КАРТОГРАФИЧЕСКИЙ АСПЕКТ ПОЗНАНИЯ ОКРУЖАЮЩЕЙ ДЕЙСТВИТЕЛЬНОСТИ

Abstract

A map is a means of knowing the territory, but the user’ cognitive activity, interest to maps and the readiness level are different. The levels of an experienced user who reads a map using their professional knowledge of the mapping object being studied, and a student who started studying a school subject and does not have any basic knowledge of the subject being studied. The article proposes a structural cognition model of the surrounding reality with the help of such a means of cognition as a map. Cognitive activity is carried out on the basis of sensory cognition, theoretical thinking and practi-cal activity. It occurs when a certain new phenomenon – a stimulus – appears, which, with the help of an orientation reflex, activates the child's interest in new means of cognition of the surrounding reality – the map. Cognitive activity involves subconsciousness, intelligence, and consciousness, which form new knowledge about the environment. The process of child’s cognitive activity can be controlled by an assistant (teacher, parent) or can take place independently. Knowledge about the region is proposed to be formed by using a cognitive model of the region, visualized by the cartographic method. Such a model contains a certain set of thematic layers, characterizing the region as a whole, from all sides of natural, socio-economic aspects. The cognitive model allows working with a separate topic, disclosed in a specific map and getting comprehensive knowledge about the region, thereby fulfilling the strategic objectives of the State Program for 2019-2030, approved by the Decree of the Government of the Russian Federation of 27.03.2019 No. 337 "Scientific and Technological Development of the Russian Federation" to provide conditions for the development of "civil" science, expanding the access of citizens of the Russian Federation to scientific knowledge and participation in their acquisition.