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IN REGARDS OF THE COMPETENCE ORIENTATION OF THE MODERN GEOGRAPHY TRAINING IN BULGARIA
Abstract
The basis of the country's educational policy today is the competence approach. It is enshrined in the stateвЂs educational standard and respectively in the new curricula in all subjects: through the indicated expected learning outcomes in the form of competencies; through the proposed recommended percentage distribution for the different lessons; through guidelines for specific assessment methods and forms; through the sample activities that support the acquisition of key competencies and the implementation of interdisciplinary links. What is the specific application of this approach in geography education? What specific competencies are set in the curricula in geography and economics? What are the possibilities for them to be formed through the subject training? What training from the teacherвЂs side is needed for this? The answer to these questions is sought in the present study. The answer to these questions is extremely important for the study of geography in Bulgaria at this stage. In this regard, the study focuses on geographical competence, understood as a stage in the development of geographical culture of students in the process of teaching geography and designed at several levels: first - in the relevant normative documentation on the subject (curricula, state educational requirements for education content and assessment, educational standards); second - in the educational process and third - in the methods and forms of control. At the level of educational process the focus is on the specific conditions and opportunities for planning and formation of geographical competence of students in the teaching of geography and economics. The leading role and limitations of the state educational framework are outlined. The contradiction between the competence orientation of geographical education and its standardization is clearly highlighted
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References9
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