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HOW TO IMPROVE THE E-LEARNING IN GEOGRAPHY TRAINING IN BULGARIAN SCHOOLS
Abstract
Geography cannot be limited to simple and in brief statements in contemporary society and real life. The comprehension of reality and its different and complex aspects assumes the complexity of the geographic research. And the philosophy of construction of the educational (school) geography could not ignore that fact. At the same time, the repeating didactic problems and realities require to answer the following questions: In what is encoded the school geography significance? What are the limits of geographic knowledge? How to add personal significance to learning? The current paper doesn?t aim at finding easy or simple solutions. In contrary, it seeks to provoke a discussion and offers some didactic and practical ideas that can "unlock" creativity in geography teaching in the Bulgarian schools. This goal is achieved in two consecutive steps. Firstly, the theoretical basis of school geography is outlined in the context of dynamically changing educational reality and considering the increasingly intensive use of electronic means. Secondly, in the paper are described several possible ways to use effectively electronic means in the real process of teaching and learning in Bulgarian school. The importance of the two main subjects of training process (the teacher and the pupils) is emphasized: the professional competence of the teacher, teacher independence and ability to solve professional dilemmas; the necessity to organize pupils' thinking so they become more objective and rational in acting and thinking, to provoke their curiosity and thirst for knowledge, to teach pupils to search relationships between data and facts, to rediscover the "taste" of school geography.
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