Abstract
Geographical education in the post-Soviet countries after independence is oriented to the Western model of teaching disciplines. What positive and negative results have been obtained to date are discussed in this article. In the last four years, the educational process in schools has been focused on an updated program. As a result, an interesting question arises: how do we teach students? And this question, what subject we are studying, is moved to the background. The mass transfer of school subjects to a new model of education led to disintegration. In this article, the authors try to analyze the state of geographical education in Kazakhstan, to characterize the process of studying geographical disciplines from the seventh to the eleventh grade. As the authors of the updated textbook, we found many inconsistencies and issues that need to be addressed immediately. There is a model of geographical education, using the material of the updated program to preserve the traditions accumulated over the years of geographical education and upbringing.
Highlights
The goal of the modern education system is to give the student the minimum of knowledge and skills that will allow him to start an independent life and are considered an initial step in the educational process and in the formation of a person
The authors suggest that training should be active, conducted in a collaborative environment, and that training should be differentiated in the educational process
The standard curriculum for the subject “Geography” for grades 7–9 of basic secondary education according to the updated content was approved by the order of the Ministry of education of the Republic of Kazakhstan dated April 3, 2013
Summary
The goal of the modern education system is to give the student the minimum of knowledge and skills that will allow him to start an independent life and are considered an initial step in the educational process and in the formation of a person.
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