APPLICATION OF SOME TYPES OF INNOVATIVE TECHNOLOGIES IN GEOGRAPHY CLASSES

Abstract

The article discusses the specifics of some types of innovative methods and the possibilities of their application in geography classes. The new image of the school and the state policy in the field of education are humanistic in nature, guided by the free development of the individual and require the creation of conditions for the implementation of these needs. Currently, among many problems, it is difficult to find ways to teach a person in combination with rapidly changing world conditions. Since humanization trends are becoming the main principles of school education, students should be ready to connect their lives with rapidly changing processes taking place in the country and in the world as a whole throughout the educational process in school. The complexity of this problem is currently at the stage of formation of educational standards in various fields of education, as well as the presence of stereotypes inherent in it in the consciousness and actions of the teacher, who considers the standard traditional. Differential learning can be considered as a tool for differentiating students based on their academic performance and as a method of unambiguous assessment of them in an individual plan. When mastering new standards, especially specific sections such as "economic and social geography of the World", teachers face difficulties, first of all, in understanding and correcting the content and semantic side of the standard. In the pedagogical and methodological literature, the question of the methodology of applying differentiated tasks in the section "economic and social geography of the world" of the school has not yet been sufficiently reflected. In conclusion, we would like to note that the poor coverage of this problem in the pedagogical literature is reflected in the practice of teaching geography in schools and explains the decrease in students ' interest in studying economic and social geography of the world. At the same time, the low level of quality of knowledge and skills is reflected. This is also confirmed by our analysis of the determining stage of an experiment conducted among students of the 10th grade in geography at school.