THE POTENTIAL OF THE SCHOOL SUBJECT OF GEOGRAPHY IN THE CONTEXT OF THE CONCEPT OF THE NEW UKRAINIAN SCHOOL

Abstract

The article analyzes the importance of geography as an educational subject and examines its role for a senior specialized school. According to the modern educational reforms that are ongoing in Ukraine under the concept of the new Ukrainian school (NUSH), secondary education will be at the following levels: academic and specialized, so it is important to understand whether this subject will be basic or specialized in high school. Since the Institute of Pedagogy of the National Academy of Sciences of Ukraine is the flagship of pedagogical thought in Ukraine, it was quite logical for its researchers to conduct a pedagogical study that covered more than 3,000 teachers who teach geography at school. The opinions of teachers coincided with the opinions of scientists, thus the attitude to the subject of geography was revealed. The results of our research were reported to the operating group that worked on the creation of the Concept for the senior school, which consists of academic and professional lyceums, as well as to the authors who will create model curricula for the senior school, because the creation of curricula is a science-intensive process that requires subject knowledge and skills: compliance with the principles of education (scientific nature, logical construction of geographical content, («from simple to complex»), relevance of content, updating of content in accordance with the latest trends in geographical science, types of educational activities, the final result of education, etc. Since geography is a subject that helps students understand the relationships between nature, society and their impact on the environment, and the rapid pace of change in the modern world sometimes calls into question the relevance and relevance of the curriculum, which remains outdated, does not include new research, geopolitical changes and modern global problems. Conducting pedagogical research using the method of observing the educational process in secondary education institutions through quantitative analysis and surveying students and teachers, we drew certain conclusions, which we have placed in the content of this article. Since students are at an important stage of their development, where their interests, values, and thinking are being formed, effective design and implementation of geography teaching content allows us to take into account these individual characteristics of students, stimulate their interest in studying the subject of geography, and develop students' abilities, which was the goal of our study.