The problem of introducing a landscape approach in the study of school geography course

Abstract

The article is devoted to the problem of insufficient implementation of the landscape approach in the study of the school course of geography. The presentation of landscape material in various textbooks is analyzed, the study of landscapes in European schools is outlined, the substantiated ways of introduction of landscape approach in school study of geography and geography of native land are offered. As an example of landscape research, didactic maps-bases of natural and anthropogenic landscapes of the territory of the city of Kamianets-Podilskyi, as well as an example of creating an eco-trail were created. All geographical processes and phenomena in school geography are studied by the method of deduction - the demonstration of examples occurs first against the background of the geographical system or country, then - in smaller units. However, often such an explanation does not come to a logical conclusion - to give examples at the local level. As a result, students do not notice the manifestations of what is studied around them, or are unable to draw an analogy between the global and regional, choric or topical levels of knowledge of the landscape. The essence of the landscape approach is to study a certain area as a whole, consisting of closely interconnected components and territorial units. This approach can be applied to most school geography courses. To understand the unity of components, their origin, dynamics, development, forecasting changes and perception of the landscape as a whole, it is necessary to in-depth study of the landscapes of the native land at school, which can be provided in the following ways. The most successful study of the landscapes of the native land will be carried out with the help of extracurricular forms of education – geographical circles. Geographical circles of different directions give students the opportunity to study in depth some topics of interest to them, or their aspects. The advantage of the circles is the application of the expedition (field) method, the method of visibility, as well as the possibility of improving other skills: ability to work with a topographic map, orienteering, component study of the nature of the native land, which will improve knowledge of other sections of school geography – geological, geomorphological, climatological, phenological, soil science, etc. An important type of work is the creation of a complex landscape profile, which encourages the study of the relationship and interdependence in the location of individual components of a particular area (geological structure, relief, soil, vegetation, fauna). This type of work can be interpreted as a project that students can gradually perform by studying the nature of a particular continent and their own country, region and so on. The study of landscape complexes in their area can be done in the form of practical work, where everyone will try to identify local units of the landscape in a small area. It will be useful to involve various applications to verify the veracity of information (Goofle Earh, Google Maps, Open Street Map, etc.). Of course, the smallest units that students can select will be, for the most part, the level of the tract. After getting acquainted with the components of the landscape, students can join in the creation of complex descriptions, maps, trails – landscape-ecological, sacred, beligerative, industrial, recreational, tourist-cognitive, etc. By implementing any of the proposed ways of in-depth study of the landscapes of the native land, students will also be able to understand the essence of different research methods and use them successfully. In particular: observation; descriptive; analysis and synthesis; cartographic; geoinformation methods; method of systematization of knowledge; methods of analogy and comparison, etc. The use of a landscape approach in the study of school geography will give students a complete picture of natural reality.