The purpose of this paper is to follow “Climate change, risks and Natural Resources“ in the curriculum of Geography of Bulgaria and the world in 9th and 10th grade and to interpret some didactic aspects.
Analysis of key themes, concepts and categories related to the environment, events and approaches to environmental protection and the environmentally sound development of sectors of the economy is didikticheski targeted. Considering the emergence and development of geo-ecological issues, their scope and their importance to the environment, systematize some species and some approaches to solving them.
Geography education in grade 9 and 10 involves acquiring knowledge, developing skills and composing behaviors of objective perception and assessment of the reality of globed, regional and local aspect.
The emerging consumer and individualistic culture snowballing globalization, are increasingly occurring global warming, declining biodiversity form new realities which education must respond appropriately.
The objective, consistency, accessibility and relevance in real terms are meaningful, logical accents. Whether and how reproduced in the study of Geography of Bulgaria and the world is the subject of research study in this report.
Geoecological structuring of topics, concepts and categories can be done in different signs. In terms of their scope are local, national or regional, and global. Matter and interdisciplinary approach, which is to reveal the unity of the “man-society-nature” to clarify the complexity of their character with a view to forming a harmonious personality with high Geoecological consciousness and culture, and the activities carried out in their study.