The application of innovative methods of teaching geography in higher school

The paper considers theoretical and methodological aspects of the application of innovative methods of teaching in higher education, reveals the essential characteristics and possible applications of simulation techniques, case-study, framing technology in teaching geography. An innovative approach to the academic process is a prerequisite of modern higher education. Along with traditional approaches to acquisition of learning material (in geography - regional, comprehensive, historical, typological) new ones are applied - systemic, problem-based, constructive which lie at the basis of modern learning technologies. One of the problems of geography - representation of geographical knowledge, which can be an independent source of knowledge enhancement. Geographic images appear as a result of interplay of various geographical concepts in the process of purposeful human thinking. Images in geography are somewhat similar to the concept of a frame. Under framing educational technology we mean the increase in the volume of knowledge without increasing instructional time. In implementing the problematic and constructive approaches to teaching it is practical to use the method of case-study, which has similarities with the method of problem-based learning, but is distinguished by specific features: the availability of a model of a system at a particular time; collective decision-making; multialternative decisions; a specific objective when making decisions. The teacher should skilfully present a case-situation (suitable presentation), to organise the discussion of the case and its analysis, evaluate and summarise the discussion. Special emphasis on generating ideas. Business game can be arranged by case study, if it is based on a problem. In the process of learning geography by using innovative teaching methods one can implement pedagogical paradigms such as: humanitarian, technocratic and historical. The essence of innovation is to create a learning environment in which the student in the learning process becomes its subject. In this regard, it is necessary to find in the pedagogical process such psychological or psycho-pedagogical conditions that could within the learning process as much as possible, promote their independence and activity of students, as well as their intellectual and personal development.