| Abstrakt: |
The article examines the content and structure of competence-oriented tasks (COT), which are used in the process of training future geography teachers in higher education institutions (HEI); an own definition of the term COT is proposed and its conceptual basis is characterized. The leading features of geographical disciplines COT, their structural components, in particular motivation, providing the question with the COT form, explaining the evaluation criteria, and, if necessary, an answer sheet, searching for information sources, correcting the geographic competence of the higher education seeker are highlighted. Five structural components of the COT are singled out, and the requirements for their design are defined. The study provides methodological recommendations for monitoring the state of formation of higher education students' subject competencies with the help of COT and the construction of appropriate training sessions; attention is focused on the algorithm of the teacher's actions when creating a COT in class; there are examples of COT that can be used in the process of studying the discipline «Physical Geography of Ukraine» in HEI. The results of higher education students' education, which depend on the solution of the COT, have been clarified; developed a scheme of the mechanism of the influence of the application of the COT on the formation of the self-esteem of each future teacher of geography and proved that the use of the COT with the subsequent analysis and self-analysis of the correct answers forms the objective self-evaluation of the applicant. Attention is focused on the didactic purposes of the use of COT by teachers of higher education institutions. [ABSTRACT FROM AUTHOR] |
