{"id":1697,"date":"2019-09-09T14:21:15","date_gmt":"2019-09-09T10:21:15","guid":{"rendered":"http:\/\/journal.geonatres.az\/?p=1697"},"modified":"2019-09-09T19:52:30","modified_gmt":"2019-09-09T15:52:30","slug":"cografiya-kurikulumunda-m%c9%99zmun-standartlarinin-bilik-v%c9%99-f%c9%99aliyy%c9%99t-x%c9%99tl%c9%99ri-baximindan-t%c9%99hlili","status":"publish","type":"post","link":"https:\/\/journal.geonatres.az\/en\/cografiya-kurikulumunda-m%c9%99zmun-standartlarinin-bilik-v%c9%99-f%c9%99aliyy%c9%99t-x%c9%99tl%c9%99ri-baximindan-t%c9%99hlili\/","title":{"rendered":"ANALYSIS OF \u201cCONTENT LINES\u201d IN\u00a0 GEOGRAPHY CURRICULUM OF MIDDLE AND HIGH SCHOOL"},"content":{"rendered":"<p><strong>O.K.Alkhasov, N.S.Seyfullaeva<\/strong><\/p>\n<p style=\"text-align: justify;\"><strong>Abstract.<\/strong> In presented article, authors analyzed the content of Geography curriculum, education standards and interrelation between sub-standards and different categories of knowledge. Sub-standards are reviewed in connection and comparison with learning activities\u00a0 offered for 6th and 11th grades. The problems appeared in the process of teaching-learning geography in school are discussed, and the different solution of possible problems are offered.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>REFERENCES<\/strong><\/p>\n<p>1.Cenni L.Stil, Kurtis S.Meredit v\u0259 \u00c7arlz Templ. \u00abD\u0259rsin planla\u015fd\u0131r\u0131lmas\u0131 v\u0259 qiym\u0259tl\u0259ndirilm\u0259\u00bb. VI ki\u00adtab. A\u00e7\u0131q c\u0259miyy\u0259t \u0130nstitutu. Yeni N\u0259sil. Bak\u0131, 2000. 50 s\u0259h.<\/p>\n<ol start=\"2\">\n<li>F.\u015eorn, V.Kallahan, V.Briller, F.Payko\u00e7 v\u0259 ba\u015fqa\u00adlar\u0131. \u00abF\u0259al t\u0259lim\u00bb. T\u0259limat\u00e7\u0131lar v\u0259 m\u00fc\u0259lliml\u0259r \u00fc\u00e7\u00fcn v\u0259\u00adsait. T\u0259hsilin \u0130nki\u015faf M\u0259rk\u0259zi. Yeni N\u0259sil, Bak\u0131, 2003.<\/li>\n<li>N.S.Seyfullayeva, \u0130.F.Rak\u00e7iyeva, Y.\u018f.\u015eabanova. \u201cCo\u011frafiya\u201d. VI sinif. M\u00fc\u0259llim \u00fc\u00e7\u00fcn v\u0259sait. 160 s\u0259h. Bak\u0131 n\u0259\u015friyyat\u0131, 2013.<\/li>\n<li>Y.\u018f.Q\u0259ribov, N.S.Seyfullayeva, \u015e.H.H\u00fcmb\u0259to\u00adva, Y.\u018f.\u015eabanova, T.C.\u0130smaylova. \u201cCo\u011frafiya\u201d, VII si\u00adnif. M\u00fc\u0259llim \u00fc\u00e7\u00fcn\u00a0 v\u0259sait. 140 s\u0259h. Bak\u0131 n\u0259\u015friyyat\u0131, 2013.<\/li>\n<li>Z.Veysova, Co\u011frafiya f\u0259nni \u00fczr\u0259 t\u0259lim\u00e7il\u0259r \u00fc\u00e7\u00fcn v\u0259sait. 150 s\u0259h.\u201c\u0130nki\u015faf\u201d elmi m\u0259rk\u0259zi. 2014.<\/li>\n<li>A.Y.S\u00fcleymanova, T\u0259hsilin \u0259saslar\u0131. 388 s\u0259h . \u201cT\u0259hsil\u201d n\u0259\u015friyyat\u0131. Bak\u0131 2015.<\/li>\n<li>Az\u0259rbaycan Respublikas\u0131 T\u0259hsil Nazirliyi, Kuri\u00adkulum Portal\u0131, www.Kurikulum.az.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/journal.geonatres.az\/wp-content\/uploads\/2019\/09\/O.K.Alxasov-N.S.Seyfullayeva-2016_N1.pdf\"><strong>Download the article<\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>O.K.Alkhasov, N.S.Seyfullaeva Abstract. In presented article, authors analyzed the content of Geography curriculum, education standards and interrelation between sub-standards and different categories of knowledge. Sub-standards are reviewed in connection and comparison with learning activities\u00a0 offered for 6th and 11th grades. The problems appeared in the process of teaching-learning geography in school are discussed, and the [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-1697","post","type-post","status-publish","format-standard","hentry","category-mqallr"],"blocksy_meta":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>ANALYSIS OF \u201cCONTENT LINES\u201d IN\u00a0 GEOGRAPHY CURRICULUM OF MIDDLE AND HIGH SCHOOL<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/journal.geonatres.az\/en\/cografiya-kurikulumunda-m\u0259zmun-standartlarinin-bilik-v\u0259-f\u0259aliyy\u0259t-x\u0259tl\u0259ri-baximindan-t\u0259hlili\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:locale:alternate\" content=\"az\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"ANALYSIS OF \u201cCONTENT LINES\u201d IN\u00a0 GEOGRAPHY CURRICULUM OF MIDDLE AND HIGH SCHOOL\" \/>\n<meta property=\"og:description\" content=\"O.K.Alkhasov, N.S.Seyfullaeva Abstract. In presented article, authors analyzed the content of Geography curriculum, education standards and interrelation between sub-standards and different categories of knowledge. Sub-standards are reviewed in connection and comparison with learning activities\u00a0 offered for 6th and 11th grades. 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