaev Yu.A. associate professor of VIRO, geography teacher Lyceum 9 Voronezh
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Leave your comment, thank you! Comments on “The Concept of Geographical Education. Project."
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At the beginning of November, the second All-Russian Congress of Geography Teachers was held in the Lomonosov building of the M.V. Lomonosov Moscow State University.
More than 550 geography teachers, methodologists, higher education teachers, representatives of regional branches of the Russian Geographical Society, the Russian Association of Geography Teachers from all regions of our country took part in the congress.
From the Kaluga region, the head of the Department of Geography of KSU named after. worked at the congress. K.E. Tsiolkovsky O.I. Aleinikov, teacher in the village of Nizhnie Pryski, Kozelsky district, Kaluga region, winner of the “Teacher of the Year - 2016” competition in the Kaluga region B.M. Sergeev and our fellow countryman, geography teacher of the Kremen secondary school, deputy chairman of the teachers’ association Geography of the Kaluga Region E.A. Krasnov.
The organizers of the Second All-Russian Congress of Geography Teachers were the Lomonosov Moscow State University, the Ministry of Education and Science of the Russian Federation, the Russian Geographical Society, the Russian Academy of Education and the Russian Association of Geography Teachers. The main topic of the congress was the discussion of the Concept for the development of geographical education in Russia.
Opening the congress, the rector of Moscow State University, Academician of the Russian Academy of Sciences V.A. Sadovnichy admitted: “Geography is under threat due to ill-conceived reforms in the school. At the same time, geography has been and remains a subject that shapes human consciousness and his attitude to life. Geography as a science shapes a person’s consciousness and attitude towards life. Every second of our lives we are in this environment - in the environment of nature, in the human environment, and all this requires deep study, fundamental knowledge.”
President of the Russian Association of Geography Teachers, Head of the Department of Economic and Social Geography, Doctor of Pedagogical Sciences, Professor of Moscow State Pedagogical University A.A. Lobzhanidze introduced the congress participants to the results of the discussion of the main provisions of the Concept of Geographical Education in
regional branches of RAUG.
The head of the Federal Service for Supervision in Education and Science, S.S. Kravtsov, noted that a small percentage of graduates choose geography to take the Unified State Exam, and in 2016, only about 18 thousand schoolchildren, or 3% of Unified State Exam participants, passed the Unified State Exam. This academic year, All-Russian tests in geography in 11th grade are planned on a voluntary basis.
First Vice-President of the Russian Geographical Society, President of the Faculty of Geography of Moscow State University named after M.V. Lomonosov, Academician of the Russian Academy of Sciences N.S. Kasimov also spoke about the work of the regional branches of the Russian Geographical Society to discuss the main provisions of this Concept.
After the plenary session, eleven round tables discussed the main provisions of the draft Concept for the Development of Geographical Education in the Russian Federation: modernization of the content of geographical education, problems of methods of teaching geography, the system of additional education and school geography, geographical education and popularization of geography, a system for assessing the quality of geographical education and etc.
On the second and final day of the congress, the plenary session, which was also opened by the rector of Moscow State University V.A. Sadovnichy, was addressed by the President of the Russian Geographical Society S.K. Shoigu. He noted the importance of the participation of the scientific, expert and pedagogical community in the work on the draft Concept and the role of the Russian Geographical Society in popularizing geography among young people. S.K. Shoigu also reminded all delegates and participants of the congress about the All-Russian Geography Dictation to be held on November 20, 2016, and called on everyone to take an active part in its preparation and conduct.
The role of the subject of geography in the formation of personality and civic identity and the need to create well-equipped geography classrooms in schools was noted by the Minister of Education and Science of the Russian Federation O.Yu. Vasilyeva. She also supported the initiative to introduce a mandatory exam in geography in the 9th and 11th grades and emphasized the importance of conducting All-Russian tests in geography in general education institutions.
In conclusion, the first vice-president of the Russian Geographical Society, Academician of the Russian Academy of Sciences N.S. Kasimov read out the congress resolution on the adoption of the Concept of Geographical Education. Based on the results of the work, the delegates and participants of the congress adopted it unanimously.
Geography is an important subject in the modern school curriculum, allowing students to develop an understanding of the integrity of the modern world, to study nature in the totality of natural complexes, various sectors of the economy, economic and
geographical features and global problems. Let's hope that the past congress will help school geography regain its former high status, and for our schoolchildren to become the most exciting, useful and relevant school subject.
The current trend of our time is the development of conceptual approaches to the study of various school subjects. Concepts in the Russian language, literature, national history, and mathematics have already been approved. Discussion began on the draft concept of geographical education.
An interdepartmental working group under the auspices of the Russian Geographical Society and the Ministry of Education and Science of the Russian Federation developed the project “Concepts for the development of geographical education in the Russian Federation” (hereinafter referred to as the Concepts). It represents a system of views on the basic principles, priorities, goals, objectives and main directions of development of school geographical education and enlightenment.
According to the authors of the draft document, the modern system of geographical education does not meet the needs of the time and requires significant correction. The draft concept presents proposals for the development of a new standard for school geographical education and requirements for the structure of the educational and methodological complex; recommendations were given for holding a competition and creating new lines of geography textbooks; organizing advanced training courses for teachers.
On July 18, 2016, an expert seminar “Geography” was held at the Russian Academy of Education, at which the project “Concepts for the development of geographical education in the Russian Federation” was discussed.
A group of experts and seminar participants, consisting of methodologists, teachers, and university professors, actively participated in the process of discussing the document. The authors of textbooks and teaching aids on geography, published by the joint publishing group "DROFA" - "VENTANA-GRAF", also took part in the discussion.
Based on the results of the seminar, it was concluded that the presented project needs serious improvement. What is the essence of the experts’ comments and suggestions?
The document does not match the genre
First of all, no one questions the significance of such a document as the concept.
— This is a very important, necessary and responsible document. It is based on deep analysis, reflection, forecast, and a draft of the main directions of development in the future,” says Mikhail Ryzhakov, academician of the Russian Academy of Education and editor-in-chief of the journal Geography at School.
At the same time, experts note that this concept does not correspond to the declared genre.
Deputy Dean of the Faculty of Geography for Research at Perm State National Research University Maria Ivanova and her colleagues from the university argue that “the material presented for discussion on the website of the Russian Geographical Society can be called the “Concept for the development of geographical education in the Russian Federation” to a great extent conventions." The reason is that it is not consistent with current regulations; does not have a clear structure; has no practical outcome based on the expected results.
In other words, the presented project does not meet the requirements for the concept genre.
Walking in circles
Experts criticize the authors of the presented project for the fact that when developing the document they did not take into account the experience of the creators of previous documents - such as, for example, the “Concept of the content of geographical education in a 12-year school” of 2000. The main advantage of the Concept of 2000, Associate Professor of the Moscow Pedagogical State University Elena Belovolova, believes that its developers considered school geography as a subject that forms in students a comprehensive, systemic, socially oriented understanding of the Earth as a planet of people.
— Without a serious analysis done before you in the area you are interested in, nothing worthwhile can come of it. And you will be doomed to repeat what has long been known, to “go in circles,” which is what the text of the project under discussion demonstrates,” states M. Ryzhakov.
Utopian proposals
The authors of the draft Concept point out that “the system of geographical education and enlightenment that has developed in Russia over many years is currently in a state of degradation, which is manifested, in particular, in the constant decrease in the number of hours allocated to teaching geography in the basic and high school." M. Ryzhakov believes that “the reduction in hours for geography indicates, first of all, that school administrations do not see much benefit from studying this discipline. The situation is further aggravated by the fact that geography now has “competitors” in the form of such subjects as social studies, life safety, economics, and ecology, within which many topics are studied that are also presented in the geography course.”
According to experts, the main directions for implementing the concept proposed by the authors are purely mechanical and administrative in nature. This is maintaining the number of hours in the subject geography in the amount of 2 hours per week in each grade (from 6 to 9 grades); introduction of the course “Geography of the Native Land” for grades 8-9, 1 hour per week in each class; the inclusion of geography as a compulsory academic subject at the basic and advanced levels in all profiles of high school, etc. M. Ryzhakov notes that the authors of the document forget that “in accordance with the Federal Law “On Education in the Russian Federation” and the Federal State Standards, the content of education (academic plan, curricula, methodological recommendations, etc.) are determined by the participants in the educational process independently.”
Some proposals from the authors of the draft Concept, Associate Professor of the Department of Life Safety and Natural Sciences, acting. Nadezhda Romanova, the dean of the natural-geographical faculty of the Amur Humanitarian-Pedagogical State University, calls them utopian. And this is, first of all, the introduction of mandatory OGE and USE in geography. In her opinion, this is impossible to implement, since in this case it would be necessary to introduce mandatory exams in other school subjects.
— Many will object: Soviet schoolchildren took 7-9 compulsory exams in various subjects and performed on average more than “satisfactorily.” Now it is unlikely that society will take such a step, notes N. Romanova.
Instead of cosmetic measures - drastic solutions
Experts are convinced: we need to go a different way. It is necessary to change the structure and content of the school geography course, and not be limited to only cosmetic “subject-wide” measures.
— The authors don’t even ask the question: are the courses that are in the school curriculum now necessary? - states M. Ryzhakov. — Do they meet the needs of modern society? Are they studied in the correct sequence, or should they be replaced by others? But the current structure of the geography course was created more than half a century ago. It seems to me that it is long outdated.
Associate Professor of the Department of Methods of Teaching Geography, Deputy Dean of the Faculty of Geography for Educational and Methodological Work at Moscow Pedagogical State University Alexander Letyagin notes that it is necessary to discuss the issue of changing the structure of geographical courses in primary schools. It seems that the most optimal option for such a structure may be the following sequence of courses: grades 5-6 - “Elementary course in geography”, grades 7-8 - “Geography of your region” and “Geography of Russia”, grade 9 - “Geography of the world”.
Tatyana Strelnikova, associate professor of the department of natural science and mathematics education of the Lipetsk regional “IRO”, has her own vision of the structure of the school geography course. She suggests studying the propaedeutic course “History of Geographical Discoveries” in the 5th grade, and to slightly increase the amount of educational material on astronomy, which was no longer studied as a separate course in the 11th grade, in the content of the 6th grade course. According to T. Strelnikova, it is important to maintain 2 hours a week from grades 6 to 9 and introduce mandatory 2 hours a week in grades 10-11.
But it is not the number of hours that is the main factor in the successful study of a subject, but a change in the vector of teaching - from relaying and reproducing knowledge to understanding various geographical phenomena.
— Modern geographical education at school aims students at mechanical memorization of many elements. Of course, knowledge of geographical nomenclature and concepts within certain limits is necessary, but all education must be built not on the principle of memorization and reproduction, but on the principle of logical thinking, an activity-based, practice-oriented approach, on the principle of linking certain geographical objects with certain problems or phenomena,” thinks T. Strelnikova.
Ways of modernization
Alexander Letyagin proposes the following ways to modernize school geographical education: 1) integration of knowledge about nature, human existence in certain natural conditions and human activities; 2) elimination of outdated educational material and inclusion of modern knowledge in the content of geographic courses and educational activities using the latest sources of geographic information (Earth remote sensing data, global positioning systems, digital and laser instruments and instruments); 3) an increase in the number of practical works, including on the ground.
Strelnikova T. believes that it is necessary to interest students in acquiring geographical knowledge, and for this there are many methods.
Firstly, it is very important to clearly show children the world during geography lessons (films, videos, audio recordings).
Secondly, a textbook should be not just a book to read, but a guide for independent work, reflection, and the development of general educational and special skills.
Thirdly, it is necessary to strengthen the local history approach to the study of geography - maximum attention to one’s own region (starting from the immediate surroundings of the school and ending with the territory of one’s region (region)).
Fourthly, the greening of geography courses based on the education of love and respect for the Earth as the home where we live. The basic principle: think globally, act locally.
Fifthly, use a differentiated approach to teaching. This is a clear division of geographical content into levels: for familiarization, basic level, in-depth study. In addition, it is necessary to include specialized and specialized courses, blocks, etc. in the educational process, and for this, alternative programs and textbooks must be developed.
Finally, in the content part of the high school course, T. Strelnikova suggests reducing the material on sectoral and regional issues, paying more attention to the study of problematic, even philosophical issues (natural resources, energy, world economic relations, geopolitics, problems of poverty, hunger, population, urban development, terrorism, drug addiction, geoecology, the problem of sustainable development, etc.).
At the same time, all experts note the need for reasonable simplification of the school geography course.
Better easy and interesting than difficult and unclear
“I’ll share an interesting observation: when I was at school, geography was considered one of the easiest subjects,” says M. Ryzhakov. “Preparing for it did not require much effort; there were no failures in this discipline. I think the reason for the preferences of today's ninth-graders who choose the OGE in geography is clear - it is easier to prepare for an exam in geography than for any other. But I'm afraid that very soon the situation will change for the worse. The peers of my granddaughter, who is studying in the eighth grade at one of the best schools in Moscow, claim that this is a very difficult subject, the material is overloaded, often incomprehensible even to good students, and the teachers explain in such a way that nothing becomes clearer. I regard this phenomenon as very alarming, because it is better to be easy and interesting than difficult and incomprehensible.
In general, experts believe that when selecting the content of a school geography course, it is necessary to remove individual topics, reduce the number of nomenclature and definitions studied, which will lead to an increase in the quality of students’ knowledge.
How to solve personnel problems?
Among the problems of modern geographical education, the authors of the draft concept especially highlight personnel issues.
The profession of geography teacher has a low prestige, and as a result, there are extremely low rates of school graduates enrolling in pedagogical universities for this specialty. As a result, we receive poorly qualified teaching staff.
The text of the draft Concept lists target indicators that may be achieved through the implementation of the main provisions of the document: doubling the number of applicants for geographical specialties at universities by 2021; increasing competition in geographical departments of pedagogical universities by 10% by 2021 and by 25% by 2025. Nadezhda Romanova believes that achieving these indicators is unrealistic, at least for provincial universities.
“We haven’t recruited applicants at our faculty for three years—all this time there was no government order for geography teachers. Yes, geography teachers are very much needed in remote rural schools, but municipalities must pay for their targeted contract training (the average cost of bachelor’s training at our university is 84 thousand rubles per year, plus dormitory fees, expenses associated with travel to the place of practice and back). And not every student will sign an agreement for targeted contract training. Even with the measures to support young specialists who go to work in the villages of the Khabarovsk Territory (providing lifting allowances, free housing at the place of work, special conditions for remuneration for the first three years of work), not everyone is ready to live in harsh climatic conditions. If the same conditions were created for high-quality teaching of geography in all regions of Russia (provision of textbooks, personnel, resources), then we would work more efficiently, and geography would become one of the leading school disciplines, Nadezhda Romanova is convinced.
The concept needs improvement
What conclusion follows from all this?
Mikhail Ryzhakov proposes to write the concept anew and highlight three large blocks in it: school and university geography and educational activities in this area. And in each block indicate the directions of development.
“As for the school course, fundamental changes in structure and content are required,” continues the RAO academician. “In order to understand exactly what changes will be required, serious research needs to be carried out. I am convinced that if serious scientists, prominent professionals, and practicing teachers are involved, then such a concept can be prepared, and it will serve the current and future generations of geography teachers for a long time.
Based on the results of the seminar, the participants formulated practical conclusions and proposals addressed to the target groups: the Ministry of Education and Science of Russia; regional and municipal education authorities; associations of subject teachers; heads of educational organizations.
The authors of textbooks and teaching aids on geography, published by the joint publishing group "Drofa" - "Ventana-Graf", took an active part in this work. Thus, Oksana Klimanova and Alexander Letyagin worked as part of a group that prepared proposals for the discussed draft Concept for the Ministry of Education and Science.
Experts recommended narrowing the scope of the document (preschool, primary, basic and secondary education) and making a corresponding change to its title - “Concept for the development of general geographical education in the Russian Federation”, as well as bringing its contents into line with the title of the document.
In the draft Concept, according to experts, the national idea for the development of general geographical education should be formulated and the priorities for its development should be determined. It is important to show the need and importance of acquiring basic geographical knowledge and skills for life in modern society.
The seminar participants especially emphasized the need to identify a separate subject area “Geography” and the inadmissibility of including the academic discipline “Geography” at the levels of basic and secondary general education in the subject areas “Social scientific disciplines” or “Natural science disciplines”.
According to Yulia Solovyova, a leading researcher at the Center for Educational Development of the Russian Academy of Education, the seminar was a preparation for the upcoming All-Russian Congress of Geography Teachers, at which the discussion of the draft Concept will continue (the All-Russian Congress of Geography Teachers will be held in the fall of 2016).
We invite all interested specialists to participate in this work!