Extracurricular activities "map - the second language of geography". Map - the second language of geography Map is the language of geography
Cards are texts "written" in a special language. The cartographic sign system is a language formation. Considered in the context of semiotics, it reveals the whole spectrum of semiotic relations - syntactic, semantic and pragmatic.
The remarkable words of N. N. Baransky are known that “the map is the second language of geography” and, moreover, the language is both more economical and more intelligible. He wrote: “1) the map is the alpha and omega of geography, the initial and final moment of geographical research; 2) map - an incentive to fill empty spaces; 3) map - a means to identify geographical patterns; 4) a map is a necessary intermediary between a person who is extremely limited in the scope of his direct observation and an object of geographical research that is enormous in size; 5) map - the "second language" of geography; 6) a map is one of the criteria for geographical location. We can say that the language of the map is fundamentally necessary for geography.
The knowledge obtained by this science in its abstract concreteness, in the unity of the general and the individual, is expressed mainly in cartographic form. The language of a map is almost the main means of identifying and "describes" objects of geographical study, geographic modeling, fixing geographic theories. Finally, the language of the map can be considered as the system-forming basis of the entire cycle of geographical sciences, the key to understanding their integrity. It plays an important role in the implementation of the cognitive and practical functions of geography.
In this regard, it is enough to recall that with the help of maps, many geographical laws have been established, model theoretical constructions of the spatial structure of various phenomena have been introduced into “circulation”, and beloved aspects of reality have become accessible to observation and study. Many scientific geographical concepts originate from cartographic images-representations, along with new maps, new branches of geography and directions of scientific research are born. With the help of maps, geographical experiments are regulated and planned; through them, new research methods are introduced, and the results are put into practice.
The development of integration processes in cartography, the progress of geoinformation mapping led to the development of a new scientific direction - geoicons as geoimaging sciences (Berlyant, 1996).
In recent decades, the linguistic concept in its various modifications has taken a prominent place in cartography. Its origins can be traced in the works of prominent domestic and Western cartographers: M. K. Bocharov, M. Berten, A. F. Aslanikashvili, L. Rataisky. Today, this concept is, as it were, a “third force” in the theory of cartography and is developing in several directions: as a “purely” semiotic approach, as a linguistic approach, and as a combination of both of these approaches.
An analysis of theoretical thought over the past half century shows that for a long time (from the 40s to the early 60s) cartography was dominated by model-cognitive concept, largely based on the theory of cartography developed by N. N. Baransky, K. A. Salishchev and their numerous followers. Its main provisions boil down to the following: cartography is the science of cognition of reality through cartographic modeling; a map is a figurative-sign model of reality; cartographic generalization - the process of purposeful selection and generalization of the displayed objects, contributing to a more distinct manifestation of the main elements and relationships, obtaining qualitatively new information; the main directions of theoretical research are a systematic approach in cartography, cartographic modeling, the use of maps, the development of the theory of geographical cartography; the main contacts are with geography, and other sciences about the Earth and society, with technical sciences, theory and methodology, knowledge.
In the early 1960s, there was communication concept, as a response to the introduction of information ideas and computer technologies into cartography and, at the same time, some removal of it from the mother science - geography. The communicative concept interprets cartography as the science of transmitting spatial information, as a special branch of informatics, and considers the map as a channel of information, a means of communication between the creator of the map and its consumer.
The main provisions of the theory language concept come down to the fact that cartography is the science of the language of the map, one of the branches of semiotics, and therefore the map is a special text compiled using the cartographic language system. The main areas of research are the development and improvement of the map language, its grammar, methods of automated construction of cartographic sign systems and texts, and the main external contacts of cartography are seen in interaction with semiotics, linguistics, information theory, computer graphics, and geographical sciences.
Geoiconics studies the common property of all geoimages: maps, electronic maps, aerial and space images, stereo images and computer animations, three-dimensional models, etc.
The language of the map, as a system, is formed by sets of initial elements - signs (dictionary) and the rules for their combination in the text (grammar).
Main functions of the map language– communication, modeling and cognition. The map is an indispensable means of storing and transmitting spatial information, it has a certain information capacity (the amount of information per unit area), which is tens and hundreds of times greater than the information capacity of printed text.
Being a figurative-sign model, a map is an important element of heuristic thinking, creating a cartographic image, which is a spatial combination of cartographic signs perceived by a map reader or a recognition device. The term "spatial combination" means a set of cartographic signs with their combinations, connections, taxonomic subordination and groupings.
A. M. Berlyant introduced the term "geoimage" into scientific circulation, which means "any space-time, large-scale, generalized model of terrestrial (planetary) objects or processes, presented in a graphic figurative form.
This is how the conceptual and terminological vocabulary of cartography (and the development of this science) is enriched, which cannot but affect the system of geographical sciences as a whole, the professional geographical language and research methods.
From the foregoing, it follows that the entire content of the map can be considered as a unity of displaying two sides of reality: 1) space and 2) content. The first side is reflected by the spatial "behavior" of the sign, the second - by the value encoded in it. The meaning encoded in signs can be expressed much more widely and in any degree of detail in the language of words. But the concreteness that signs display with their spatial “behavior” cannot be displayed in any other language.
Baransky N. N. Methods of teaching economic geography. M., 1960. S. 275-276, 290.
Geography is one of the oldest sciences that arose to help people. In the modern interpretation, it is the application of geographical knowledge and skills that is used:
- to save environment and socially responsible conduct in it
- to adapt to living conditions in a certain area
- for self-assessment of the level of environmental safety as a sphere of life
Education played a huge role already in the very initial stage of human development. But it took thousands of years for a continuously developing society to give rise to such a modern form of education as a lesson.
Jan Amos Comenius clearly formulated the basic principles of education in the "great didactics" almost 400 years ago (based on the principle of sensationalism - a sense of perception, knowledge, as opposed to rationalism)
As you know, a lesson is a form of realization of pedagogical influences, where direct and systematic communication between the teacher and students takes place, aimed at activating the cognitive abilities of schoolchildren.
"Lesson - "cell" pedagogical process. In it, like the sun in a drop of water, all its sides are reflected. If not all, then a significant part of pedagogy is concentrated on the lesson ”(M.N. Skatkin)
Even if the teacher knows what he can rely on from this student and what he needs to develop, then this will still not be the answer to the question - with the help of what methods of educational work can this be done?
“What is required for the successful completion of a given task is developed by this task” - this principle is universal and conceptual for developmental learning.
There are no isolated corners in the modern world. International economic and cultural ties are expanding. Air transport has brought the continents astonishingly close together. But even an astronaut needs about an hour and a half to fly around the Earth. Meanwhile, man has long possessed a wonderful tool that opens the eyes of our entire planet or gives a detailed picture of its individual parts, their nature, population, economy and culture. This tool is a geographic map. Therefore, it is completely logical that among the goals of studying geography in a modern school at a basic level is this:
- mastering the ability to navigate the terrain;
Use one of the "languages" of international communication - a geographical map and modern geoinformation technologies and Internet resources for the correct assessment of the most important socio-economic issues of international life, the geopolitical and geo-economic situation in Russia, other countries and regions of the world, the trends of their possible development.
And among general educational skills, skills and methods of activity at the basic level, the ability to work with maps of various subjects stands out.
Teaching of geography at the profile level is also planned in the senior school. Particular attention in the process of profile study of geography should be paid to the methods of geographical research and, first of all, cartographic.
From all of the above, it is obvious that work with a map in the modern school occupies a special place for a professional geographer, this is obvious.
But how to convince a modern student that a map is a source of information and an object of research?
A modern student should be with a card for "you". To help, I offer an effective course, designed for 8 hours.
So ,
Map is the second language of geography.
Lesson #1 "A Brief Outline of the History of Cartography"
- the origin and development of cartography
- current state of cartography
- development prospects
Lesson #2 "Cartography and geographical maps"
- definition of cartography
(cartography is the science of geographical maps, as a special way of reflecting reality, which includes in its tasks a comprehensive study of geographical maps, as well as the development of methods and processes for their creation and use.)
The definition adopted by the International Cartographic Association: "cartography is the totality of research and work - scientific, artistic and technical (starting with the processing of the received sources) carried out in the design and creation of maps and other forms of representation, as well as in their use."
- basic properties of a map (it has long been considered a geographical map as a reduced image of the earth's surface on a plane using conventional signs.
However, three features define the specifics of cartographic images:
- mathematical definite construction
- use of cartographic symbols
- selection and generalization of the depicted phenomena
- the meaning of cards in science and practice
- map elements
Lesson #3 "The Mathematical Basis of Maps"
- concept of map projections
- projection classification
- distortion in map projections
- grids
- scale
Lesson number 4 Cartographic signs and methods of cartographic representation. Inscriptions on maps.
- cartographic signs
- cartographic imaging methods
- cartograms, cartograms, relief models, block diagrams
- inscriptions
Lesson number 5 "Cartographic Generalization"
Lesson #6 “Classification, types and types of geographical maps. Atlases.
- map classification
- card types
- atlases
Lesson number 7 “Review of the main maps and atlases. Map Analysis»
- general geographical, topographic, thematic and complex maps and atlases
- nautical charts
- analysis and evaluation of maps. Analysis Methods
Lesson #8 "The use of maps as a means of research
- analysis methods
- use of maps for forecasting purposes
The newly emerging needs of society give rise to the need to create a methodology for working with a map, taking into account the problems put forward by real life. And the successful, progressive development of these problems creates the necessary conditions for solving the problem of forming the basic competencies of a modern pupil.
- Textbook p.18-19
- Atlas p.8-13
- Notebook-simulator p.5 (No. 12)
- Practical work: formation of a method for describing the geographical location of an object according to a given plan
- Electronic supplement to the textbook
slide 2
Basic terms and concepts
- Methods for studying the Earth
- Cartographic research method
- Cartography
slide 3
Planned result
- Students should: know/understand the definition of cartography as a science, the importance of cartographic research methods;
- be able to read different kinds geographical maps;
- Make a description of the development of the main methods of studying the Earth;
- Determine the geographic location of an object
slide 4
Main content
- History of the development of methods for studying the Earth. Examples of methods of description, observation, statistical, modeling, etc.
- Cartographic research method, its uniqueness. Examples of cartographic sources of various historical periods.
- The value of geographical maps in human life, examples.
- The science of cartography.
- Creation modern maps graphic images
slide 5
Goal and tasks
Purpose: to form an idea of the cartographic method as a special method of geographical science.
- To form an idea about the development of methods for studying the Earth, about the science of cartography;
- To form an idea about the significance of geographical maps in human life, how to create them;
- Start developing the ability to describe the geographical location of an object
slide 6
You will learn:
1. What methods of studying the Earth exist
2. How geographers use maps
3. How maps are made
Slide 7
Slide 8
Slide 9
Methods for studying the Earth
People have learned to describe and remember the surrounding area. This is preserved in rock art, myths and legends.
There were 2 ancient methods: observation and description.
1. They showed hunting grounds, trails, dangerous places.
2. Later they learned to show distances and areas using maps.
cartographic method
As new territories are explored...
Slide 10
Fragment of a rock drawing
slide 11
- collection method.
- Collections of stones, herbariums, stuffed animals were brought.
- field method
- Collection of material on the ground
- cameral method.
- Processing of collected material
- New computer technologies, programs, devices for collecting and searching for information have appeared. A new method has emerged.
SIMULATION METHOD
slide 12
Remember:
- What is a map?
- How did you use the cards in previous lessons?
- What types of cards do you know?
slide 13
Types of images of the earth's surface
- A globe is a three-dimensional model of the planet, reduced many times over.
- A map is a generalized reduced image of the earth's surface on a plane using conventional signs.
- A plan is a drawing on which conventional signs depicted in a reduced form a small area of the earth's surface. The conventional signs of the plan differ from the conventional symbols of the map.
Slide 14
Types of cards
- By content
- By area coverage
- Scale
- General geographic (physical) - show the relief, rivers, lakes, seas
- Thematic - devoted to certain topics: the distribution of the population, the position of countries
- The content, coverage of the territory and scale of the map is determined by its purpose
- Purpose of cards
- Educational
- Scientific reference
- Tourist
slide 16
The science of maps as a special way of reflecting reality, their creation and use is called cartography.
"The map is the alpha and omega of geography, the starting and ending moment of any geographical research"
N.N. Baransky geographer of the twentieth century.
The geographic map is the main didactic guide in teaching geography. In the lessons with the help of a map, we can see the whole world at once and study its parts in more detail. Without a map, geography, as the science of the earth, could not exist. In the process of working with the map in the lesson, we use it as a source of new knowledge - this helps to make the learning process interesting and exciting.
Download:
Preview:
The map is the living language of geography
Everything changes! Times, customs, even the course of the stars.
One thing remains unchanged - the infinite curiosity of man.
N.N. Baransky
Geography is traditionally considered one of the classic school subjects. “Although the zenith of her fame has long passed, she is used to being content with the position of the “golden mean” of school subjects, being responsible for her niche in secondary education. After all, no one can deny that this is the only subject of an ideological nature that forms in students a comprehensive and systematic idea of the Earth as a planet of people. Geographic culture is an important component of the general culture of man. The language of geographical names, in contrast to the language of formulas and equations, has long become the language of general cultural communication between people” (5). It is in geography lessons that the formation of an ethno-cultural component is important. The component is work with geographical maps. And the newly emerging needs of society put forward the need to create a methodology for working with the map. "Geography" in translation means "description of the earth", which still remains its main goal.Among the many tasks of geography is to identify the features of the interaction of different processes in each territory, to summarize the available materials and create a vivid, memorable image of the place, that is, to solve the problem of describing the territory.Many geography teachers (including myself) believe that the greatest practical value in all the variety of school geography has a cartographic direction. Only a map can give a person an idea of the position in space. As you know, without geographical map no geography. “And man has long possessed a wonderful tool that opens the eyes of our entire planet, and gives a detailed picture of its individual parts, nature, population, economy. This tool is a geographical map” (2). The geographical map is the main didactic tool in teaching geography. Why is the map so important in geography? This is determined by the specifics of our subject. “The earth is so large that it is inaccessible to simultaneous direct observation. Most of the objects studied in the school course of geography, due to their remoteness, large or small size, rarity, cannot be observed by students, so the importance of visibility for the formation of ideas and concepts is very high" (2). In the lessons with the help of a map, we can see the whole world at once and study its parts in more detail. Without a map, geography, as the science of the earth, could not exist. It is no coincidence that among the ancient Greeks, geography took shape as a science simultaneously with the invention of the geographical map. “And already in the Stone Age, the predecessors of modern maps were created - drawings on the walls of cave dwellings, schematically showing the territory surrounding a person’s dwelling - rock art” (4).
What does the map give in teaching geography? The students and I can use the map to determine the geographical position of any object. By defining geographical coordinates, we can accurately determine the location of this object. The map shows us the location of objects of interest on the surface of the Earth. Without a map, it would be difficult to carry out a comprehensive examination of geographical phenomena and processes. You can study not only the position, but also the size and shape of geographical objects. With the help of the map, we study the geographical nomenclature in the lessons. The geographic map is not only an instrument of knowledge and visual material She is like a fascinating book. Therefore, the task of any teacher is, first of all, to teach a student to work with a geographical map - to form the skills of reading a map. “The geographical map is of great educational and practical importance. Working with atlas maps and contour maps forms children's interest in geography, increases motivation to study the subject, promotes the development of creative imagination and thinking, enriches oral speech" (3). In the process of working with a map in a lesson, we use it as an illustration of knowledge about objects or phenomena told by a teacher or read in a textbook, as a source of knowledge about a depicted object or phenomenon, as a source of new knowledge derived from inferences, but not directly depicted. This helps to make the learning process interesting and exciting, to involve students in search and research activities.
« The rapid development of computer technologies in the modern world, their introduction into all spheres of human activity make the problem of computerization modern education one of the most relevant. Computer literacy is becoming today not only a characteristic feature of a specialist-professional, but also an important indicator of a person’s general culture” (7). Therefore, one of the directions for improving the work of a modern geography teacher is associated with the active use of a computer in geography lessons. The performance of the function of managing educational activities is an essential feature of the use of a computer as a learning tool.
Physical geography is a school subject designed to form a figurative idea in children about our planet. I believe that it is necessary, along with the study of the textbook and the oral presentation of the material, to use one of the "languages" of international communication - a geographical map, as well as modern geoinformation technologies and Internet resources. “The use of the Internet in the educational process has positive characteristics - students develop thinking skills, develop the skills to select the necessary information, and increase information literacy” (6). The use of modern forms of lessons at school, in particular a lesson using an Internet resource, is a powerful incentive in teaching geography. Information technologies with correctly used pedagogical technologies create the necessary level of quality, variability and differentiation of education. Non-standard and entertaining tasks, during which the student turns to the map, develop the child's imaginative thinking, the ability to analyze the information received.
The material that we give in the lesson is voluminous and diverse. Internet resources help to supplement the lesson with the necessary cards, make up for the lack of necessary cards. Internet resources, electronic textbooks, presentations are used by me in the classroom for various purposes: to ensure independent individual and group work of students to master new material, to implement a differentiated approach to organizing educational activities, to control the quality of education, etc.
For example, sixth graders are just beginning to explore the world, it is difficult for them to absorb a large amount of information. Therefore, in the lesson, they can see not only the volcano that is depicted in the textbook, but get acquainted with the volcanoes Korovin, Pavlov, Velyaminov, named after Russian explorers of northwestern America ( http:// www.ecosystema.ru.). The more characteristic features of each volcano the child remembers, the more complex and realistic this concept will be for him. All the objects under consideration must be found on the map and in the atlas during classes.
Used Books:
6. Hare D.V. Internet resources in geography lessons. M .: Pedagogical University "First of September", 2008
7. Filatova, N.B. Computer in a geography lesson. Scientific and methodological journal "Geography at school", M .: "School-press", No. 2, 2001
The geographical map, one of the most remarkable creations of the human mind, appeared already at the dawn of civilization. The oldest surviving cartographic images, Babylonian and Egyptian, date back to very early times - the third and second millennia BC. The first real geographical maps were created by the ancient Greeks. It is in ancient Greece that the origins of cartography and geography, as well as many other sciences, lie. The Greeks were among the first to propose the sphericity of the Earth, calculated its dimensions, came up with the first map projections introduced meridians and parallels. Since then, cartography, which developed in close connection with geography, has come a long and difficult path, turning into a comprehensively developed branch of knowledge.
Modern maps display a wide variety of natural and social phenomena: relief and vegetation, population density and administrative divisions, industry and transport. There are maps (soil, climatic, political, etc.) that reflect a single phenomenon, and there are maps that depict several phenomena (for example, complex economic maps that characterize industry, agriculture, and communication routes). It is well known how widely maps are used. No work related to the study of the territory can be carried out without a map. The map is essential for sailing. Without a map, it is impossible to design the construction of factories and roads, to properly plan agricultural land. Maps teach geography and history. The map is used by tourists, climbers and people who simply want to get acquainted with the area they are about to visit. With a pattern of icons and interweaving of lines, a palette of colors and fonts for inscriptions, the map tells about an unfamiliar territory, and behind the conventional signs there is a living geographical reality - rivers, mountains, cities, factories. For a person who knows how to “read” a map, loves it and has imagination, there is genuine poetry hidden in it, captivating magic. Especially since best cards- these are not only scientific works, but, one might say, works of art, distinguished by the beauty and elegance of design.
The development of geography is unthinkable without a geographical map. It allows you to describe geographical phenomena in the most visual and concise form. In fact, no literary description can replace a map, because it does not have its accuracy and clarity, does not give a visual representation of the shape, size and relative position of objects, does not allow one to evaluate spatial relationships. How many words would be needed to describe a sufficiently large territory without missing anything important! The map gives an idea of the entire territory at once. We must not forget also that the textual description compared to cartographic image much more subjective. And sometimes the language is almost unable to convey all those whimsical curves of contours, bizarre directions of lines that the map conveys so easily and expressively.
The map is the instrument of labor of the cartographer, the most important instrument of geographical research. By means of a map, the geographer establishes spatial relationships between phenomena and deduces their geographical patterns. Almost every geographical study, whether it is the determination of the height of the snow cover or the study of cargo transportation, begins with a map and ends with a map, that is, it is carried out using maps on which the received data is “superimposed”, and ends with the creation of new maps with new, enriched content. After comprehending the results of the conducted research, “conclusion maps”, “inference maps” are created. Such, for example, are maps of climatic or economic regions.
Only by carefully analyzing the map, one can correctly understand and comprehensively comprehend the geographical position of a country or region, city or plant - the position in relation to mountain ranges, seas, mineral deposits, communication routes, large industrial centers, etc.
Just as a chemist, speaking about a substance, first of all recalls its chemical formula, a geographer, speaking about this or that territory, about this or that object, first of all recalls their cartographic image.
Of course, a map cannot and should not completely replace geographical description. But without it, there is no geography.
After all, a map is a special, “second language” of geography, a language that geography cannot do without.
