Traditions and Innovations in the training on „Geography of countries” in the Secondary Bulgarian School.

Драганова-Стойкова, Тамара (2019) Traditions and Innovations in the training on „Geography of countries” in the Secondary Bulgarian School. – In: The overarching issues of the European space, Porto, University of Porto, 2019, pp. 36 – 47. ISBN 978-989-8969-14-9.

 The geography training of the countries in the secondary school opens a new page of the regulatory framework for the 2018/2019 school year, in which a new curriculum will be constructed. Knowledge of the geographical regions, their countries and typical representative countries for a given region, the tracking of the complex influence of natural, historical, economic, demographic and political factors for the formation of the regions, their differentiation in Europe, Asia, America, Africa, Australia and Oceania, and assessing the importance of countries by region for forecasting the development of geographic regions is one of the current and modern geographical tendency - regionalization. The transition from the traditional accumulation of knowledge to the problematic development of the learning process aims at revealing and discussing the territorial manifestation of the problems of each region and country or group of countries, with outlining the specific problems and explaining the causes of the emergence. A system idea is built for an action approach at several levels of formation: general theoretical idea; structure; functions. In the theoretical and practical aspects are search for variants for construction models, techniques and technologies for the control of studying geography on countries. The aim of the current research is formation of conceptual and situational analysis of the training for the countries on the new curriculum, to identify and provide acquired educational traditions to regional geography under the new conditions, as well as revealing and presenting of the innovations in the new curriculum for the 9th grade covering the study of the countries. The methods of the research are conceptual analysis, situational analysis, comparative analysis, synthesis and summarization, interpretation method, causal investigation, etc. The main results are: a sharp contrast in the number and content of the active verbs on one level - curriculum; the new curriculum contains only the main aim; the structural model of the curriculum impersonates with a specific, which is non - traditional for the Bulgarian geographic education as a tradition in the curriculum preparation till now; Learning content by themes is not defined by cores, standards, and themes, but is composed by themes, competences such as expected training results and new concepts; traditionally, there is the requirement of an algorithm/rule in the curriculum for region and country characterization; the innovative moment in country characterization is given by specific examples of countries characterization - 10 countries are proposed for study; changing the learning and communication environment in which environment should be given more space for the interaction; Geography training of countries in the first level of high school is configured to support the knowledges, skills and attitudes of V, VI and VII grade and other.
 curriculum, geography school education, Geography of countries, traditions and innovations

Хуманитарни науки
Социални, стопански и правни науки Педагогика
Социални, стопански и правни науки Педагогика на обучението по…
Природни науки, математика и информатика Науки за земята

Social sciences, economic sciences and law Education
Social sciences, economic sciences and law Pedagogy of Teaching…
Natural sciences, mathematics and informatics Earth Sciences

 Тамара Драганова-Стойкова

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