Pedagogical interpretation of individualization and differentiation of geography lessons

Abstract

This article examines the theoretical and methodological-practical foundations of the pedagogical interpretation of individualization and differentiation of geography lessons in the context of a modern school. The authors substantiate the relevance of the transition to personality-oriented learning as the leading paradigm of the humanization of education, the center of which is the recognition of the uniqueness of each student. Geography, with its interdisciplinary, visual-spatial, and cultural potential, is one of the most effective subjects for the implementation of differentiated and individualized teaching strategies. Organizational-methodical, psychological-pedagogical, and didactic-technological conditions are presented that facilitate the implementation of approaches focused on the subjectivity of the student. An algorithm for pedagogical interpretation has been developed, including the stages of diagnostics, segmentation, modular lesson design, and reflexive trajectory correction. A set of ten pedagogical rules has also been formulated, which represent a tool for increasing the effectiveness of geography lessons at all levels of education. The findings highlight the importance of a student-centered model of geographical education in developing students’ cognitive, research, and civic competencies.