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2) to form research skills while carrying out practical works on the district,
working with various sources of information in a class, or foreign literature when
using devices.
It should be noted, that the local history material is widely used, the pupils’
abilities to acquire knowledge independently, and apply them in practice are
developed.
The feature of out-of-class work on geography is implementation of
intersubjective communications with various school subjects: biology, history,
physics, chemistry, literature, etc. The realization of intersubjective communications
in extracurricular activities leads to integration and integrity in the contents and the
organizational forms, allowing to express the general point with a view of a full
development of the personality. Integration of forms and means of extracurricular
activities on the basis of the large actions solving not one, and some educational
tasks, allows to form the pupils’ generalized world outlook ideas. Besides, the
realization of intersubjective communications at active level allows to solve the
problem of formation of all-educational abilities more successfully, to arm pupils
with ways of actions knowledge, and it considerably increases their independence.
The share of the pupils’ independent work at extracurriculars should be
considerable, but, not to turn this work into similarity and continuation of lessons, it
is necessary to care of a variety of forms and methods of the organization of these
occupations.
It is important to observe the following pedagogical requirements:
- socially useful orientation;
- professional orientation;
- ecological orientation;
- local history orientation;
- present content and forms of extracurricular activities;
- consideration of age and individual characteristics of pupils’ interests;
- combination of pedagogical leadership with spontaneous and voluntary pupils;
- systematic, continuous development of extracurricular activities.
The professional orientation of pupils is the most important part of the
extracurricular work on geography.
The effective form of vocational guidance in extracurricular activities in
geography is necessary to recognize conferences, devoted to various professions;
organization of a thematic lecture hall.
From features of the maintenance of modern geography for the purpose of
vocational guidance make out special corners or show-windows in which place
materials about the professions connected with geography, and also with professions
where geographical knowledge and abilities are necessary. Among the peculiarities of
the modern geography content with a view to career counseling special corners or
windows with the materials on the professions related to geography, as well as the
professions that require geographic knowledge and skills are organized.
Compliance with all of the above requirements to the organization and conduct
of extracurricular activities helps to create a system that is characterized by the
following levels:
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I level: the use of extracurricular work for gaps in knowledge and abilities in
geography elimination. At this level extracurricular forms of work are created and
carried out generally by the teacher initiative. The organization of pupils’
independent activity is carried out at reproductive level. At this stage extracurricular
work is conducted irregularly, incidentally.
II level: wider and profound selection of a material in comparison with the
programme. At this level the main thing is to develop and support the pupils’ interest
to a subject. While organizing the events specific features of pupils are taken into
account, the combination of mass actions with individual instructions is provided, the
share of the pupils’ independent activity is increased. Pupils are distinctive to have
interest to problems. Extracurriculars are carried out systematically; the number of
participants is quite stable.
III level: independent pupils’ activity in various problems solving. Pupils seize
available methods of scientific knowledge; the teacher carries out a directing role,
pays attention to rational ways of cognitive activity mastering. At this level pupils
can make experiments, work in commonwealth with the staff of scientific research
institute, geological groups. The interest of students develops into socially important
motivation.
Any of the called levels does not exist in pure form, their allocation is rather
conditional, but it is necessary to fix a true situation, to aspire to the pupils’ interests
development, attract more of them to extracurricular work, not to miss the moment to
move from sporadic to systematic forms.
Forms of extracurricular work on geography
Systematic forms of extracurricular work are calculated on profound, long work
with constant or changing structure of pupils: circles, lecturing groups etc. This form
of work can be divided into face-to-face, carried out with a big number of
participants, and group, with a small amount of pupils, and individual work with
certain pupils.
Episodic class work is designed to carry out certain one-time events, tasks.
These are evenings, campaigns, Olympiads, conferences. It is also possible to select
the front (mass), group and individual forms of extracurricular activities on the
geography.
Systematic and incidental forms of extracurricular work on geography include
mass, group (with constant and changing structure of pupils) and individual work
forms. Forms of extracurricular work are in close interrelation.
Mass forms of extracurricular work are weeks of geography, the geographical
Olympiads, KVN, thematic evenings, scientific and practical conferences, meetings
with scientists, travelers.
Group forms of extracurricular work (open classrooms, circles, excursions,
expeditions, campaigns) encompass a group of pupils from 30-35 to 3. For this form
of extracurricular work the active involvement of each participant is characteristic.
Individual extracurricular work on geography differs from the group one. First,
this work is of a performing character: report preparation according to the plan,
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