ISSN 2409-7616

Anikina M.L., Galiev K.M., Dautova T.A., Zubkov L.A., Khizbullina R.Z.



UDC 372.891

Anikina M.L.1 (Ufa, Russian Federation) – E-mail:, Galiev K.M.1 (Ufa, Russian Federation) – E-mail:, Dautova T.A.1 (Ufa, Russian Federation) – E-mail:, Zubkov L.A.2 (Kaliningrad, Russian Federation) – E-mail:, Khizbullina R.Z.1 (Ufa, Russian Federation) – E-mail:

1Bashkir State University

2Immanuel Kant Baltic Federal University

Abstract. At the present stage, the problem of improving the quality of the educational process in accordance with the new requirements of the Federal State Educational Standard is of particular relevance; in such conditions, subject teachers need to more accurately approach the analysis of the activities being carried out, which will reveal the current problematic moments that need to be addressed. In the context of this article, the author makes a comprehensive analysis of such a subject from the school course as socio-economic geography. The purpose of the article was to theoretically analyze the problems of teaching socio-economic geography at school, as well as to identify ways to solve them. So, the main identified problem of the modern system is the impossibility of improving the quality of training of students due to the influence of a number of reasons: this is a lack of hours, low motivation of students, the complexity of the practical implementation of innovative teaching technologies, and many others. In the course of the article, the author used methods of analysis and synthesis of literary pedagogical sources, on the basis of which, together with practical experience of teaching, methods of observation, comparison and abstraction, the objective problems of teaching socio-economic geography at school were identified. The practical testing of the formed proposals has shown their high efficiency and the effectiveness of practical use. Based on the reflected course of the lesson, it was possible to establish that the use of the method of problem learning, the dialogue method and discussion, in conjunction with the introduction of visual demonstration material (video), can increase the motivation of students and form their own increased interest in the topic. As practice shows, it becomes important to provide an opportunity to express one’s own position with regard to the problem, which creates a discussion field within which there is a close interaction of students with the teacher.

Keywords: socio-economic geography, teaching problems, practice, problem learning, motivation.


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For citation:

Anikina M.L., Galiev K.M., Dautova T.A., Zubkov L.A., Khizbullina R.Z. The role and place of socio-economic geography in the formation of the personality of the modern pupil CITISE, 2021, no. 4, pp.349-359. DOI: