FORMATION OF GEOGRAPHICAL LITERACY THROUGH SYSTEMS OF CONCEPTS

Abstract

The accelerated course of our country on the way to building a developed democratic society has set many and responsible tasks for the preparation of the young generation. This drew the attention of state policy to the problems of education, to the development and adoption of a number of documents. They outline the educational strategy of the state towards the formation of a complex, competent, promising persona, capable of full realization in life. As the main goal of the high school, it obliges us to look for new approaches in determining the goals, educational content, organization, forms and methods of educational work. The course towards intensification of education must be aimed at achieving the goals in maximum compliance with the immediate and future needs of our democratic development; to decisive improvement of the educational content, by increasing its scientific-theoretical level, practical-applied orientation, educational value; to the organization and methods of training, which allow to develop the activity and initiative of the personality, to use the possibilities of the human intellect. processes master person of geographical concepts in the learning process; methodological aspects in the formation of concepts in the teaching of geography. expressed in the need for appropriate illustration, from direct observations of the studied objects and phenomena. Abstract knowledge, in which the essential aspects and properties are separated, is more one-sided, but at the same time - deeper knowledge, because it reveals the essential, the regular, the universal in things. Abstraction simplifies, roughens, schematizes things and reality, so in the process of cognition thought ascends from the abstract to the new concrete - the "concrete in thinking", which appears as a summary and result. It is the ultimate goal of knowledge, the ultimate goal in the formation of concepts [4]. For it, the knowledge of reality is deep and meaningful, because it reflects the various essential aspects, connections, relations of things, because it reveals the connections of the singular with the universal and gives grounds to be considered as "unity of diversity". The concrete in thinking in the formation of concepts should lead students to a true knowledge of geographical objects, processes and phenomena, which should include the unity of the essence and its diversity. Eg. the formation of the concept of climate begins with the specific knowledge of the climate of the native place and passes through abstractions and generalizations in order to arrive at the disclosure of the content and formulation of the definition of the general concept. On this basis, we ascend to the new concrete in thinking as a unity of general knowledge about the nature of climate and its diversity around the globe, continents, countries and regions, depending on the peculiar manifestation of climatic factors. The formation of concepts in the teaching process of geography is also related to understanding the unity of the historical and logical method in knowledge. The historical presupposes the study of the origin and development of natural-geographical and economic-geographical objects, processes and phenomena, which explains many of their modern peculiarities. However, this done close connection with the logical method, which reproduces in theoretical form the the historical in a system of judgments, concepts and inferences.