Semantic reading as a means of students’ ecological worldview development in the process of learning Geography

The paper deals with ecological worldview development among students capable of self-development and self-education on the basis of universal educational actions in the light of modern requirements of the Federal State Educational Standard of General Education in Geography. The issue of environmental competence as an integral part of the scientific worldview is touched upon. The authors have highlighted worldview ecological knowledge as a substantive basis of the worldview for all courses of school Geography; they have also noted ecological skills. The components of the ecological worldview (cognitive, value-normative, moral-strong-willed and practical) are considered. Attention is paid to the issues of intellectual development as the central link of the scientific worldview, the conditions for ecological worldview development, the selection of the content of educational material, the use of intersubject connections, the establishment of cause-and-effect relationships, the use of modern pedagogical technologies. The authors’ attention is also focused on the technology of problem-based learning as a basis for student-centered learning technologies – technology for project activities development and case technology. Particular attention is paid to the technology for critical thinking development through reading and writing as the most optimal and rational technology for universal general educational action development – semantic reading. It is one of the elements of reading competence related to the key cognitive competence that forms the basis of the cognitive component of the ecological worldview. The results of experimental work aimed at semantic reading skills development are presented.