UDC 371.3

Tagirova A.I.¹ (Ufa, Russian Federation) – tagirovaazaliia@gmail.com; Gilmanova G.R.² (Ufa, Russian Federation) – g.gilmanova@mail.ru; Zamanova N.A.¹ (Ufa, Russian Federation) – zamanovanailja@mail.ru; Adelmurzina I.F.¹ (Ufa, Russian Federation) – adelmur@mail.ru; Sayfullina E.N.¹ (Ufa, Russian Federation) – sayfullina-75@mail.ru

¹Ufa University of Science and Technology

²Bashkir State Pedagogical University named after M. Akmulla

Abstract. The article discusses the problem of increasing efficiency through the introduction of alternative (non-standard) teaching methods. The purpose of this article is a comparative analysis of alternative geography teaching methods and identification of their effectiveness in various conditions. The use of alternative, non-standard teaching methods is an urgent issue in modern pedagogy. It is expressed in making the learning process more dynamic and exciting, which encourages students to take an active part in the lesson.; It increases motivation, as the novelty and originality of the methods attracts the attention of students and creates new perspectives on the subject. It is important that such methods develop thinking in a variety of ways and teach you to compare, analyze, draw conclusions, argue them, and work with cartographic and statistical information in relation to geography. In addition, the integration of different disciplines prepares the student to solve real problems, as it provides a holistic structured vision of the world and the processes in it. Non–standard methods can be recognized by such signs as the novelty of the form – an unusual organization of space, the use of materials and tools, problematic – the student is faced with a task and independently or in a group is looking for its solution, dialogic – there is interaction between students and the teacher, meaningfulness – the student realizes how and why the result is obtained, practicality – as a result the student acquires experience in solving a specific practical task or problem.  One of the problems in the implementation of teaching methods is the lack of clear criteria for choosing from a huge variety of different techniques. It lies in the fact that it is not always clear which of the methods will be most effective in a particular case. When faced with this choice, the teacher can rely on the age of the students, the learning objectives, the specifics of the material and technical capabilities. Of course, this places high demands on the teacher’s professional skills, the ability to find a non-standard approach and take into account the individual characteristics of students.

Keywords: geography, geographical education, alternative teaching methods, game methods, project activities, cognitive activity.

References:

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For citation: Tagirova, A. I., Gilmanova, G. R., Zamanova, N. A., Adelmurzina, I. F., & Sayfullina, E. N. (2026).  Using alternative non-standard teaching methods in geography lessons. CITISE, 2, 657–669. (In Russian).