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The situational analysis of the geography training of the countries is based on new normative documents, laws, regulations, state educational standard, learning plans and curricula. The structural-content framework, the conceptual level, the horizontal and vertical links and synthesis, the conceptual ideas in the curricula for the realization of the learning purposes, the algorithm, the innovations and the traditions in the training for the countries in the new realities as a result of the educational reform in Bulgaria have been researched. The article presents the results of the complete and complex study of the field of competence „Geography of the continents and countries” according to the state educational standard and curricula. As an onto-didactic core of the analyzed is the complexity of the system in geographic training. Applying a systematic and complex approach to unity in order to systematize learning content and expanding and deepening it, developing and building continuity between grades and stages of education. The article summarizes the cause-and-effect relationships between the individual components at the class level, stages and degrees of education and the overall geographic characteristics of the country-specific chronological unit. The didactical support for countries' geographic training is also related to the European educational framework, with curricula having a disparate structural pattern of vision and content. The study of the geographic regions, their countries and typical representative regions, the tracking of the complex influence of natural, historical, economic, demographic and political factors on the formation of the regions, their differentiation in Europe, Asia, America, Africa, Australia and Oceania and assessing the importance of countries by region is an up-to-date and modern geographic trend - regionalization. The didactic and methodological aspects of the geography training of the countries in the context of the new educational changes and conditions were studied and outlined, outlining the objectives, the school content, the expected results and other didactical elements. The place and role, importance and choice, the way of presentation and the algorithm for country characterization are studied, as traditional for the Bulgarian school geographic education and as a model for teaching a country. The spiral synthesis of the school content in the curriculum and its mixed model of construction require and enforce the intradisciplinary model of geographic integration and synthesis based on the introduced rules and algorithms in the training. In the study are applied content-analysis, situational and functional analysis, systematic and complex approach, authoring schemes have been developed. For the overall analysis of the real and normative educational framework in the training for the countries in the Bulgarian school geography are applied the following methods – content-analysis, situational analysis, functional - system analysis, conceptual and constructive analysis, complex - integrative analysis, causal analysis, comparative analysis, etc. |
