МЕТОДИЧНІ ПІДХОДИ ДО ФОРМУВАННЯ ЕКОНОМІЧНИХ КОМПЕТЕНТНОСТЕЙ УЧНІВ ПІД ЧАС ВИКЛАДАННЯ ШКІЛЬНОГО КУРСУ ГЕОГРАФІЇ «УКРАЇНА І СВІТОВЕ ГОСПОДАРСТВО» (НА ПРИКЛАДІ РОЗДІЛУ «ВТОРИННИЙ СЕКТОР ГОСПОДАРСТВА»)

Abstract

The article focused on the fact that one of the basic competencies of modern students is economic competence, which is a process of not only mastering of economic information, but also the formation of skills to evaluate, synthesize and apply this information in real life to solve practical problems and important situations. It is noted that with the existing structure of school education, initial stage of formation of economic competencies of students begins on geography lessons in course “Ukraine and the World Economy”. It is noted that new methodological approaches are emerging all the time, methods of teaching of geography at school are being improved, priorities and content of economic education are changing. It is marked that due to this it is necessary to improve the teaching of school course of geography «Ukraine and the World Economy» through the use of active teaching methods, as well as pedagogical technologies that primarily develop students' cognitive, communicative and personal activities. The need to teach the school course of geography “Ukraine and the World Economy” using such methodical techniques as “Brainstorming”, “Mathematical Minute”, “Internet Minute”, “Advertising”, “Acquiring Practical Skills”, “Working independently”, “Think” and others is noted. It is substantiated that role-playing (imitation) games contribute significantly to the formation of students’ economic competencies. Concrete examples of simulation games during study the section “Secondary Sector of the Economy” are given. It is proposed to apply the “Geographic cinema hall” at the lessons, which provides online monitoring of technological processes on the official websites of leading enterprises of Ukraine. Such a task contributes not only to formation of economic competences, but also has a clearly defined vocational orientation. The expediency of conducting student mini-studies during study of section “Secondary sector of the Economy” is substantiated and concrete examples of such mini-studies are proposed.