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EDUCATIONAL TASKS FROM THE POINT OF VIEW OF MODERN GEODIDACTIC
Abstract
The concept of "learning task" is classic in the context of teaching and learning, including in geography. On the one hand, it is related to what is learned through the task, on the other - to what will be checked and evaluated. In this report, the classical conception is further developed from a geodidactic point of view. The idea is to show, firstly, that the discussions around the learning tasks are directly related to the changes in the educational policy of the state and are a consequence of them, and secondly, to trace their development from purposeful tasks for cognitive development, realized in a lesson, by means of questions and answers, passing through tasks for diagnosing the cognitive potential of students and arriving at a key element and management tool for a competence-oriented lesson arrangement. In the context of the competence orientation of the state education policy and the competences set in the geography curricula, the report outlines some key questions: What learning tasks are needed in the geography lesson? How to construct such tasks? How to evaluate their potential to stimulate students' competence? The answer to these questions is based on the changes after PISA, the so-called "new culture" of learning tasks, developing competence-oriented teaching and learning, of the categorical system for stimulating students' competence, adapted for the purposes of geography education.
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