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The formation of a high level of geographical culture of students is not possible without their mastering and subsequent free operation in solving various cognitive tasks of the geographical names system. As the analysis of real educational practice shows, the situation associated with the study of geographical names is characterized by a low level of formation of educational results in this direction, lack of motivation on the part of students, the predominance of traditional methods, forms and technologies of organizing students' activities to study the system of geographical names that do not take into account the psychological and pedagogical characteristics of modern children and trends in the development of the educational system itself. systems. This article reveals the essence of the concept of "toponymic literacy", determines its component composition (informational, practical, reflexive), describes the technology of achieving the specified educational result in the unity of the target, content and procedural blocks, substantiates the didactic conditions that contribute to the effective implementation of the designed technology, and also describes didactic solutions that are a description of the strategy and sequence actions of the teacher and students to achieve the planned educational result – toponymic literacy of students, and the tools that make up the methodological core of these solutions (digital toponymic dictionary, interactive exercises, network projects, network quizzes).
Sinitsyn et al. (Mon,) studied this question.
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