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Problematic Issues of Geographical Education in Kazakhstan

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Problematic Issues of Geographical Education in Kazakhstan E3S Web of Conferences 166, 10032 (2020) https://doi.org/10.1051/e3sconf/202016610032 ICSF 2020 Problematic issues of geographical education in Kazakhstan Ordenbek Mazbayev1, Lazat Alieva2, and Arman Demeuov3,* 1L. N. Gumilyov Eurasian National University, 2 Satpayev Str., Nur-Sultan, 010008, Republic of Kazakhstan 2Republican Physics and Mathematics School in the city Nur-Sultan, 2/1 Turkistan Str., Nur-Sultan, 010000, Republic of Kazakhstan 3Abai Kazakh National Pedagogical University, 13 Dostyk Ave., Almaty, 050010, Republic of Kazakhstan Abstract. Geographical education in the post-Soviet countries after independence is oriented to the Western model of teaching disciplines. What positive and negative results have been obtained to date are discussed in this article. In the last four years, the educational process in schools has been focused on an updated program. As a result, an interesting question arises: how do we teach students? And this question, what subject we are studying, is moved to the background. The mass transfer of school subjects to a new model of education led to disintegration. In this article, the authors try to analyze the state of geographical education in Kazakhstan, to characterize the process of studying geographical disciplines from the seventh to the eleventh grade. As the authors of the updated textbook, we found many inconsistencies and issues that need to be addressed immediately. There is a model of geographical education, using the material of the updated program to preserve the traditions accumulated over the years of geographical education and upbringing. and the present. Work with new ideas and face the problems of the updated program. 1 Introduction The main goal in the traditional education system is The goal of the modern education system is to give the to ensure that it is result-oriented, based on the student the minimum of knowledge and skills that will competence of the individual, to prepare the most allow him to start an independent life and are considered qualified person and enter the world educational space. an initial step in the educational process and in the The Concept of 12-year education in the Republic of formation of a person. A school is a learning Kazakhstan states that the main task of forming environment, and its core is the teacher. A teacher of a professional and personal competence of teachers is to new formation must have spiritual, moral, and civic possess the following competencies: responsibility, characterized by a high level of reflexive, special competence is the ability to predict your self-fulfilling methodological, research, and other professional development; competencies. social competence is the ability to carry out Within the framework of the results-based education professional activities; model and the new management paradigm, there is a educational competence is the ability to use the basics need for training aimed at developing the professional of pedagogical and social psychology [2]. culture of teachers in order to master certain concepts The program that we studied in today looks and norms, and effective learning technologies. incomplete, so it needs changes and updates. Some Therefore, today the country’s education system would like to return to the Soviet system of education, in faces the task of providing the educational process with which everything was clear, but this is currently new content based on fresh ideas. impossible. The main task of the school is not just to In the process of improving the quality of education give children knowledge, but to teach them to apply their and moving to a result-oriented model, teachers must knowledge in practice in everyday life. We need to have a highly informative and communicative culture encourage students to get their own knowledge and with a high level of activity. To improve the quality of search for information using the possibilities of education in Kazakhstan, the State program of education digitalization. That’s the point of the updated content. development for 2011–2020 has been developed. The If we want to teach children how to use their law on the status of a teacher was adopted [1]. In this knowledge in everyday life, this should be done using regard, reforms and policies, changes and innovations in examples of the subjects taught. There are various forms the country’s education system can become the basis for and methods. For example, developing projects, each pedagogical community to think, reflect on the past becoming experts and managers, working in groups, using the opportunities of tourist and local history, * Corresponding author: [email protected] © The Authors, published by EDP Sciences. This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0/). E3S Web of Conferences 166, 10032 (2020) https://doi.org/10.1051/e3sconf/202016610032 ICSF 2020 environmental work, etc. Therefore, according to the 11.1.1.1 – to apply elements of geographical expertise requirements of the time, we must train and educate the according to the research topic; younger generation using new methods. In our opinion, 11.1.1.2 – to apply the methods of expert assessments the method works when we have a good, well-thought- according to the research topic; out program of disciplines. 11.1.1.3 – to apply modeling methods according to the research topic; 11.1.1.4 – to apply zoning methods according to the 2 Results and discussion research topic. According to the developers of the updated content of The volume of the academic load on the subject education program, it is aimed at improving four skills: “Geography” in the natural-mathematical and social- listening, speaking, reading and writing. The four skills humanitarian areas is: are closely related in the curriculum and are comparable 1) in the 10th grade natural-mathematical direction to the “spiral method”. The alleged spiral form of (NMD) – 4 hours a week, social-humanitarian direction learning suggests that re-examining material that will (SHD) – 3 hours a week of the school year; become more complex throughout school education 2) in the 11th grade NMD – 4 hours a week, SHD – 3 gives a greater advantage in the development of the hours a week of the school year. modern student than traditional forms of learning. This The content of the subject includes 7 sections: option is questionable. We depart from the principle of 1) Methods of geographical research; what subject we study [3]. 2) Cartography and geoinformatics; The authors suggest that training should be active, 3) Environmental management and geo-ecology; conducted in a collaborative environment, and that 4) Geo-economics; training should be differentiated in the educational 5) Geopolitics; process. Implementations must be implemented on 6) Country studies; intersubject links. The use of information and 7) Global problems of humanity. communication technologies (ICT) is mandatory. The After looking at the layout of hours and sections, standard curriculum for the subject “Geography” for schoolteachers find it difficult to navigate the learning grades 7–9 of basic secondary education according to the space. This is a fact. To date, textbooks for the updated updated content was approved by the order of the program and it can be seen that content a lot of repetition Ministry of education of the Republic of Kazakhstan and duplication. The geography of Kazakhstan is spread dated April 3, 2013 No. 115. across sections from grades 7 to 11. There are According to the standard program, a new-generation outstanding topical issues of geography on geo- curriculum and textbooks have been developed. economics and country studies. There is no industry as The curriculum is developed in accordance with the tourism at all. The authors of the article wrote a class 11 State compulsory standard of secondary education textbook on the SHD for 102 hours. Therefore, we know (primary, basic secondary, General secondary enough about the disadvantages and positive aspects of education). The volume of the academic load on the the updated program. At this time, there is an examination of textbooks of subject “Geography” is: th 1) in the 7th grade – 2 hours a week, 68 hours in the the 11 grade. It was not possible to change or add school year; additional paragraphs to the content because it was 2) in the 8th grade – 2 hours a week, 68 hours in the impossible to deviate from the approved program [4]. school year; The authors of textbooks published geography textbooks 3) in the 9th grade – 2 hours a week, 68 hours in the for secondary schools in previous years. The school year. requirements for the program were different, but in a The content of the subject includes 6 sections: specific example, the goals were met [5, 6, 7]. 1) Methods of geographical research; The updated textbook is compiled in accordance with 2) Cartography and geographical databases; the requirements of the updated content of education. 3) Physical geography; The modernization of Kazakhstan’s education, 4) Social geography; accompanied by the transition to the updated content of 5) Economic geography; training, is aimed at improving the quality of training, a 6) Country Studies with the basics of political person-oriented approach to learning, and increasing geography. motivation when studying specific disciplines. That is These sections are studied in grades 7–9. As why the implementation of these recommendations in indicated in the program, the purpose of the textbook the educational process is becoming particularly “Geography” in high school (grades 10–11) is to create relevant. Personal-oriented training, various variants of conditions for students to apply geographical knowledge, its implementation in the world practice and approaches skills and abilities aimed at solving geo-ecological, geo- to training-the essence of differentiation of training in its economic, social, geopolitical and global problems that various manifestations is described in the work of arise at all levels of geographical space.
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