Конструктивен анализ на променящата се образователна среда чрез учебните програми по География на България

Автори:
Страници: 320-338
DOI: https://doi.org/10.54664/MLWE4498

Резюме:

The article analyzes high school geography education in Bulgaria. The following methodologies are applied: content analysis, conceptual and situational analysis of place, topics and subtopics, significance and role, goals and expected results, vertical relationships and activities, tuition hours and new concepts, geographical characterization algorithms and study principles, etc. Didactic models of general and specialized education in Bulgarian geography have been drafted. Network dependencies and intradisciplinary synthesis are revealed between general and specialized topics studied between primary and secondary education. The clash and synthesis synchronization of educational traditions and innovations is designed in a unified, integrated and purposeful normative-procedural education reform, organized in a stepwise manner. In Bulgaria, general and specialized geography training covers grades 7, 10 and 11. Education in the native country’s geography shapes each pupil’s geographic literacy and culture. This enables them to have a complete, generalized and objective view and critical thinking about the world, as well as a broad understanding of the territory in which they live and grow. Geography education in Bulgaria is part of module training 4 and 5. The specialized training in the 11th grade helps pupils develop the ability to argue, discuss, comment and evaluate different ideas and concepts independently, which in turn would expand their geographical culture of understanding and reasonable activity in the field of geography.

Ключови думи:

education reform, curricula, geography and economics, Geography of Bulgaria

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