Munich N. Landscape concepts formation in school geography education

The work is devoted to the study of the formation landscape concepts in school geography course. The state of the problem in the theory and practice of teaching geography and the place landscape knowledge in the content and structure of curricula, textbooks, manuals, in a system of lessons, STА and independent external evaluation (testing) are analyzed. The factors that influence the formation landscape concepts, difficulty mastering their students are highlight.Based on a comprehensive analysis of the philosophical, psychological, pedagogical and methodological geographical literature on the objective need clarified modeling pedagogical conditions of landscape concepts. Conceptual approach to structure of landscape content in school geography courses and methods, forms and means systems for its efficient absorption is proposed. Substantive and metasubstantive components of effective component of the landscape concepts formation process for acquiring competences quality education are grounded. The mechanisms of its monitoring and evaluation have been developed.The proposed pedagogical conditions of landscape concepts formation in school geography courses have been experimentally tested. Compliance with the pedagogical conditions, including didactic, promotes formation efficiency landscape concepts and student’s geographical culture are proved.