PRINCIPLES OF GEOMORPHOLOGICAL TERMS USE IN THE PROCESS OF TEACHING PHYSICAL GEOGRAPHY AT THE SECONDARY SCHOOL

Abstract

Continuity of education as one of the areas of transformation in the further professional orientation of pupils covers structuring of geomorphological knowledge and concepts in the process of studying geography at the secondary school for the purpose of deepening knowledge in the certain scientific areas. In other words, the need for the consistent and the gradual presentation of material using geomorphological terms is a compulsory task. In order to understand the scope and the content of geographic curriculum at the secondary school a clear task must be set for the teachers and the education organizers to assure the presentation of a certain material by using it as a whole in the practical life of the future professionals in all sectors of the economy. Nowadays it is impossible to conduct business activities effectively without understanding the concepts and the principles of natural phenomena as well as the interaction of a man and the society. Recent developments in the evolution of nature and the life of society point to the need for a clear and unbiased understanding of the interaction between nature and man. In the modern methods of teaching geography, the processes of differentiation of geographic concepts take place. Geomorphological terms use is no exception. With the deepening of science courses in school geography, we find the increased attention paid at the balance of the geomorphological terms use. The issue of teaching physical geography at the secondary school using geomorphological concepts is a combination of information saturation, specificity and ease for the pupils’ perception. It assures the proper conditions for all subjects of the learning process.