The map is the second language of geography. Methods for studying the Earth

07.02.2022

Cards are texts "written" in a special language. The cartographic sign system is a language formation. Considered in the context of semiotics, it reveals the whole spectrum of semiotic relations - syntactic, semantic and pragmatic.

The remarkable words of N. N. Baransky are known that “the map is the second language of geography” and, moreover, the language is both more economical and more intelligible. He wrote: “1) the map is the alpha and omega of geography, the initial and final moment of geographical research; 2) map - an incentive to fill empty spaces; 3) map - a means to identify geographical patterns; 4) a map is a necessary intermediary between a person who is extremely limited in the scope of his direct observation and an object of geographical research that is enormous in size; 5) map - the "second language" of geography; 6) a map is one of the criteria for geographical location. We can say that the language of the map is fundamentally necessary for geography.

The knowledge obtained by this science in its abstract concreteness, in the unity of the general and the individual, is expressed primarily in cartographic form. The language of a map is almost the main means of identifying and "describes" objects of geographical study, geographic modeling, fixing geographic theories. Finally, the language of the map can be considered as the system-forming basis of the entire cycle of geographical sciences, the key to understanding their integrity. It plays an important role in the implementation of the cognitive and practical functions of geography.

In this regard, it is enough to recall that with the help of maps, many geographical laws have been established, model theoretical constructions of the spatial structure of various phenomena have been put into circulation, and cherished aspects of reality have become accessible to observation and study. Many scientific geographical concepts originate from cartographic images-representations, along with new maps, new branches of geography and directions of scientific research are born. With the help of maps, geographical experiments are regulated and planned; through them, new research methods are introduced, and the results are put into practice.

The development of integration processes in cartography, the progress of geoinformation mapping led to the development of a new scientific direction - geoicons as geoimaging sciences (Berlyant, 1996).

In recent decades, the linguistic concept in its various modifications has taken a prominent place in cartography. Its origins can be traced in the works of prominent domestic and Western cartographers: M. K. Bocharov, M. Berten, A. F. Aslanikashvili, L. Rataisky. Today, this concept constitutes, as it were, a “third force” in the theory of cartography and is developing in several directions: as a “purely” semiotic approach, as a linguistic approach, and as a combination of both of these approaches.

An analysis of theoretical thought over the past half century shows that for a long time (from the 40s to the early 60s) cartography was dominated by model-cognitive concept, largely based on the theory of cartography developed by N. N. Baransky, K. A. Salishchev and their numerous followers. Its main provisions boil down to the following: cartography is the science of cognition of reality through cartographic modeling; a map is a figurative-sign model of reality; cartographic generalization - the process of purposeful selection and generalization of the displayed objects, contributing to a more distinct manifestation of the main elements and relationships, obtaining qualitatively new information; the main directions of theoretical research are a systematic approach in cartography, cartographic modeling, the use of maps, the development of the theory of geographical cartography; the main contacts are with geography, and other sciences about the Earth and society, with technical sciences, theory and methodology, knowledge.

In the early 1960s, there was communication concept, as a response to the introduction of information ideas and computer technologies into cartography and, at the same time, some removal of it from the mother science - geography. The communicative concept interprets cartography as the science of transmitting spatial information, as a special branch of computer science, and considers the map as a channel of information, a means of communication between the creator of the map and its consumer.

The main provisions of the theory language concept come down to the fact that cartography is the science of the language of the map, one of the branches of semiotics, and therefore the map is a special text compiled using the cartographic language system. The main areas of research are the development and improvement of the map language, its grammar, methods for the automated construction of cartographic sign systems and texts, and the main external contacts of cartography are seen in interaction with semiotics, linguistics, information theory, computer graphics, and geographical sciences.

Geoiconics studies the common property of all geoimages: maps, electronic maps, aerial and space images, stereo images and computer animations, three-dimensional models, etc.

The language of the map, as a system, is formed by sets of initial elements - signs (dictionary) and the rules for their combination in the text (grammar).

Main functions of the map language– communication, modeling and cognition. The map is an indispensable means of storing and transmitting spatial information, it has a certain information capacity (the amount of information per unit area), which is tens and hundreds of times greater than the information capacity of printed text.

Being a figurative-sign model, a map is an important element of heuristic thinking, creating a cartographic image, which is a spatial combination of cartographic signs perceived by a map reader or a recognition device. The term "spatial combination" means a set of cartographic signs with their combinations, connections, taxonomic subordination and groupings.

A. M. Berlyant introduced the term "geoimage" into scientific circulation, which means "any space-time, large-scale, generalized model of terrestrial (planetary) objects or processes, presented in a graphic figurative form.

This is how the conceptual and terminological vocabulary of cartography (and the development of this science) is enriched, which cannot but affect the system of geographical sciences as a whole, the professional geographical language and research methods.

From the foregoing, it follows that the entire content of the map can be considered as a unity of displaying two sides of reality: 1) space and 2) content. The first side is reflected by the spatial "behavior" of the sign, the second - by the value encoded in it. The meaning encoded in signs can be expressed much more widely and in any degree of detail in the language of words. But the concreteness that signs display with their spatial “behavior” cannot be displayed in any other language.

Baransky N. N. Methods of teaching economic geography. M., 1960. S. 275-276, 290.

The program of extracurricular activities "Map - the second language of geography"

The work program is based on:

Federal state educational standard of basic general education.

The fundamental core of the content of general education.

Requirements for the results of mastering the basic educational program of basic general education, presented in the federal state educational standard of general education of the second generation.

An exemplary program of basic general education in geography as an invariant (mandatory) part of the curriculum.

Among geographical skills, cartographic skills occupy a special place.

The famous Soviet geographer N.N. Baransky. “Mapthere is "alphaand omega” (i.e. beginning and end) of geography. From the map, all geographical research proceeds and comes to the map; it begins with the map and ends with the map. Without a map, even a poor one, they don’t go on a geographical expedition, but the results of the expedition are put on the map, clarifying and enriching it”

The purpose of the work program is the creation of conditions for the comprehensive development of the child's personality, the formation of geographical knowledge, skills, experience of creative activity and a value attitude to the world; understanding the patterns of development of the geographical envelope through the formation of cartographic literacy of students, the development of skills in working with new modern cartographic products.

Tasks courses are specified in blocks for each period of study.

The usefulness of the course. For the study of geography in grades 5 and 6, 35 hours are allotted. For 1 hour a week, it is difficult to form practical skills in children, skills of working with different thematic maps.

Relevance of the course . The course involves the development of students' practical skills in working with a map, which in the context of expanding international economic, political and cultural ties, international tourism is an important tool for analyzing information, and in the future will contribute to more successful socialization of graduates. In modern conditions, it is increasingly necessary to use electronic and satellite maps, which must be able to read and analyze. In this regard, the study of GIS technologies andGPS- navigation systems.

The study of all sections of the course will help the development of geographical nomenclature, which is one of the goals of cartographic training, namely “knowledgecards".

The practical significance of the course. The formation of cartographic literacy is an integral part of teaching geography in educational institutions. Cartographic literacy implies knowledge of the main models of the earth's surface, the ability to use them as sources of information, create the simplest of them, as well as knowledge of geographical nomenclature. If children learn to read and analyze a map, they will be able to independently draw up a complete description of the territory (mainland, country, city), geographical feature, etc.The program provides for mastering the skills of project activities, which contributes to the development of independence, creativity and communication of students.

The place of the course in the system of geographical education at school. The content of the course in the basic school is a basic link in the system of continuous geographical education and is the basis for subsequent level and profile differentiation. Well "Map– the second language of geography” provides additional opportunities for the formation of cartographic literacy of students and eliminates many of the shortcomings associated with the reduction in the number of hours in basic geography courses.

Form of organization of classes: circle.

Summing up forms: the program provides for diagnostic work at the end of the academic year (project defense, meta-subject quiz, olympiad).

Basic principles program building:

continuity: in the work program, continuity is observed with exemplary programs of primary general education, including the use of the main types of educational activities of students, with the program in geography for basic general education;

sequence: the construction of the educational content of the course is carried out sequentially from the general to the particular, from simple to complex, taking into account the implementation of intra-subject and meta-subject communications;

a combination of science and accessibility: the program is based on the latest achievements of cartography, and accessibility is achieved through the use of modern educational technologies;

personality-oriented approach and socialization: taking into account the individual characteristics of students

Stages of the program implementation:

5-6 classes. Well " Map is the second language of geography. Geographic models of the Earth” is propaedeutic in relation to other courses.

aim course is the development of geographical knowledge, skills, experience of creative activity and emotional and value attitude to the world, through the formation of cartographic literacy of schoolchildren.

tasks :

formation of interest in geography;

to give knowledge about the features of the image of the earth's surface on the main types of geoimages: globe, terrain plans, geographic maps, aerial photographs, satellite images;

the formation of the ability to navigate in space on the basis of specific geographical means (plan, map, etc.), as well as to use geographical knowledge to organize one's life;

the formation of ideas about the unity of nature, the explanation of the simplest relationships between the processes and phenomena of nature, its parts;

formation of ideas about toponymy and the origin of geographical names;

formation of ideas about the countries of the world.

7th grade. I know " Map is the second language of geography. Geography of the Earth” students develop knowledge about the geographic integrity and heterogeneity of the Earth. The content of the course is supplemented by regional knowledge.

Mainpurpose course: the development of ideas about the diversity of nature and the complexity of the processes occurring in it, the formation of a minimum of knowledge about the countries and peoples of the world.

During the study of the course, the followingtasks :

expansion of ideas about the nature of the Earth;

creation of figurative representations of large regions of the world and countries, highlighting the features of nature, natural resources and population;

development of geographical literacy through working with maps of various content, studying the ways of depicting geographical objects and phenomena used on these maps;

the formation of specific geographical and general educational skills to compose geographical descriptions of territories, as well as the features of the distribution of natural objects and phenomena according to cartographic sources;

development of ideas about the placement of natural and anthropogenic objects;

development of understanding of the impact of man on the state of nature and the consequences of the interaction of nature and man;

formation of ideas about the countries and peoples of the world.

8th grade. Well " Map is the second language of geography. Geography of Russia” performs an important educational and ideological function.

homepurpose course - the formation of the geographical image of their homeland in all its diversity and integrity based on an integrated approach and showing the interaction and mutual influence of the three main components - nature, population and economy.

During the study of the course, the followingtasks :

formation of the ability to work with maps of various contents;

development of skills to analyze, compare, use in everyday life information from various sources - maps, statistical data, Internet resources;

formation of an idea about changes in the administrative map of the Russian Federation;

the formation of socially significant personality traits: citizenship, patriotism; civil and social solidarity and partnership; civil, social and moral responsibility; adequate perception of the values of civil society; concern for the maintenance of inter-ethnic peace and harmony;

development of a sense of respect for one's small homeland through active knowledge and preservation of native nature;

pre-profile orientation.

Grade 9 Well " Map is the second language of geography. GIS -technologies" contributes to the comprehensive development of the individual, the successful socialization of graduates and the mastery of an important means of analyzing information.

Target: to give an idea of the methods of working with modern cartographic material (electronic maps and geographic information systems (GIS)).

During the study of the course, the followingtasks :

show the main differences between paper and electronic maps;

introduce the features of electronic maps and GIS;

show the possibility of using GIS when performing creative tasks and working on projects;

to form practical skills in working with electronic maps and GIS when working on projects;

pre-profile orientation.

Course contentThe map is the second language of geography. Geographic models of the Earth ” (grades 5-6) is aimed at the formation of universal educational activities that ensure the development of cognitive and communicative qualities of the individual. Students are involved in project and research activities, which are based on such learning activities as the ability to see problems, ask questions, classify, observe, conduct an experiment, draw conclusions and conclusions, explain, prove, defend their ideas, define concepts, structure material and etc. Students are involved in communicative learning activities, where such types of it predominate as the ability to fully and accurately express their thoughts, argue their point of view, work in cooperation (in pairs and groups), present and communicate information orally and in writing, enter into dialogue, etc.

Program content.

Grade 5 35 hours.

Topic 1. Cartography. (2 hours)

Geography as a science. Sources of geographic information. Cartography. The meaning of the cards.

Topic 2. Earth and its image. (4 hours)

The first ideas about the shape of the Earth. Evidence for the sphericity of the earth. Experience and the first maps of Eratosthenes. The shape, size and movement of the Earth. Globe - a model of the globe. Area plan. Aerial photographs and space photographs.

Practical work:

Work on the project (The first maps of Eratosthenes. The invention of the compass. Space images).

Topic 3. School of Robinsons. (8 ocloc'k)

Topographic maps. Conditional signs. Scale. Determining the distance according to the topographic map and terrain plan. sides of the horizon. Compass. Orientation by local signs and compass. The image of the unevenness of the earth's surface.

Practical work:

The game "Journeytopographic map.

Topic 4. History of geographical discoveries . (9 hours)

Journeys of primitive man. Accumulation of knowledge about the Earth. Maps of the first travelers. Atlas of non-existent lands and mysterious maps. The study of the Earth's surface is the result of the heroic efforts of many generations of people. Modern expeditions and researches. Thor Heyerdahl's expedition to "Kon-Tiki. deep-sea submersiblesPeace-1" and "Peace-2”.

Practical work:

Working on a common projectAtlasnon-existent lands and mysterious maps”.

Topic 5. Geographic map. (10 hours)

Variety of geographical maps. Features of the image of the earth's surface on various types of geographical maps. Physical map of the hemispheres. Map of natural zones of the world. natural areas. Arctic deserts. Taiga. Mixed forest. Steppe. Desert. Moist equatorial forests.

Practical work:

Working on a common projectNaturalzones in cartoons.

Program content.

6th grade. 35 hours.

Topic 1. Lessons in understanding the map. Geographic map. (13 hours)

Variety of geoimages and geographic maps. Features of the image of the earth's surface on the globe, satellite images and maps. Globe is a model of the Earth. Geographical coordinates. geographic latitude. Geographic longitude. Ways of cartographic representation: the image of the unevenness of the earth's surface, icons, linear signs, signs of movement and areas.

Practical work:

Comparison of outlines of continents, seas and oceans, large islands and peninsulas.

Determination of geographical coordinates.

Drawing up a geographical description on the map.

Project "Usagegeographic maps.

Topic 2. We are young cartographers. (8 ocloc'k)

Maps of continents and oceans, a variety of their content. Thematic cards. Map “Structureearth's crust." Lithospheric plates. Earthquakes. Seismograph. Volcanoes. Geysers.

Practical work:

Determination of the cartographic image methods used on the geographic maps of the school atlas

Project "We createdesigner of lithospheric plates”.

Topic 3. We are young toponymists. (7 o'clock)

Toponymy. Toponymist. How many place names are there on the entire globe. toponymy of the area.

Practical work:

Geographical names of your area.

Project "Cataloggeographical names of the Oryol region”.

Project "pathsOryol woodland”

Topic 4. Countries of the world. (4 hours)

How many countries on earth. Countries of Europe.

Practical work .

Project "Fairytale map of Europe".

The program of extracurricular activities has been developed for classes with students in grades 5 and 6 in accordance with the new requirements of the Federal State Educational Standard. The program complies with the "Mandatory minimum content of basic educational programs", includes a basic component of education, ensures the implementation of state standards.

Geographic maps play an important role in teaching geography. Using them as visual material, and working with them as important sources of geographical knowledge contributes to the development of students' spatial imagination, geographical thinking. Practical work built on the basis of geographical maps, or with their creation, activates the learning activities of students. In recent years, the school has been developing a direction related to the development of primary scientific skills and abilities of the most prepared students. In this regard, cartography, mapping of the territorial distribution of various objects and phenomena, analysis of the resulting cartographic materials can serve as an example of real scientific results of students' activities.

Unfortunately, the modern school curriculum pays insufficient attention to the topographic and cartographic preparation of students. The result is not very high USE scores associated with practical activities on maps, poor knowledge of geographical nomenclature, and the use of information contained in the content of maps to perform specific practical work. The relevance of the program is to increase attention to such concepts as cartographic literacy, geographical culture, cartography, toponymy. The course is aimed at developing practical, cartographic skills.

Target: development of geographical knowledge, skills, experience of creative activity and emotional and value attitude to the world, through the formation of cartographic literacy of schoolchildren.

W adachi :

To form an interest in geography;

To give knowledge about the features of the image of the earth's surface on the main types of geoimages: the globe, terrain plans, geographic maps, aerial photographs, satellite images;

To teach the ability to carefully read and work with cartographic and aerospace information, to understand the map;

To form the ability to navigate in space on the basis of specific geographical means (plan, map, etc.), as well as to use geographical knowledge to organize their life;

To form ideas about toponymy and the origin of geographical names;

To deepen the cartographic and topographical knowledge obtained in the courses of school physical geography;

Introduce students to the methods of creating geographical maps;

To form cartographic literacy and geographical culture among schoolchildren;

To develop creative abilities, research activity of schoolchildren when working with various sources

geographic information;

Develop logical thinking, memory, imagination, curiosity;

To develop the ability to independently acquire, analyze and apply geographical knowledge in practice.

Common program characteristic

The course "Map - the second language of geography" is studied at the beginning of secondary school (grades 5 and 6) and is a school component of the basic curriculum as part of extracurricular activities for students.

The course is designed for 2 years of study, implemented for 34 hours (1 hour per week) in the 5th grade and 34 hours (1 hour per week) in the 6th grade. The content of the educational material of the course, the order of its passage, the ratio of the theoretical and practical parts (1:3) is determined in accordance with the level of preparation of students and the possibilities of study time, the amount of allocated hours. A set of children is free, according to their interests.

The content of the course involves working with different sources of information: cartographic (topographic and geographical maps, globe), text (textbooks, additional literature, encyclopedias), profiles, diagrams, drawings, diagrams, devices. Mastering the course "Map - the second language of geography" involves the widest use of school and local history reference books, maps and atlases.

Teaching methods basically do not differ from the generally accepted ones, that is, verbal, visual and practical methods can be used. In any case, the learning process should contribute to the development of creative activity and activity of students, ensuring a strong and conscious assimilation of knowledge, skills and abilities.

The content of each topic includes lectures, independent work of students and a large number of practical works. When performing independent tasks, computational work is combined with cartographic work. The practical part of the course is represented by the implementation of the simplest cartometric definitions on maps: measuring heights and depths, lengths of rivers and roads, areas of habitats; calculations of morphometric indicators on maps: population density, dissection of the relief, construction of profiles. When organizing classes, situations are created in which each student could perform individual project work, and group work is also offered.

During the course, students acquire the following specific skills:

Determining the coordinates and location of objects on topographic and geographical maps; determination of distances between objects.

Orientation on the ground, according to plans and topographic maps, reading topographic maps, knowledge of conventional signs.

Drawing up plans of the area.

Reading thematic maps, knowledge of the main ways of depicting.

Performing the simplest cartometric determinations on maps: measuring heights and depths, lengths of rivers and roads, areas of habitats.

Construction of hypsometric profiles.

Description of the place of the program in the OOP structure

The implementation of the program creates an opportunity for a better solution of the goals and objectives outlined in the main educational program of the school. Work according to the program contributes to the individual development of the child in the intellectual direction. The implementation of the program allows solving the problems of the comprehensive harmonious development of the child's personality.

Description of the value orientations of the content of the program

Formation of a system of geographical and cartographic knowledge as a component of the scientific picture of the world;

Knowledge on specific examples of the diversity of modern geographic space at its different levels, which allows you to form a geographical picture of the world;

Formation of skills and abilities of safe and environmentally sound behavior in the environment, the ability to navigate using maps and a compass;

The development of students' understanding of the social need for geographical and cartographic knowledge, as well as the formation of their attitude towards geography as a possible area of future practical activity.

The results of the development of the program

5th grade

Topic

Metasubject

subject

Personal

Cartography

(2 hours)

communicative:

regulatory:

be able to independently

cognitive:

be able to explain the features of the planet Earth;

be able to explain the role of geography in the study of the Earth.

The student must be able to explain:

Why study geography?

the specifics of geography as a science;

specifics of geographical research methods;

distinctive features of geographical research methods;

the rationality of using maps in a specific educational situation and in various areas of human activity.

Earth and its image

(4 hours)

communicative:

regulatory:

set a learning task under the guidance of a teacher;

plan their activities under the guidance of a teacher;

listen and objectively evaluate the other;

The student must be able to explain:

features of the shape and size of the Earth;

properties of the terrain plan and satellite images;

geographic consequences of the Earth's rotation.

The student must ability to identify:

distinctive features of images of the earth's surface.

The student mustbe able to:

use various sources of geographic information (cartographic, textual, video and photo images, computer databases) to search for and extract information.

formation of sustainable motivation for learning based on the algorithm for completing the task.

Robinson School

(8 ocloc'k)

communicative:

. listen and objectively evaluate the other;

be able to conduct a dialogue, developing a common solution.

regulatory:

set a learning task under the guidance of a teacher;

plan their activities under the guidance of a teacher.

cognitive:

be able to determine the sides of the horizon on the ground.

The student must be able to explain:

explain the meaning of the concepts: “horizon”, “horizon line”, “sides of the horizon”, “orientation”, “land plan”, “topographic map”;

topographic map properties.

The student must skill will determine b:

directions (sides of the horizon) on a topographic map, plan and terrain;

using a compass to the sides of the horizon.

The student must be able to:

build simple plans of the area;

development of personal reflection, tolerance;

the formation of skills to work on the model.

History of geographical discoveries.

(9 hours)

communicative:

organize and plan educational cooperation with the teacher and classmates;

to form the skills of educational cooperation in the course of individual and group work;

get the missing information with the help of questions and maps.

regulatory:

set a learning task under the guidance of a teacher;

plan their activities under the guidance of a teacher;

identify causal relationships;

determine the criteria for comparing facts, phenomena;

listen and objectively evaluate the other;

be able to conduct a dialogue, developing a common solution.

cognitive:

be able to explain the role of geographical discoveries for mankind;

explain the role of Russian explorers in the study of the nature of the Earth;

apply methods of information retrieval, including using computer tools.

The student must be able toexplain:

results of outstanding geographical discoveries and travels;

the influence of travel on the development of geographical knowledge.

The student must ability to determine:

causes and effects of geographical travel and discoveries;

travel routes.

The student must be able to:

name the main ways of studying the Earth in the past and at the present time and the most outstanding results of geographical discoveries and travels;

show travel routes of different times and periods on the map;

create written texts and oral reports about geographical phenomena based on several sources of information, accompany the presentation with a presentation.

formation of cognitive interest in the subject of research;

Geographic map.

(10 hours)

communicative:

organize and plan educational cooperation with the teacher and classmates;

to form the skills of educational cooperation in the course of individual and group work;

listen and objectively evaluate the other;

be able to conduct a dialogue, developing a common solution.

regulatory:

apply methods of information retrieval, including using computer tools;

independently identify and formulate a cognitive goal, search for and highlight the necessary information.

plan their activities under the guidance of a teacher;

identify causal relationships;

determine the criteria for comparing facts, phenomena.

cognitive:

establish with the help of thematic maps the geographical position of natural zones;

be able to explain the relationships in the natural complex.

The student must be able to explain:

the meaning of the concepts: "physical map of the hemispheres", "map of natural zones", "natural zone", "arctic", "taiga", "steppe", "desert", "equatorial forest";

features of the nature of natural zones and their inhabitants;

The student must ability to determine:

according to the map, the position of natural zones and geographical objects;

the specifics of nature, features of flora and fauna;

The student must be able to

show on the map the main geographical objects and natural areas of the world;

compose a description of geographical objects, processes and phenomena using different sources of geographic information;

describe the natural conditions of natural areas;

create written texts and oral reports about geographical phenomena based on several sources of information, accompany the presentation with a presentation.

development of personal reflection, tolerance;

formation of motivation in the study of natural sciences;

formation of communicative competence in cooperation with peers;

formation of skills in working with maps according to the model.

6th grade

Topic

Metasubject

subject

Personal

Map understanding lessons. Geographic map.

(13 hours)

communicative:

continue learning in heuristic conversation;

highlight the main idea in the text (semantic reading);

get the missing information with the help of maps.

regulatory:

be able to independentlylyat cognitive goal, the necessary information;

set a learning task under the guidance of a teacher;

plan their activities under the guidance of a teacher;

listen and objectively evaluate the other;

be able to conduct a dialogue, developing a common solution;

apply information retrieval methods.

cognitive:

be able to explain the features of thematic maps;

be able to explain the meaning of geographical maps.

The student must be able to explain:

features of the image of the earth's surface on geographical maps and the globe;

The meaning and rationality of using cards of various contents in a specific educational situation and in various areas of the sphere of human activity;

give examples of geographical maps.

The student must ability to identify:

geographical coordinates of objects on physical map of the hemispheresand objects by their coordinates;

determine the absolute heights (depths) of territories (water areas) and geographical objects.

The student must be able to

find and name similarities and differences in the image of the elements of the degree network on the globe and map;

recognize and display geographic featureson geographical maps (simple reading of geographical maps).

development of personal reflection, tolerance;

formation of communicative competence in cooperation with peers.

We are young cartographers.

(8 ocloc'k)

communicative:

extract missing information using atlas maps and an electronic application;

to form the skills of educational cooperation in the course of group work.

regulatory:

set a learning task under the guidance of a teacher;

plan their activities under the guidance of a teacher;

identify causal relationships;

determine the criteria for comparing facts, phenomena;

listen and objectively evaluate the other;

be able to conduct a dialogue, developing a common solution.

cognitive:

highlight specific differences between maps;

establish with the help of thematic maps the geographical position of volcanoes and geysers;

draw conclusions about the meaning of cards;

be able to explain the relationship between natural phenomena and the structure of the earth's crust.

The student must be able to explain:

land relief features;

be able to explain the relationship between natural phenomena and the structure of the earth's crust;

explain the meaning of cards of different content.

The student must ability to identify:

distinctive features of images of the earth's surface;

to identify connections and dependencies between geographical phenomena displayed on the map, to generalize information obtained on the basis of map analysis, to make judgments about phenomena not directly indicated on the map (difficult reading of a geographical map).

The student must be able to

use the acquired knowledge and skills in practical activities and everyday life;

use various sources of geographic information to search and retrieve information;

the formation of a holistic worldview,

formation of sustainable motivation for learning based on the algorithm for completing the task;

We are young toponymists

(7 o'clock)

communicative:

to form the skills of educational cooperation in the course of individual and group work;

organize and plan educational cooperation with the teacher and classmates;

Osocially useful practice for creating a project.

regulatory:

search and highlight the necessary information.

cognitive:

work with text and non-text components;

be able to explain the origin of the names of geographical objects.

The student must be able to explain:

explain the meaning of the concepts: "toponymy", "toponymist";

origin of names of geographical objects;

The student must be able to:

talk about the origin of the names of geographical objects in your area;

create written texts and oral reports on the origin of the names of geographical objects based on several sources of information, accompany the presentation with a presentation;

use the acquired knowledge and skills in practical activities and everyday life.

development of personal reflection, tolerance;

formation of cognitive interest in the subject of research;

formation of work skills according to the model;

participation in socially significant work.

Countries of the world

(4 hours)

communicative:

to form the skills of educational cooperation in the course of individual and group work;

get the missing information with the help of fiction and maps.

regulatory:

set a learning task and plan their activities under the guidance of a teacher;

listen and evaluate others objectively.

cognitive:

convert information from one type to another;

use maps as a source of information;

create explanatory texts.

The student must ability to determine:

and show on the map the location of individual European countries.

The student must be able to:

name objects of cultural heritage;

give examples of fairy tales;

show on the map the country in which the author of the fairy tale lives;

map and correctly sign geographical objects;

make simple maps;

create written texts and oral messages based on several sources of information, accompany the presentation with a presentation;

to create sources of information of different types and for different audiences;

suggest travel itineraries.

formation of sustainable motivation for learning based on the algorithm for completing the task;

formation of cognitive interest in the subject of research;

formation of skills in working with maps according to the model.

to formulate their attitude to the cultural and heritage of the peoples of Europe.

Program content

5th grade (34 hours)

Topic 1. Cartography. (2 hours)

Geography as a science. Sources of geographic information. Cartography. The meaning of the cards.

(4 hours)

Practical work:

Work on the project (The first maps of Eratosthenes. The invention of the compass. Space images).

Topic 3. School of Robinsons. (8 ocloc'k)

Practical work:

“Traveling on a topographic map.

. (9 hours)

Journeys of primitive man. Accumulation of knowledge about the Earth. Maps of the first travelers. Atlas of non-existent lands and mysterious maps. The study of the Earth's surface is the result of the heroic efforts of many generations of people. Modern expeditions and researches. Expedition of Thor Heyerdahl on Kon-Tiki. Deep-sea vehicles "Mir-1" and "Mir-2".

Practical work:

Work on the general project "Atlas of Non-Existent Lands and Mysterious Maps".

(10 hours)

Practical work:

Work on the common project “Natural areas in cartoons”.

6th grade (34 hours)

(13 hours)

Practical work:

Comparison of outlines of continents, seas and oceans, large islands and peninsulas.

Determination of geographical coordinates.

Drawing up a geographical description on the map.

Project “Use of geographic maps”.

Topic 2. We are young cartographers. (8 ocloc'k)

Maps of continents and oceans, a variety of their content. Thematic cards. Map “The structure of the earth's crust”. Lithospheric plates. Earthquakes. Seismograph. Volcanoes. Geysers.

Practical work:

Determination of the cartographic image methods used on the geographic maps of the school atlas

Project “Creating a lithospheric plate constructor”.

Topic 3. We are young toponymists. (7 o'clock)

Toponymy. Toponymist. How many place names are there on the entire globe. toponymy of the area.

Practical work:

Project “Catalogue of geographical names of the Vologda region”.

Project “Trails of the Vlogda woodlands”

Topic 4. Countries of the world. (4 hours)

How many countries on earth. Countries of Europe.

Practical work .

Project "Fairytale map of Europe".

Thematic plan

5th grade

№ p/p

Sections and topics

Practical work

Quantity

hours

Class type

Topic 1.Cartography.

Geography as a science. Sources of geographic information.

Introductory lesson (classroom)

Cartography. The meaning of the cards.

Dispute

Topic 2. Earth and its image.

The first ideas about the shape of the Earth.

Choice of project topics

The shape, size and movement of the Earth. The globe.

Lesson (classroom)

Area plan. Aerial photographs and space photographs.

Defense of the projects "First maps of Eratosthenes", "Invention of the compass", "Space images".

Practical work

Workshop

Topic 3. School of Robinsons.

Area plan. The meaning of the plans of the area.

Statement and solution of problematic issues

Topographic map. Conditional signs.

Lesson using ICT (classroom)

The game "Conventional signs".

Game (classroom, mobile)

Workshop

sides of the horizon. Local orientation.

Observation of local signs

Practicum (extracurricular)

Protection of the Compass project.

Practical work

Workshop

The image of the unevenness of the earth's surface.

Workshop

Game "Journey on a topographic map."

Practical work

Game (classroom, mobile)

Topic 4. History of geographical discoveries

Journeys of primitive man.

Lesson using ICT (classroom)

How people studied and discovered the Earth.

Maps of the first travelers.

Lesson (classroom)

Compilation of an atlas of non-existent lands and mysterious maps.

19-20

Accumulation of knowledge about the Earth. Project protection.

Lesson using ICT

Modern expeditions and researches.

Workshop

22-23

Defense of projects "Modern Expeditions and Research".

Practical work (independent choice of topics)

Workshop using ICT

Topic 5. Geographic map.

Lesson using ICT

Physical map of the hemispheres.

Workshop

Map of natural zones of the world. natural areas.

Interactive lesson

Arctic deserts.

Lesson using ICT

Taiga. Mixed forest.

Practical work with cards

Game - excursion "Journey through the steppe".

Role-playing game "Tour guides" (classroom, mobile)

Quiz "Desert Dwellers".

Diagnostic meta-subject quiz

Mysterious jungle.

Lesson using ICT

32-33

Catalog "Natural areas in cartoons".

Practical work on a common project

Metasubject Olympiad

Diagnostic work

Metasubject Olympiad "Terrain Plan and Geographical Map"

Reserve time

Total

6th grade

№ p/p

Sections and topics

Practical work

Quantity

hours

Class type

Topic 1. Lessons in understanding the map. Geographic map.

Variety of geoimages.

Introductory lesson (classroom)

Variety of geographical maps.

Lesson using ICT

Features of the image of the earth's surface on the globe, satellite images.

Workshop (classroom)

Features of the image of the earth's surface on geographical maps.

Practical work: "Comparison of the outlines of continents, seas and oceans, large islands and peninsulas." The presence of distortions on geographical maps. Understanding map projections and their types.

School of geographer - pathfinder. Globe is a model of the Earth.

Practical work: "Mastering the modeling method."

Workshop

The game "In Search of Captain Grant".

Game (classroom)

Geographic coordinates - geographic latitude.

Workshop

Geographic coordinates - geographic longitude.

Practical work: "Determination of geographical coordinates"

Workshop

Ways of cartographic image: the image of the unevenness of the earth's surface.

Workshop

The game "Find your treasure."

Game (classroom, mobile)

Ways of cartographic representation: icons, linear signs, signs of movement and areas.

Workshop using ICT

Use of geoimages.

Practical work: "Compilation of a geographical description on the map"

Workshop

Protection of projects "Use of geographical maps".

Practical work

Lesson - workshop using ICT

Topic 2. We are young cartographers.

Maps of continents and oceans, a variety of their content.

Lesson (classroom)

Analysis and comparison of maps of different subjects.

Practical work: "Determining the methods of cartographic images used on geographical maps of the school atlas."

Workshop

Map "The structure of the earth's crust." Earthquakes.

Lesson - workshop using ICT

Volcanoes of the Earth.

What is a geyser?

Lesson (classroom)

Photo collage "Volcanoes of the Earth".

Photo exhibition

20-21

Project "Creating a lithospheric plate constructor".

Practical work on a common project

Workshop

Topic 3. We are young toponymists.

What does toponymy study? How many place names are there on the entire globe?

Dispute

.

Statement and solution of problematic issues

Curiosities of toponymy..

Project preparation

Lesson using ICT

25-26

Geographical names in feature films and cartoons.

Occupation - game

Geographical names of your area.

Project preparation

Public benefit practice

Protection of the projects "Catalogue of geographical names of the Vologda region", "Trails of the Vologda woodlands".

Practical work on a common project

Workshop

Topic 4. Countries of the world.

How many countries are on earth?

Dispute

Countries of Europe.

Workshop

Preparation of the project "Fairytale Map of Europe".

Project preparation

public benefit practice

Defense of the project "Fairytale map of Europe".

Practical work on a common creative project

Workshop: defense of a creative project

Olympics

Diagnostic work

Olympics

Reserve time

Total

Description of educational, methodological and logistical support

Compasses, tape measure, globes

2. Wall maps

3. Sets of topographic maps

4. Study atlases

5. Tellurium

6. Computer

7. Multimedia projector

Bibliography

Geography: Reference materials: A book for students. - M .: Education, 2000.

Andreev N.V. Topography and cartography. - M .: Education, 2002.

Berlyant A.M. The map is the second language of geography. – M.: Enlightenment, 2003.

Gedymin A.V. Cartographic projections of school maps. – M.: Enlightenment, 2000.

Kuprin A.M. A word about the map. – M.: Nedra, 2001.

Kusov V.S. Cartographic art of the Russian state. – M.: Nedra, 1999.

Preobrazhensky A.I. Economic maps in teaching geography. – M.: Enlightenment, 1999.

Edelstein A.V. How a map is created. – M.: Nedra, 1998.

Berlyant A.M. Image of space: map and information. – M.: Thought, 1995.

Cartography with the Basics of Topography: Textbook for Students of Pedagogical Institutes / Ed. G.Yu. Grunberg. M.: Education, 2001.

slide 1

Map "language" of geography lesson No. 6 RESOURCES Textbook p.18-19 Atlas p.8-13 Exercise book p.5 (No. 12) Practical work: formation of a method for describing the geographical location of an object according to a given plan Electronic supplement to the textbook

slide 2

Methods of studying the Earth Cartographic method of research Cartography Basic terms and concepts

slide 3

Students should: know/understand the definition of cartography as a science, the importance of cartographic research methods; Be able to read various types of geographical maps; Make a description of the development of the main methods of studying the Earth; Determine the geographical location of the object Planned result

slide 4

History of the development of methods for studying the Earth. Examples of methods of description, observation, statistical, modeling, etc. Cartographic research method, its uniqueness. Examples of cartographic sources of various historical periods. The value of geographical maps in human life, examples. The science of cartography. Creation of modern cartographic images

slide 5

Purpose: to form an idea of the cartographic method as a special method of geographical science. Tasks: To form an idea about the development of methods for studying the Earth, about the science of cartography; To form an idea about the significance of geographical maps in human life, how to create them; Begin the formation of the ability to describe the geographical location of the object Purpose and objectives

slide 6

1. What methods of studying the Earth exist 2. How do geographers use maps 3. How maps are made You will learn:

Slide 7

Slide 8

Slide 9

Methods of studying the Earth People have learned to describe and remember the surrounding area. This is preserved in rock art, myths and legends. There were 2 ancient methods: observation and description. 1. They showed hunting grounds, trails, dangerous places. 2. Later they learned to show distances and areas using maps. Cartographic method As new territories are explored…

slide 10

slide 11

collection method. Collections of stones, herbariums, stuffed animals were brought. Field method Collection of material on the ground Cameral method. Processing of the collected material New computer technologies, programs, devices for collecting and searching for information have appeared. A new method has emerged. SIMULATION METHOD

slide 12

slide 13

A globe is a three-dimensional model of the planet, reduced many times over. A map is a generalized reduced image of the earth's surface on a plane using conventional signs. A plan is a drawing on which a small area of the earth's surface is depicted in a reduced form with conventional signs. The conventional signs of the plan differ from the conventional symbols of the map.

slide 14

Types of maps By content By coverage of the territory By scale General geographical (physical) - show the relief, rivers, lakes, seas Thematic - dedicated to certain topics: the distribution of the population, the position of countries The content, coverage of the territory and the scale of the map is determined by its purpose

slide 15

Research methods are a way, a way of knowledge. Logical, historical, mathematical methods, methods of observation, modeling, etc. are called general scientific. Methods of geographical science Comparative and descriptive method. (The most ancient). A person describes some new area for him and compares it with the one he already knows. Expeditionary method - research directly on the ground. cartographic method. Scientists first map objects, and then study ready-made maps. The map gives a lot of information, and you need to learn how to read it correctly. It is a work created by Man.

slide 16

The science of maps as a special way of reflecting reality, their creation and use is called cartography. “The map is the alpha and omega of geography, the starting and ending moment of any geographical research” N.N. Baransky geographer of the twentieth century.

The geographical map is the main didactic tool in teaching geography. In the lessons with the help of a map, we can see the whole world at once and study its parts in more detail. Without a map, geography, as the science of the earth, could not exist. In the process of working with the map in the lesson, we use it as a source of new knowledge - this helps to make the learning process interesting and exciting.

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The map is the living language of geography

Everything changes! Times, customs, even the course of the stars.

One thing remains unchanged - the infinite curiosity of man.

N.N. Baransky

Geography is traditionally considered one of the classic school subjects. “Although the zenith of her fame has long passed, she is used to being content with the position of the “golden mean” of school subjects, being responsible for her niche in secondary education. After all, no one can deny that this is the only subject of an ideological nature that forms in students a comprehensive and systematic idea of the Earth as a planet of people. Geographic culture is an important component of the general culture of man. The language of geographical names, in contrast to the language of formulas and equations, has long become the language of general cultural communication between people” (5). It is in geography lessons that the formation of an ethno-cultural component is important. The component is work with geographical maps. And the newly emerging needs of society put forward the need to create a methodology for working with the map. "Geography" in translation means "description of the earth", which still remains its main goal.Among the many tasks of geography is to identify the features of the interaction of different processes in each territory, to summarize the available materials and create a vivid, memorable image of the place, that is, to solve the problem of describing the territory.Many geography teachers (including myself) believe that the cartographic direction has the greatest practical significance in all the diversity of school geography. Only a map can give a person an idea of the position in space. As you know, there is no geography without a map. “And man has long possessed a wonderful tool that opens the eyes of our entire planet, and gives a detailed picture of its individual parts, nature, population, economy. This tool is a geographical map” (2). The geographical map is the main didactic tool in teaching geography. Why is the map so important in geography? This is determined by the specifics of our subject. “The earth is so large that it is inaccessible to simultaneous direct observation. Most of the objects studied in the school course of geography, due to their remoteness, large or small size, rarity, cannot be observed by students, so the importance of visibility for the formation of ideas and concepts is very high" (2). In the lessons with the help of a map, we can see the whole world at once and study its parts in more detail. Without a map, geography, as the science of the earth, could not exist. It is no coincidence that among the ancient Greeks, geography took shape as a science simultaneously with the invention of the geographical map. “And already in the Stone Age, the predecessors of modern maps were created - drawings on the walls of cave dwellings, schematically showing the territory surrounding a person’s dwelling - rock art” (4).

What does the map give in teaching geography? The students and I can use the map to determine the geographical position of any object. By determining geographic coordinates, we can accurately determine the location of this object. The map shows us the location of objects of interest on the surface of the Earth. Without a map, it would be difficult to carry out a comprehensive examination of geographical phenomena and processes. You can study not only the position, but also the size and shape of geographical objects. With the help of the map, we study the geographical nomenclature in the lessons. A geographical map is not only a tool of knowledge and a visual aid, it is like a fascinating book. Therefore, the task of any teacher is, first of all, to teach a student to work with a geographical map - to form the skills of reading a map. “The geographical map is of great educational and practical importance. Working with atlas maps and contour maps forms children's interest in geography, increases motivation to study the subject, promotes the development of creative imagination and thinking, enriches oral speech "(3). In the process of working with a map in a lesson, we use it as an illustration of knowledge about objects or phenomena told by a teacher or read in a textbook, as a source of knowledge about a depicted object or phenomenon, as a source of new knowledge derived from inferences, but not directly depicted. This helps to make the learning process interesting and exciting, to involve students in search and research activities.

« The rapid development of computer technologies in the modern world, their introduction into all spheres of human activity make the problem of computerization of modern education one of the most urgent. Computer literacy is becoming today not only a characteristic feature of a specialist - a professional, but also an important indicator of a person's general culture" (7). Therefore, one of the directions for improving the work of a modern geography teacher is associated with the active use of a computer in geography lessons. The performance of the function of managing educational activities is an essential feature of the use of a computer as a learning tool.

Physical geography is a school subject designed to form a figurative idea in children about our planet. I believe that it is necessary, along with the study of the textbook and the oral presentation of the material, to use one of the "languages" of international communication - a geographical map, as well as modern geoinformation technologies and Internet resources. “The use of the Internet in the educational process has positive characteristics - students develop thinking skills, develop the skills to select the right information, and increase information literacy” (6). The use of modern forms of lessons at school, in particular a lesson using an Internet resource, is a powerful incentive in teaching geography. Information technologies with correctly used pedagogical technologies create the necessary level of quality, variability and differentiation of education. Non-standard and entertaining tasks, during which the student turns to the map, develop the child's imaginative thinking, the ability to analyze the information received.

The material that we give in the lesson is voluminous and diverse. Internet resources help to supplement the lesson with the necessary cards, make up for the lack of necessary cards. Internet resources, electronic textbooks, presentations are used by me in the classroom for various purposes: to ensure independent individual and group work of students to master new material, to implement a differentiated approach to organizing educational activities, to control the quality of education, etc.

For example, sixth graders are just beginning to explore the world, it is difficult for them to absorb a large amount of information. Therefore, in the lesson, they can see not only the volcano that is depicted in the textbook, but get acquainted with the Korovin, Pavlov, Velyaminov volcanoes, named after Russian explorers of northwestern America ( http:// www.ecosystema.ru.). The more characteristic features of each volcano the child remembers, the more complex and realistic this concept will be for him. All the objects under consideration must be found on the map and in the atlas during classes.

Used Books:

6. Hare D.V. Internet resources in geography lessons. M .: Pedagogical University "First of September", 2008

7. Filatova, N.B. Computer in a geography lesson. Scientific and methodological journal "Geography at school", M .: "School-press", No. 2, 2001