INNOVATIVE APPROACHES TO TEACHING OF DISCIPLINE “FUNDAMENTALS OF ECONOMICS” FOR STUDENTS OF “SECONDARY EDUCATION” SPECIALTY (GEOGRAPHY)

Abstract

The article has been focused on fact that students of many universities of Ukraine in learning process receive a significant amount of knowledge, but often they don’t get ability to use knowledge in practice, they do not know how to perform complex research, professional-applied and creative tasks.

The need to change role of lecturer as a specialist in transfer of certain knowledge has been noted. A university lecturer must become a specialist in questions of how to help students in their study, including self-study.

It is noted that one of basic competencies of modern students is economic competence, which is a process of not only receiving of economic information, but also the formation of skills and ability to evaluate, generalize and use this information in real life to solve practical problems and vital situations.

This competence is formed during study of economic disciplines.

The study of economics occupies a special place in system of preparing students – future teachers of geography, since with the existing structure of school education in Ukraine, the initial stage of formation of economic competencies begins at geography lessons.

So, future geography teachers must have these competencies.

The need of implementation of innovative educational technologies in process of teaching of economics to students-geographers has been noted.

Particular attention has been paid to implementation of technologies such as "inverted learning" technology, gaming, application of mental maps, interactive and creative learning technology, technology of divergent thinking development.

Concrete examples of educational tasks for implementation of each of these technologies have been presented.

The advantages of study of economic processes and phenomena on real (life) examples (“case study”) have been considered.

The recommendations by formation of digital competence of students have been given. 

The necessity of implementation of differentiated approach for correction and control of knowledge of students by discipline has been substantiated.