“USE OF BLITS-QUESTION METHODOLOGY IN TEACHING TERMS OF GEOGRAPHY”
P a g e 84 | 5
EUROPEAN INTERNATIONAL JOURNAL OF
MULTIDISCIPLINARY RESEARCH AND MANAGEMENT
STUDIES
ISSN: 2750-8587
DOI: https://doi.org/10.55640/eijmrms-02-06-15
https://eipublication.com/index.php/eijmrms
Volume: 02 Issue: 06 June 2022
Published Date:- 15-06-2022
Page No.-84-88
USE OF BLITS-QUESTION METHODOLOGY IN TEACHING TERMS OF GEOGRAPHY
Nilufar Isakulova
Professor, Doctor Of Pedagogical Sciences Uzbek State University Of World Languages
Tashkent, Uzbekistan
ABSTRACT: -
This article discusses the use of the Blitz-Survey method in teaching geography terms.
Examples of 2 different Blitz survey methods are given. Criteria for assessing students' knowledge,
skills, and competencies in the Blitz Survey methodology are also recommended.
KEYWORDS:
Terms, geographical terms, terminology, industry terminology, Blitz-survey
methodology, teaching methodology.
INTRODUCTION
Geography is a very ancient science. The
ancient Greek scholar Eratosthenes wrote a
book called Geography. The Greek word "ge"
means Earth, and "grafo" means writing.
Therefore, the word "geography" means "I
describe the Earth", "Image of the Earth".
Geography is the study of the nature of the
Earth, its inhabitants, its economy, and the
use and protection of human nature.
Geographers are people who do geography.
For a long time, geographers have been
writing about the nature of the Earth, its
people, and the economies of countries.
Geographers-tourists have discovered new
lands, seas and oceans. However, it took
thousands of years to map the Earth,
determine the size of the planet's footprints,
and map it. It is advisable to use interactive
methods in teaching terminology [1, 2, 5, 6,
7].
THE MAIN RESULTS AND FINDINGS
“Blitz request” The method allows students to
choose the right organization of the sequence
of actions, logical thinking, the need for
different ideas from the data on the basis of
“USE OF BLITS-QUESTION METHODOLOGY IN TEACHING TERMS OF GEOGRAPHY”
P a g e 85 | 5
the subject being studied, as well as the
opinion of others. It is aimed at teaching
them to be able to plan their activities and
their day [3, 4; 40-b.].
The purpose of the method: Using this
method,
students
will
be
able
to
independently determine the sequence of
actions presented in the papers distributed to
students, to be able to pass their ideas to
others in small groups, or to be able to agree
with others.
Training schedule. This method is performed
in several stages:
the teacher gives the students an idea that
the lesson will take place in several stages.
Remind students that they have time to
complete the tasks for each stage, and that
they should make the most of that time;
the teacher gives each student a handout
individually and asks them to study the
material carefully;
the teacher explains the content of the
handout and the task to be performed
(correctly identify the sequence of actions
given in the handout, the sign should be
numbered in a separate section of the paper);
emphasizes that the task given in the handout
is initially performed individually;
each student numbers the logical sequence of
actions given to the “individual assessment”
section of the handout based on his or her
own opinion;
when the students have completed their
individual work, the teacher asks them to
form small groups of 3 people. Small groups
can be organized according to the wishes of
the students or by numbers;
students in small groups introduce each other
to the sequence of actions outlined in the
“individual assessment” section of their
paper, and then they work together to create
a sequence of three different groups of 3
people. price ”section;
When all the small groups have finished their
work, the teacher gives the correct answer
according to the sequence of actions, ie the
actions given by the students to the “correct
answer” section of the papers distributed to
them. asks to write the sequence numbers;
The teacher compares the numbers in the
“correct answer” section with the numbers in
the
“individual
error”
and
“group
assessment” sections and subtracts the major
and minor ones, making the differences
“individual
error”
and
“group
error”
respectively. He asks them to write on their
limbs;
the teacher gives an idea of the total number
of individual and group errors and interprets
each of them separately;
At the end of the lesson, the teacher gives his
/ her opinion on the activities of some groups
during the lesson and evaluates the students'
knowledge on the basis of the criteria in the
application, or depending on the number of
correct answers 'defines as shown [4; 40-41-
b.].
The Blitz-Survey method was developed
based on the geographical terms "Earth - a
planet in the solar system" (see Table 1):
Table 1
Blitz Survey Tasks on Planets in the Solar System
“USE OF BLITS-QUESTION METHODOLOGY IN TEACHING TERMS OF GEOGRAPHY”
P a g e 86 | 5
Gr
ou
p
p
ri
ci
n
g
Gr
ou
p
e
rr
or
Th
e
co
rr
e
ct
an
sw
e
r
Sin
gl
e
e
rr
o
r
In
d
iv
id
u
al
e
va
lu
ati
on
Concepts
Explanation of concepts
10
per day
The closest star to Earth is a fireball
9
parallels
Earth's natural satellite
8
meridians
A very scaled-down form of the earth
is a model
7
equator
Determine your position relative to
the horizon
6
Earth axis
Two points on the earth that rotate in
place
5
The poles of the
earth
A straight line through the center of
the Earth that connects the poles
4
orientation
A large circular line drawn across the
Earth's surface at equal distances
from the Earth's poles
3
Globus
Semicircular lines connecting the
North and South Poles
2
The moon
Circles of the earth at a certain
distance from the equator
1
The sun
One night and one day
The “Blitz-Survey” method was developed based on the geographical terms “Geographic Maps”
(see Table 2):
Table 2
Blitz Survey Tasks on Geographic Maps
Gr
ou
p
p
ri
ci
n
g
Gr
ou
p
e
rr
or
Th
e
co
rr
e
ct
an
sw
e
r
Sin
gl
e
e
rr
o
r
In
d
iv
id
u
al
e
va
lu
ati
on
Concepts
Explanation of concepts
10
numerical scale
a great discovery of mankind
9
scale
the sky and the earth are connected
8
horizontals
a flat, circular area from you to the
horizon
7
absolute height
the angle formed between two y o
nals in the ground
6
relative height
High mountains, high and low hills,
wide plains
5
relief
the vertical height of the land areas
relative to each other
4
azimuth
The height above sea level of every
place on earth
“USE OF BLITS-QUESTION METHODOLOGY IN TEACHING TERMS OF GEOGRAPHY”
P a g e 87 | 5
3
horizon plane
lines connecting maps of the same
absolute height on the land surface
2
line horizon
a fractional number that indicates
how many times the distance in place
has been reduced when plotted on a
graph or map
1
geographical map 1:10000
The Blitz Survey Tasks for Natural Geographic
Maps are developed as follows:
1)
roughness of land and sea surface -
mountains, hills, plains;
2)
plants in different areas, indicating
where they are distributed;
3)
the location of coal, oil, gas, iron ore
and other mineral resources of the
Earth is indicated by symbols;
4)
Where is the earth, how much
precipitation, what is the temperature,
the direction of the winds;
5)
Indicate the location of natural zones
on the Earth, what types of plants
grow in these zones, what soils are
distributed;
6)
countries of the world, and political-
administrative maps describe their
administrative parts (regions, districts,
cities), major transport routes, etc.
Answers:
1) on relief maps;
2) on plant maps;
3) on mineral maps;
4) on climate maps;
5) on maps of natural areas;
6) on political maps.
The Blitz Survey Tasks for Maps are
developed as follows:
1)
industrial enterprises and agricultural
crops, roads are represented by
symbols;
2)
all maps depict a geographical object
and events related to a particular
topic;
3)
How many different maps are there?
4)
general view of the area, ie relief,
rivers, lakes, seas, cities, large currents
in the oceans, etc.
5)
How many different natural maps are
there?
6)
contours are given, which are used in
the performance of practical work.
Answers:
1) on economic and social geographical maps;
2) thematic maps;
3) world map, map of continents and oceans,
maps of individual countries, countries;
4) on general geographical maps;
5) natural map of the world (hemispheres),
natural maps of individual continents, natural
maps of individual states and countries;
6) unwritten maps.
Blitz-questioning
methodology
can
be
conducted in 2 different situations (tabular
and short-answer) at the stage of explaining a
new topic, during the homework review,
repeating previously studied material. The
number of questions in the short-answer Blitz
survey method ranges from 6 to 10. Time to
think and respond is one minute. For
“USE OF BLITS-QUESTION METHODOLOGY IN TEACHING TERMS OF GEOGRAPHY”
P a g e 88 | 5
example, 1-2 correct answers - "satisfactory";
3-4 correct answers - "good"; 5-6 correct
answers - "excellent".
In the Blitz-Questionnaire method, the
answers are written on a pre-prepared sheet
of paper, where students write the answer
number next to each question number. Blitz-
survey methodology is evaluated on a 5-point
scale. For example, 5-6 correct answers -
"satisfactory"; 7-8 correct answers - "good";
9-10 correct answers - “excellent”.
CONCLUSION
In short, one of the methods of querying in
the teacher's bank of methodical materials is
blitz methodology. This is very important for
both the teacher and the learner, as it allows
them to quickly check how accurate the topic,
the text of the work and other teaching
materials are for the students.
REFERENCES
1.
Terminology.
Electronic
resource:
Terminology
-
Wikipedia
(wikipedia.org).
Application
date:
18.03.22.
2.
Terminology and language. Electronic
resource: Language and terminology
plan
Language
and
terminology
(azkurs.org). Date of application:
18.03.22.
3.
Blitz-poll as a kind of knowledge
testing
of
students.
Electronic
resource: Blitz - survey as a type of
student
knowledge
testing
(infourok.ru). date of the application:
16.03.2022.
4.
Ishmuhamedov R, Abduqodirov A,
Pardaev A. Innovative technologies in
education. - Tashkent: Iste'dod, 2008. -
180 p.
5.
Kadirbekova D.X. Linguistic features of
information technology terminology in
English and Uzbek. - Tashkent: Science
and technology, 2016. - 128 p. - B. 31-
32.
6.
Terminology.
Electronic
resource:
http://encyclopaedia.
biga.ru/enc/liberal_arts/TERMINOLOGI
Y.html. date of the application:
22.04.2018.
7.
Choriev S. Methodology and theory:
concepts, structure and functions. -
Karshi: Nasaf, 2001. - 32 p.
