Volume 02 Issue 11-2022
60
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
11
Pages:
60
-66
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article highlights the focus on education, the distance form and principles of education, and the concepts and
competencies formed by students in distance education of geography, the concepts of what to attach importance to
in distance education of geography.
KEYWORDS
Free education, principles of distance education, distance education of geography, competencies and concepts
formed in students.
INTRODUCTION
The attention to education has been further developed
in the following years, and the President of our country
Sh.M. Mirziyoyev said, "It is our first duty to improve
the activities of all links of the education and training
system based on the requirements of today" [1. p.22]
they say. Undoubtedly, today we cannot imagine any
industry or network without modern information
technologies and telecommunications. In particular,
the field of education is not an exception. In the 21st
century, education was recognized as the main factor
ensuring sustainable development, and in the
international concept of education until 2030,
"Creating the opportunity to receive quality education
Research Article
GEOGRAPHY TEACHING METHODOLOGY BASED ON THE PRINCIPLES
OF DISTANCE EDUCATION OF HIGHER EDUCATION
Submission Date:
November 01, 2022,
Accepted Date:
November 05, 2022,
Published Date:
November 18, 2022
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume02Issue11-09
Sarvinoz Baymuradova
Lecturer, Department Of Geography And Its Teaching Methodology Tashkent State Pedagogical University
Named After Nizomi, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 11-2022
61
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
11
Pages:
60
-66
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
throughout life" was defined as an urgent issue [3; p.
48].
THE MAIN RESULTS AND FINDINGS
It can be seen that every pedagogue working in the
educational system, including geography teachers, is
directed to increase their scientific potential and the
level of methodological training in their professional
activities, to create quality knowledge and skills, and to
develop their creative thinking. expanded access to
technologies. In particular, the Decree of the President
of the Republic of Uzbekistan No. PF-4947 dated
February 7, 2017 "On the Strategy of Actions for the
Further Development of the Republic of Uzbekistan",
PQ-2909 of the President of the Republic of Uzbekistan
dated April 20, 2017 Decisions No. "On measures for
further development of the higher education system"
provide opportunities for the development of the
education system and the formation of new directions
of learning. One of these new directions is distance
education, which, by using it, creates opportunities for
the student to improve his knowledge and skills
independently without leaving work [5; 5-p].
Therefore, we will consider the effectiveness of
teaching geography in distance education and to what
extent it adapts to the principles of distance education.
So, through remote teaching of geography, students
are given knowledge about geographic education, that
is, the structure and basic laws of natural and
economic-social complexes. At the same time, each
academic subject has its own characteristics, and the
main goal of remote teaching of geography is to form
students' theoretical knowledge and skills. There are
also practical aspects of science teaching, including the
creation of independent and creative activities for
students, work to be done together and independently
with students: working with a map, drawing, table,
statistical data and additional literature without
writing, and practical training. it is important to
complete the training.
Remote teaching of geography is also based on
didactic principles of education. At the same time, the
traditional didactic principles of education serve as a
basis for distance education. As this technology of
education improves, it is filled with new conditions and
criteria for a new learning environment. Below we will
touch on some of the principles of distance education.
It is known that according to the principle of
orientation
towards
the
educational
and
developmental tasks of education in teaching, the
teacher forms certain knowledge, skills and
competencies in students and develops the
educational and developmental potential of the lesson
on a specific topic. it is meant not to forget. In distance
education, this principle is interpreted as the principle
of creative description of the listener's cognitive
activity. Creative information technology is interactive
and requires the listener to change the information of
Volume 02 Issue 11-2022
62
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
02
I
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11
Pages:
60
-66
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
the outside world into a private one with his own
description and aspiration, that is, it informs that
distance education can be implemented only on the
basis of creative description, distance-creative activity
[4. 38-p]. Based on the above principle, special aspects
of the science are formed in distance education of
geography. These aspects define the purpose of
geography. Each distance learning student should
know the objectives of the geography course. The
goals of remote teaching of science can be divided into
three groups, like the goals of geography education:
educational, educational and developmental [6. 44-p].
The educational goals are as follows:
- to provide students with solid knowledge of
geography, its place in the system of sciences, its
branches and directions. Revealing the scientific,
technical and economic bases of nature use and
protection;
- to create an opportunity for students to acquire
economic, ecological, geopolitical knowledge and
guide them to the profession;
- arming students with methods of studying
geographical entities and events. Formation of
working skills with these methods (methods);
- to reveal the role and importance of natural and
economic-social geography and other geographical
sciences in solving major national economic problems.
For example, the solution to the problem of
desertification, the acceleration of the erosion process
due to non-observance of agrotechnical rules in soil
reclamation and its prevention, the lack of water
supply in the plains of Uzbekistan and the elimination
of the problems of meeting the need for drinking water
development of activities and h;
- to teach students to use geographical maps,
reference books and additional literature, to form the
skills of applying acquired theoretical geographical
knowledge in practice and in new conditions.
- formation of geographical culture in students.
The educational goals are as follows:
- To justify that the future of Uzbekistan is a great
country, to form students' love for the Motherland,
pride in it, national pride, and feelings of national pride;
- teaching students to look at interactions between
nature and society from a didactic point of view;
- to help guide students to the profession, to help them
find their place in modern times;
The goals of the developer are as follows:
- broadening students' view of the scientific world;
- development of students' skills of working with
foreign literature;
Volume 02 Issue 11-2022
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American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
02
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11
Pages:
60
-66
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
- development of students' practical skills of
independent work on maps;
- development of pedagogical skills, speech and
communication culture in students.
Also, goals aimed at developing students' ability to be
curious:
- arousing interest in geographical knowledge and
problems;
- enabling students to develop observational,
memorizing, thinking, imagination and speech skills:
- to teach students to solve geographical problems
within their capabilities, to form a complex and
synthetic approach to events and processes in them.
The reshaping of the scientific principle of teaching in
distance education takes an even more fundamental
shape. In particular, based on the content of remote
teaching of geography, we can approach the principle
of scientificity as follows. It provides for the
development of geographical knowledge and skills of
students' scientific research, considering arming
science with scientific evidence, concepts and laws and
theories based on the content of teaching in the
educational process. It also requires the introduction
of problematic elements of research during laboratory
and practical training in the teaching process.
The principle of instructiveness is understood as
creating an opportunity to achieve the effectiveness of
education, taking into account all its features, that is,
the impact on all sensory organs of a person in
education. To achieve these goals in distance
education, the principle of virtualization is brought to
the field [4.40-b]. Based on this principle, it should be
said that in distance education of geography, especially
for subjects with laboratory training (geology,
topography and cartography), the development of
virtual laboratories, in addition, video films for practical
training, computer training extensive use of
motivational programs, interactive technologies, visual
materials, and multimedia tests is envisaged.
Also, the principle of the fundamentality of education,
the principle of strengthening knowledge in education,
the principle of comprehensibility, in addition to the
principles of distance education based on the
principles of traditional education, the individual
education of the student (or listener) the principle of
linearity, the principle of taking into account the
personal characteristics of students in the teaching of
distance courses, the principle of creating educational
products by the student in the subject studied in
distance education, the interactive principle and the
freedom to receive information through specific
activities principle was formed [4.41]. In fact, studying
the principles of traditional education in depth and
taking into account the principles of distance
Volume 02 Issue 11-2022
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American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
02
I
SSUE
11
Pages:
60
-66
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
education, an educational process based on the above
is formed in remote teaching of geography. The
importance of these principles in remote teaching of
geography is very great, and it is directly related to the
student's geographical knowledge potential, level of
knowledge, their individual ability to work, and
psychological conditions.
In distance education of geography, the teaching
process and the student's individual acceptance of the
lesson, the effectiveness of the quality of education
largely depend on the attitude of students (or
listeners) to science. That is why, in distance education
of geography, several subject-related competencies
are formed in students without being different from
traditional ones. In particular, we include the following
in the subject-related competencies formed in
students in distance education of geography:
- competence to observe, identify, understand and
explain natural, socio-economic processes and events;
- the ability to correctly use geographic objects, place
names:
- competence to use globes, geographic atlases and
maps in practice:
- competence of nature protection and environmental
culture: [p. 6,42].
If we dwell on each of these competencies, the first
one is related to the student's remote acceptance of
theoretical concepts of science and their ability to
correctly apply them in practice. Based on the acquired
theoretical knowledge, the student observes the
events taking place in the environment, tries to
understand and understand it, and then about the
natural or socio-economic process taking place (eclipse
of the sun, volcanic eruption, heavy rain a related
natural phenomenon, etc.) will have a clear conclusion
and opinion. At the next stage, he will be able to
explain the results of his observations to others.
Because he accepts these events realistically and
strengthens them with theoretical knowledge. A
question may arise here, how does a student form an
understanding of an area he has not been to or an
event he has not seen? As a solution to this problem,
geographers use pictures and videos related to the
topic. Here is one of the unique advantages of distance
education, materials about processes that the student
has not seen and witnessed in his life are presented in
the form of videos, not just one, but several materials
on the topic he is listening to. presented at the same
time or enriched with material related to the topic
through the Internet.
The second competency is about being able to
correctly use geographic objects and place names. In
this way, the concepts of the correct attitude of the
students to the names of objects, not to abbreviate,
not to pronounce the names incorrectly, not to write
them incorrectly, or the correct application of the
Volume 02 Issue 11-2022
65
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
02
I
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11
Pages:
60
-66
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
name to a geographical area are formed. Directly,
students will have a complete understanding of these
through the science of toponymy. For information, I
can mention that the law "On names of geographical
objects" was adopted in Uzbekistan on October 12,
2011.
In the third competency, concepts are formed on the
use of globes, geographical atlases and maps during
practice. That is, geographical maps are the main
teaching tools in geography education, and they can be
used in all forms of teaching; in teaching, practical
work, independent work, knowledge assessment, etc.
It is known that one of the most important conditions
for reading geographical maps is to be able to read its
scale and conventional symbols. Similarly, atlases are a
set of cards compiled on a certain topic and directions,
and are divided into types according to their structure
and content. While studying the structure of the place
where they live, students gradually begin to
understand the structure of large-scale and small-scale
maps, the differences between a site plan and a
geographic map based on the comparison of
topographic and geographic maps. Or, with the help of
a globe, a complete and clear image of the size and
area of the image of large areas of the world is formed
in the minds of students. Only the grid of degrees on
the globe is depicted without any errors, the distance
between parallels and meridians corresponds to the
distance on the ground. The globe is widely used in
natural geography, economic geography and applied
geography courses. That is why these concepts are
considered to be the main competencies that are
formed in students by geographers.
The fourth competence is related to nature protection
and ecological culture, and each of us, it does not have
to be a student, jointly responds to the cleanliness and
orderliness of the environment. That is why
competence is formed in all of us, including in
geography. Ecological culture is knowledge about
nature, consciousness, perception, literacy, intellectual
potential and the activity of knowing how to apply it in
practice, a high indicator of activity in relation to the
environment, a conscious and responsible approach. In
addition,
concepts
related
to
environmental
protection are being developed.
CONCLUSION
In conclusion, it can be said that the formation and
development of geographical knowledge and
concepts in remote teaching of geography is
considered the driving force of geographical education
and upbringing, the main unit of the content of the
educational material. Remote teaching of geography is
formed in accordance with the principles of distance
education and creates favorable conditions for
students to learn without being separated from work.
Quality knowledge and skills serve to increase the
effectiveness of science.
Volume 02 Issue 11-2022
66
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
11
Pages:
60
-66
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
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