Innovative Geographical Education - A Factor For Effective Formation Of Geographical Culture

This article reveals the most common innovative technologies in geography education, the relevance of innovative geographical education, the main objectives of innovative geographical education, the tasks, basic principles (principles) of innovative geographical education and the factors of their effective formation of geographical culture. The teacher is taught to understand innovative geographical education as a method of forming a geocologically cultured (competent) student / student personality. Enlightenment (pedagogical) innovation is mainly covered by the following concepts -


INTRODUCTION
Innovative technologies in geography education allow to regulate the educational process, to direct it in the right direction.Readers are often stunned and confused by new perspectives on geography and unfamiliar facts, and react negatively to such changes.The stereotypes or monotony that are mass-formed in the minds of geography teachers, affecting their normal pedagogical activities, often lead to painful situations, i.e., The American Journal of Social Science and Education Innovations (ISSN -2689-100x) Published: October 30, 2020 | Pages: 279-285 Doi: https://doi.org/10.37547/tajssei/Volume02Issue10-47IMPACT FACTOR 2020: 5. 525 OCLC -1121105668 to the renewal of forms of geography education.The reason why a teacher is reluctant to embrace innovations in modern geography education is because it blocks vital needs for convenience, safety, and selfexpression.

THE MAIN RESULTS AND FINDINGS
Innovative behavior (behavior) of a geography teacher does not mean adaptation to the educational process, that is, adaptation, but its specific professional formation, selfprofessional development.The teacher must understand innovative geographical education as a method of forming a geo-ecological culture (competent) student personality.The teacher should not be recommended "ready didactic (methodical) templates", because it is important for him to constantly improve his geographical and methodological intellectual level.A teacher who is free from psychological barriers and any "dependencies" can become a full participant in innovative change.
One of the tasks of a modern secondary, secondary special and higher school is to reveal the inner potential of all participants in the pedagogical process, to give them the opportunity to fully demonstrate their creative abilities.These tasks cannot be solved without ensuring the variability, ie the variability of the enlightenment (educational) regions.Due to variability, different innovative types or types of educational institutions emerge, which require a deep scientific and methodological understanding.
Today, innovation is a field of knowledge that studies the formation of innovations, their dissemination, as well as methods of developing new solutions or the methodology of innovative activity, its organization, and has become the most relevant area not only in economics but also in education.From this point of view, educational innovation is a field of pedagogical knowledge or science that studies the nature, origin and development of educational innovations in relation to educational subjects, the subject of study of which is pedagogical innovation and innovation, pedagogical innovation.process and activity.Therefore, educational innovation works mainly with the following concepts [1]: Innovation (Latin novatio -renewal, change)an innovation based on a new idea or new scientific discovery (new procedure, method, image, habit, etc.); Innovation (English innovation -update, renewal) -the result of the practical mastering of an innovation or innovation introduced into practice in order to increase the efficiency of processes or ensure the improvement of product (service) quality; Innovation process -a sequence of stages of creation and use of innovations; Innovative activity -a set of activities, including the search, selection and development of innovative ideas based on them, the introduction of innovations and their dissemination (reproduction).
The application of these concepts to the theory and practice of pedagogy has led to the formation of the following specific pedagogical concepts: Pedagogical innovation -improvement of the pedagogical experience developing in the order of tradition (gradual ascent); pedagogical innovation -pedagogical innovation, ie progressive changes that introduce sustainable elements (innovations) in the educational environment that improve the character of the education system and some of its components, in other words, provide changes (exchange) of existing The relevance of innovative geographical education is explained by the following: 1) conformity of geographical education to the concept of humanization; 2) elimination of formalism and authoritarian style in the system of geographical education; 3) introduction of person-centered geographical education; 4) creation of conditions for the discovery of the geographical creative potential of the student; 5) conformity of independent geographical creative activity to socio-cultural and ecological needs of modern society.
The main objectives of innovative geographical education include: The main principles of innovative geographical education are: 1) the principle of creativity (aiming for creativity); 2) the principle of systematic acquisition of knowledge (acquisition of knowledge within certain systems or subsystems); 3) the principle of superiority of nontraditional forms of education; 4) the principle of demonstration.
In the field of use of innovative technologies in the teaching of geography, the following methodological methods can be effectively used: the method of basic texts; mental attack method; group discussion method; essay method; method of base terms; video film method; how to read a map; didactic game method; how to work with text; method of distribution materials; electronic board method; electronic book method; method of independent work; instruction sheet method; creative assignment method; repetition method; unconventional homework method; self-assessment method, etc.
Innovative geography education should include not only innovations in teaching methods, tools or organizational forms, but also innovations in the content of geography education.In the absence of innovations in the content of geography education, innovations in teaching methods, tools, organizational forms or technologies result in geographical education, ie a geographically cultured person with geographical knowledge, practical skills, competencies and competencies, as well as real needs for today's geographical education.unsatisfactory.
A comparative comparison and analysis of the content of geography education in general secondary, secondary special and higher education institutions with the practice of developed countries shows that the content of existing geography programs is not lower than modern requirements, but some shortcomings in the program structure, geoecology stands out.In particular, the system of geographical knowledge in some curricula, methods of scientific geographical study of natural, economic and social geographical objects, events and processes, methods of practical application of geographical knowledge, skills and abilities, development of students' experience of creative geographical activity.-Some aspects of issues such as the formation of a responsible attitude to the environment have not been updated or included in the content of education for a number of years.After all, any geographical curriculum, regardless of the level of study (school, lyceum, college, institute, university) is a copy of the field of geographical scientific knowledge.Therefore, they should, as far as possible, cover the basics of theoretical knowledge in the field of integrated geography or its relevant scientific directions, acquaint students with the following basic geographical laws, doctrines, theories, concepts and scientific hypotheses:

I.
Geographical laws and regulations: 1.The law of integrity of the geographical crust.2. The law of uniformity of the geographical crust.3. The law of zonal distribution of the geographical crust.

II. Geographical teachings:
1. General teachings: The doctrine of the use of nature.
The doctrine of the world's oceans.

Doctrine of soils.
Theory of the biosphere.

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The doctrine of the noosphere.

Natural geographical teachings:
2.1.The doctrine of the geographical crust.
The doctrine of distribution by geographical zones.
Doctrine of geographical landscape.
Doctrine of natural-territorial complexes.

Socio-economic geographical doctrines:
Theory of economic geography.

Cartographic teachings:
The doctrine of the map.

Doctrines related to border sciences:
Doctrine of natural foci of disease.

Theory of geobiocenosis.
Theory of landscape geochemistry.
Theory of sustainable development.

General geographical theories:
Theory of regional development.
2.3.Theory of natural and man-made hazards.

Economic geographical theories:
Theory of placement of productive forces.
Theory of economic zoning.

4.3.The theory of the world economy.
Theory of the territorial structure of the economy and location.

Theories related to border sciences:
Theory of demographic change.
2. The concept of environmental monitoring.
3. The concept of geographical expertise.
4. The concept of a polarized landscape.
5. The concept of stability and variability of geosystems.
6.The concept of territorial-recreational systems.
8. The concept of geopolitics.
9. The concept of historical and cultural areas.

VI.
Directions in the content of geographical education: 1.The direction of humanism is to look at nature as the environment in which humanity came into being and lived.
2. Social orientation -the recognition of the role of the individual in the life of nature and society.
3. Ecological direction -the formation of ecological culture.
4. Economic direction -the formation of economic culture.
The problem is that no one is scientifically substantiating in which curricula any of the above-mentioned geographical knowledge should be basic and which should be auxiliary.For example, one of the three main competencies defined in the current geography curriculum for secondary schools is the acquisition of comprehensive geographical knowledge, skills and competencies, as well as the new qualification requirements for graduates of general secondary education in geography [2].and despite the requirement to form the competence of ecological culture, the curriculum of the pedagogical university, prepared by geography teachers, includes only 16 hours of lectures and 22 hours of practical training for the course "Ecology and Nature Protection" (no seminars and laboratory classes)., "Biogeography" is not studied at all.States, Great Britain, Germany, Russia and Belarus.In these courses, the ethical aspects of the relationship between nature and society, man and the environment, in particular, the unique ethical principles and requirements that define the rules of human behavior in nature, as well as national, local on climate change mitigation.and the content of the system of measures at the individual level will be studied, and the relevant ethical geoecological competencies will be formed in the graduates.So why don't we have the most up-to-date, practical courses on life and the future like this?Is the socioecological situation in our country or the geo-ecological culture in our society superior to others?Did the drying up of the Aral Sea or the dire ecological situation in the Aral Sea occur spontaneously, without the human factor?

CONCLUSION
Similar issues are reflected in the content of innovative geographical education, we believe that it will be possible to successfully form a student or student with a high geographical culture.
Environmental Situation in the World and Some Regions and Climate Change, environmental ethics and environmental values are studied as a separate course (module) in higher education in countries such as the United