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Cartographic Literacy as a Condition of Communication and Security

100%
Nazarenko T.
Intercultural Communication
|
2019
|
issue 6
117-137
EN
Modern Ukrainian school faces a serious task: to form in graduates information and communication skills that will allow them to quickly perceive and process big information flows presented in various sign systems, to teach the use of modern means, methods and technologies of working with information sources. The European Parliament and the Council of the European Union in 2006 selected eight core competencies for the lifelong learning. One of these competencies is called digital. The basic knowledge, skills and competencies associated with digital competence are defined as: confident, critical and responsible use and interaction with digital technologies for learning, work and participation in the community. This includes information literacy and data literacy, communication and collaboration, creation of digital content (including programming and mapping), security (including knowledge of digital well-being and cybersecurity) and the solution of various problems, including economic, social and personal. Purpose. The purpose of the study is the process of forming the subject competence of the student, consisting of the substantive component of geographical science–cartography. Material and methods. In the process of research, we have used a combination of general scientific, general and special methods, including various levels (descriptive method, comparative method, statistical analysis, etc.). Since the rapid growth of information systems requires orientation of modern education to use active learning technologies, we have also used cartographic methods that included digital, diverse sign systems and GPS technologies in our pedagogical research. Conclusions. It is impossible to convey knowledge about yet unknown phenomena of nature or to teach students to construct and use the non-existent technique, there is one way - to form a search style of thinking, to instill interest and taste in knowledge and research, to develop the opportunity to see and appreciate the aesthetic side of evidence, to teach the general laws of the future activities, to equip methods of mastering and synthesizing new knowledge in any subject area, to create a broad communication outlook of a contemporary student. Work with cartographic materials at geography lessons has been highlighted in methodological recommendations by a number of scientists. Our task is to update this information.
2

ПРОФЕСІЙНО ОРІЄНТОВАНА ТЕХНОЛОГІЯ НАВЧАННЯ ЯК ЗАСІБ ФОРМУВАННЯ КАРТОГРАФІЧНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ

86%
Носаченко В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
247-254
EN
The article considers theoretical and methodological aspects of cartographic preparation of future teachers of geography in the context of vocational teacher education in higher education institutions. It defines the essence, main principles and ways of implementation of professionally oriented learning technologies as a means of developing cartographic competence of students in the process of their professional training. Specificity and main characteristics of professionally oriented learning technologies in higher education are shown. The formation of the cartographic competence of future teachers of geography in the process of their professional training is effectively realized by means of specially designed learning process – professionally oriented technology that allows you to organize the educational process based on the motivation of a student to teaching, his values, interests and abilities. Professionally oriented education technology in higher education we consider as a combination of didactic, psychological and general pedagogical means of communication between teachers and students. It is aimed at the realization of forms, methods and means of education, adequate educational purposes and professionally important qualities of a specialist. Education technology mapping disciplines, aimed at creating a cartographic competence of University students, are implemented in the following sequence: identifying learning objectives; selecting and structuring the content of educational material; selection and justification of methods, forms and means of training; monitoring and evaluation that are associated with the necessity of feedback between the teacher and students. Guided pedagogical concepts, professionally-oriented technology educational-cognitive activity of future teachers of geography is considered as such that is aimed at generating interest and positive attitudes towards future careers, the creation of pedagogical conditions to solve specific professional problems and issues that contribute to the formation of the cartographic competence of the future specialist to perform professional activities.
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