META-SUBJECT ROLE OF SCHOOL GEOGRAPHY

Abstract

This article deals with the formation of the meta-subject knowledge that is the basis of intellectual competency and personal development. On this background, the role of geography, which occupies a prominent place in the development of personality and perception of environment by him/her within the spatial-temporal framework is considered. To some extent, these approaches highlight the role and place of geography in shaping meta-subject knowledge. Furthermore, in the article, based on the specific examples, the importance of a geography textbook was determined, and its role in the process of forming metasubject knowledge of secondary schools pupils were highlighted. The author offers his own version of the model of the textbooks on geography. It displays the design and the implementation of the methodology model of a textbook on geography for secondary schools. It is noted that this model of a textbook is formed on the curriculum basis and is based on applying such methodological approaches as personality-oriented, competence-based, activity-based, regional, problem, metasubject ones. Their reflection in the book ensures the certain prerequisites for the changing role of the teacher and the pupils in the educational process, and its intensification in the classroom transforms geography education into the mainstream of the pupils’ creative activity, makes it possible to take into account their educational needs and personal orientation vector in forming the geographical picture of the world. The combination of these components in a model ensures conditions for the implementation on the basis of geographical education based on the child centrism.