SOME FEATURES OF THE GEOGRAPHY TEXTBOOK FOR IN-DEPTH STUDY OF PHYSICS IN THE 8-TH FORM OF GENERAL EDUCATIONAL INSTITUTIONS IN THE LIGHT OF THE MODERN TENDENCIES FOR THE DEVELOPMENT OF SCHOOL GEOGRAPHICAL EDUCATION

Abstract

In the article, attention is paid to the changes in the relevant programs and standards, the relevance of the geography textbook for in-depth study for the 8th form, and highlights the priority functions and their impact on the structure of this textbook. A profile block in the direction of geography and economics in high school requires in-depth training of students on corresponding vector in the eighth and ninth forms. In addition to the time allocated and the corresponding training programs for in-depth study of geography in the 8th and 9th forms, the pedagogical community needs methodological and didactic support for the effective implementation of them, which firstly should be implemented in a geography textbook for in-depth study in general education establishments. In the modern period of modernization and reformational changes in school geographic education, curricula and textbooks of this type must be formed on the basis of the principle of integrity, that is to orientate on interdependent and interrelated geographic courses. First of all, courses in in-depth study of geography in the 8th and 9th forms should prepare pupils for the mastering of geographic-economic courses of profile level in high school: both in the content and methodological aspects. The modern development of the information environment, the amount of information, most of which has a geographic accent and can be used for educational purposes, functions such as: organizational, coordinating, procedural and motivational in the textbook for in-depth study of geography in the 8th form should to form a functional core, through the isolation of the appropriate toolkit.Then the informational function of the textbook, especially for in-depth study of geography, can be realized at the expense of the toolkit of the functional nucleus.On the other hand, it can not reduce the role of other functions of the textbook, especially the information one - it must be transformed, modified.Due to the growing number of educational content, it is not enough for the textbook of this type to be only a means of fixing a part of social experience - it must structure the material forming a general idea of the essence of individual units.Then the deep mastering of a particular block should be carried out at the expense of a qualitatively executed toolkit of the functional core.