Competent potential of city quest technology in school geographical education

The aim of the article. The article is devoted to the analysis of competence of innovative technology of city quest, substantiation of expediency of use of technology at teaching school geographical courses, possibilities of development of subject geographical competences. Research methods. The competence potential of the city quest technology was studied with the help of general scientific methods (analysis and synthesis), empirical methods (observation, comparison, survey). Research results. In the process of studying the technology was formed a list of ways to define the concept of "city-quest", identified the advantages and disadvantages of technology in the teaching of school geography courses, reflected the possibility of implementing the applied component of teaching geography by means of quest technology. The use of city quests in the educational process demonstrates a generalized and synthesizing view of the world in a broad interdisciplinary context, enhances the integrative potential of interdisciplinary relations. City quest technology allows you to actively shape the student's personality, to influence him by means of emotionally colored interpersonal communication, to jointly solve the problem. The practical significance of the study. The survey conducted within the study allows us to conclude that the relevance of the trend of gamification and the introduction of quest technology in the educational process. In the conditions of the competence approach to teaching geography, the technology of the city-quest forms key and subject geographical competencies, in particular spatial, cartographic, local lore. Conclusions and prospects for further scientific research. An important area of further research is the theoretical development of technology for training teachers of geography to use city-quests in the educational process in the teaching of school geography courses