Problems of development of the russian geographical education in secondary and higher school
Autor | Alexander N. Novikov - Maria S. Novikova |
Cargo | Transbaikal State University, Chita, Russia - Municipal budgetary institution of additional education Children Health and Educational Center for Children and Youth Tourism and Local Lore, Chita, Russia |
Páginas | 600-621 |
Periódico do Núcleo de Estudos e Pesquisas sobre Gênero e Direito
Centro de Ciências Jurídicas - Universidade Federal da Paraíba
V. 9 - Nº 04 - Ano 2020
ISSN | 2179-7137 | http://periodicos.ufpb.br/ojs2/index.php/ged/index
600
PROBLEMS OF DEVELOPMENT OF THE RUSSIAN
GEOGRAPHICAL EDUCATION IN SECONDARY AND HIGHER
SCHOOL
Alexander N. Novikov
1
Maria S. Novikova
2
Abstract: The article’s authors have
defined their goal of not just explaining
the general architecture of the
geographical education, but indicating
the principles of its reorganization at the
intra-stage and inter-stage levels, when
using the world-view formulas.~The
dialectics serves as a research method.
Its laws are working in the form of the
world-view formulas and the world-view
guidelines. Problems of training the
geographical perception start at the inter-
thematic level, when a factor of time
between the geographical analysis of the
sectorial part and the geographical
synthesis of the district part is involved.
A loss of the synthesis forms in the
geography’s school course leads to the
fact that the students cease to perceive
the “sectorial geography – district
geography” opposition, which makes it
impossible to realize the interaction
between them under the principle
1
Transbaikal State University, Chita, Russia
2
Municipal budgetary institution of additional education Children Health and Educational
Center for Children and Youth Tourism and Local Lore, Chita, Russia
“sectorial analysis – regional synthesis”;
a rupture of the geographical education’s
integrity, and, on the whole, to a loss of
the meaning of the geographical
dichotomy’s formula. For the efficient
convergence of the university
educational programs “Principles of
personal and social safety” and
“Geographical Education”, the
geosecuretology conception was
developed into the “Principles of
personal and social safety and
Geography” program.
Keywords: geosecuretology,
dichotomy, convergence, world-view
formula, world-view guideline.
1. Introduction
Geography, as a fundamental
science, along with astronomy,
mathematics, physics, chemistry,
biology and geology, forms the man’s
Periódico do Núcleo de Estudos e Pesquisas sobre Gênero e Direito
Centro de Ciências Jurídicas - Universidade Federal da Paraíba
V. 9 - Nº 04 - Ano 2020
ISSN | 2179-7137 | http://periodicos.ufpb.br/ojs2/index.php/ged/index
601
scientific world view. The decades-
formed structure of the geography course
in the Russian secondary school consists
of four stages: the first stage is initial one
that gives an insight into the Earth’s
mantles, fundamentals of topography
and cartography (the 6th year); the
second stage is acquaintance with the
geography of continents and oceans (the
7th year); a peculiarity of the third stage
is that, unlike the other stages, it includes
two years (the 8-9th years) and works at
the country (Russia) level, while forming
the knowledge of its physical and socio-
economic geography; the fourth stage is
final one – this is the study of the world’s
economic and social geography (the 10th
year).
In the university, a system of
training the future geography teachers
consists of the same stages, but, this is
not just an in-depth review of the school
program, this is an entirely new, higher
level of the geographical education. Such
succession embodies the dialectic law of
the negation of negation, while
demonstrating the helicity of the
geographical education development, its
succession at various levels.
At the school and university
levels, the changes take place on a scale
of themes and sections of separate
stages, but the stages remain unchanged.
This brings up a reasonable question of
suitability of such traditionality in the
age of the innovative aspirations. What
is the secret of such permanence of the
inter-stage level? How should these
sections be showed in the university
education in conditions of the
educational programs convergence?
The inter-stage level is a limiting
level, its realization does not get to a
sphere of reflection of teachers and
methodologists. There are no academic
papers on its analysis too.
In the teachers’ training science
on the theory and methods of teaching of
the geography, the researchers are going
to address specific teaching problems in
the format of separate themes, sections
or years of education. Within the
framework of this article, the authors
have defined their goal of showing a
trunk line of complementation of the
world-view models and guidelines,
which logically change each other at the
intra-stage and inter-stage levels. A
problem, which is expressed by a
proverb “not to see the wood for the
trees”, is typical of the modern theory
and methods of teaching of the
geography.
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