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CARTOGRAPHIC BASES OF THE MULTI-SUBJECT METHOD DURING THE INFORMATION VISUALIZATION AS A PART OF THE BACHELORS EDUCATIONAL PROCESS IN THE DIRECTION OF -TOURISM-

Tatyana Komissarova

Abstract

The article deals with issues related to the use of a universal multi-subject mapping method belonging to the technology of visualization of educational information in the preparation of bachelors. The cartographic method of teaching is characteristic in that it allows you to visualize both the geographic proper and any simulated space, to investigate, first of all, its spatial structural patterns of the structure (the form often determines the content). In the process of learning, the use of the cartographic method, the techniques of visualization, the study of the spatial regularities of the object being studied, respectively, develops spatial thinking, activating both hemispheres of the brain, integrates the artistic and logical components of cognition. The symbolic figurative language of a geographic map contributes to the formation of an abstract representation of the prototype, which actually exists in reality and is presented in a model, reduced graphic image - an intermediary between the real object and its researcher. With the development of the cartographic method of teaching, its application in the training of specialists in higher education, bachelors, it is safe to say that the cartographic method is a metamethod for any sciences or activities that study the spatial and temporal distribution of phenomena or objects that contribute to the development of professional intellectual and graphic competence when teaching in high school. The cartographic method can be defined as a system of cartographic forms of logical methods of knowledge. The first model of a territorial system is usually an idea of it, obtained through direct observation. The system-analogue is the group of brain neurons united by a set of connections. Subsequently, the presentation can be expressed in the form of a description, drawing, scheme, photo, map. The article shows the methodological role of cartographic knowledge and skills, their methodological belonging to the intellectual-graphic competence. When developing the psychological and pedagogical foundations for the introduction and development of cartographic training in higher education in various subject areas, one of the central places is occupied by the study of the role of images in teaching and the development of spatial thinking. Many psychologists believe that the terms ?image?, ?representation?, ?mental picture? are synonymous and that image is visual knowledge. Spatial thinking is part of the imaginative, right-hemispheric, which is considered one of the main mechanisms of intuition, collapsed, operating images based on visual material. Developed spatial thinking helps to be successful in many activities: designing, visual, modeling. The theory of interaction comes from the fact that visual literacy is possible only when the subject of perception is able to creatively use visual material within the framework of the functional situation and his own vision of the world.

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DOI resolver: doi.org/10.5593/sgem2019/5.4/s22.009

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