Methodist historians. The use of electronic educational resources in history lessons: methodologists answer questions from teachers

Line UMK S. V. Kolpakova, V. A. Vedyushkina. General History (5-9)

Line UMK R. Sh. Ganelin. History of Russia (6-10)

General history

Russian history

The use of electronic educational resources in history lessons: methodologists answer questions from teachers

Modern schoolchildren are children of the century information technologies, it is difficult for them to learn without using the latest ICT achievements: multimedia, interactive presentations, etc. Today, in order to captivate children with such a complex subject as history, teachers need to use information technology in the classroom - and here electronic educational resources come to their aid.
Experts and methodologists of the Russian Textbook Corporation answered frequently asked questions about the use of modern information technologies in teaching history.

How difficult is it to handle electronic educational resources?

It's not difficult at all. All EFU and ESM of the LECTA digital educational platform have a simple, intuitive interface and convenient navigation system: using the electronic table of contents you can easily find the desired chapter for the lesson, and using the “Search” command you can find all references to a particular concept or person.

What illustrative materials are there in modern electronic educational resources on history?

The materials are very diverse. First of all, these are multimedia presentations dedicated to a particular event or person. Often they contain not only visual, but also audio material: short story, description, comments on the slides. Then, these are excerpts from historical films that a modern schoolchild will most likely not watch anywhere else - “Battleship Potemkin”, “Kutuzov”, “Alexander Nevsky” and others. Finally, part of the electronic educational resources consists of various illustrations - maps, diagrams, photographs, which can be made larger and displayed on the interactive board during the lesson.

Excerpt from the film "Kutuzov" 1943. Textbook on the history of Russia for grade 9, authors L.M. Lyashenko, O.V. Volobuev, E.V. Simonova.

Training video dedicated to the Battle of the Ice. Textbook for 6th grade, authors V.G. Vovina, P.A. Baranov and others.

The textbook, prepared in accordance with historical and cultural standards, covers the period national history from the 16th to the end of the 17th century. The content of the textbook is aimed at developing the cognitive interests of students. The textbook's methodology is based on a system-activity approach that promotes the formation of the ability to independently work with information and use it in practical activities. Electronic form of the textbook (EFU) History of Russia. XVI - end of the XVII century. Grade 7 is included in the educational and methodological set (UMK) on the subject History of Russia, grade 7 Andreev I. L. Fedorov I. Amosova I. V. History of Russia. XVI - end of the XVII century. Grade 7 meets the requirements of the Federal State Educational Standard. EFU is recommended by the Ministry of Education and Science Russian Federation.

Can I use my own illustrative materials in lessons that are not in the EER?

Sure you can! To do this, it is most convenient to use the digital service “Classwork” of the LECTA platform. It is a bank of lessons and lesson plans. Each lesson already has goals, objectives, keywords and other supporting data, as well as a template for a multimedia presentation has been prepared for each lesson, which you can independently edit, supplement, and then save and put aside in your portfolio.

What do the tasks look like for independent work compiled using ESM?

Electronic educational publications actively use the test form of assignments: children like it, with its help they can quickly find their gaps in knowledge and see the correct answer. LECTA electronic textbooks are distinguished by the fact that they present different interactive, game forms of tasks.

The textbook, which is part of the “Algorithm for Success” system of educational and methodological kits, tells in an accessible and fascinating way about the main events of the history of Russia, from the Stone Age to the era of the formation of a unified state in the 16th century, gives vivid characteristics of outstanding figures and events of that era , contains the necessary information about economic activity And social relations. Much attention is paid to issues of culture, everyday life and spiritual life of people. The book is richly and colorfully illustrated, equipped with maps, diagrams and other visual materials. The textbook promotes in-depth study of the subject. The methodological apparatus, including multi-level tasks at the end of paragraphs, final questions, adapted excerpts from sources and historical works, allows you to use an activity-based approach to develop a system of skills necessary for the successful development of a school history course.

Let's look at some examples of ESM tasks. Interactive task on the topic “The Decembrist Revolt. Southern and Northern Society". Textbook “History of Russia. XIX - early XX century" for 9th grade, authors L.M. Lyashenko, O.V. Volobuev, E.V. Simonova. It is necessary to establish a correspondence between the personalities, the main elements of the program and the names of the societies. The student can complete the task any number of times, remembering his correct answers and finding errors.

An assignment on the topic of complete collectivization in grade 11 is presented in a similar form (textbook “Russia in the World” for grade 11, authors O.V. Volobuev, V.A. Klokov, M.V. Ponomarev).

In the same textbook, the test on the topic “Culture of the Silver Age” is illustrated with portraits of poets, artists and writers.

Interactive tasks are very diverse in form - for example, in some cases, schoolchildren are asked to reconstruct a fragment of text by inserting the necessary dates, names and facts into the gaps. For example, this is what the test on the construction of the Trans-Siberian Railway looks like in the electronic textbook “Russia in the World” for grade 11, authors - O.V. Volobuev, V.A. Klokov, M.V. Ponomarev. In the same window, the student can solve the task, receive feedback after seeing his mistakes, and correct them.

Textbooks for all classes contain timeline tasks - that is, the ability to arrange historical events in the correct chronological order. Assignment from teaching aid on Russian history for 6th grade, authors V.G. Vovina, P.A. Baranov, S.V. Alexandrova, I.M. Lebedeva.

Can I find out how students performed test tasks in the electronic textbook?

Assignments in the EFU are given to students solely for self-testing, so the teacher does not have access to the results. Test tasks in EER are made in a playful way so that students themselves want to pass them. In this way, we form in them the useful habit of checking themselves on their own initiative. In this case, it is important that the teacher does not see the student’s mistakes - this creates a psychologically comfortable situation when the student can perform tasks over and over again until he achieves an excellent result.

The content of the article

METHODISTS, a Protestant denomination guided by doctrinal and organizational principles put forward by John Wesley in the 18th century. “Methodists” were a derisive nickname for a small group of students whose self-discipline and methodical approach stood out against the backdrop of the religious indifference and inactivity that reigned in the Church of England. Today Methodist churches exist in 78 countries, with an estimated population of 18 million.

Doctrine and liturgical practice.

The doctrinal provisions of Methodism are set out in the form of 25 statements, which are an abbreviated version (made by J. Wesley) of the 39 articles of the Anglican Creed. Methodists believe in a Triune God and see the Bible as the final authority in matters of faith and practice. They acknowledge the reality of sin, but also the possibility of forgiveness and redemption. Wesley denied the Calvinist doctrine of predestination, and Methodists, following him, believe that all people can be saved, and they are able to know about the fact of their salvation. Methodists are also convinced that a person - through faith, repentance and holiness - can grow in grace, striving for Christian perfection; Wesley called this lifelong process sanctification.

The beginning of the 20th century in the world was marked by a sharp growth of industry and economy, and social and global processes acquired a certain dynamism. Many European powers have entered a new stage of their development, and Russian empire was no exception.

By this time, in Russia there was a significant growth of the intelligentsia, the emergence of new branches of science, it was increasingly possible to read in one newspaper or another about scientific developments in the field of mathematics, linguistics, chemistry, including in the field of historical science.

During this period, thoughts appeared that history as a science had long been divided into professorial and school science. The art of teaching history should be formalized into a separate science, primarily a pedagogical cycle, which would be based not on theoretical knowledge, but on practical skills. “One is a learned historian, the other is a historically educated person.”

Teachers of this period saw a variety of methods for conducting a history lesson, some tried to put forward the thesis that discussion and conversation are the basis for the birth of an educated, spiritually educated person. Others adhered to the system of summarizing and reporting, incorporating into this method the principle of independence and the ability to highlight the main thing. Still others believed that only working with a source can provide true knowledge of the subject, and hence the ability to competently teach the material. All these ideas were imbued with the spirit of the new time, the growing level of education and, above all, the birth of the idea that the teaching system should not be reduced to an elementary retelling and memorization of the text, as was popular among methodologists of the 19th century.

By this time, the very concept of methodology appeared and spread in a broad context. “Methodology is a pedagogical discipline aimed at clarifying the educational significance of history and finding, describing and evaluating methods that lead to a better presentation of history as an educational subject.”

One of the leading methodologists of that time was S.V. Farfarovsky proposed a laboratory method for teaching history. While still a young, beginning teacher, he traveled abroad to France, Belgium and Germany; upon arriving from abroad in Russia, he began to develop a laboratory method of teaching history, which was based on the knowledge gained from his trip to Europe. The essence of the method he proposes is a direct study of the source by students, and, based on the analysis of the document, an answer to a number of questions on the topic covered. During such classes, students develop an interest in the material, for example, scribal books, and they become fascinated by antiquity. The class is divided into several groups, each of which has its own knowledge laboratory. For example: “each group calculated the results for one country or district for different years, then they themselves deduce the facts of the decline of the economy within the boundaries of Moscow Rus' from a collective comparison of a number of descriptions of individual farms over different years.” At the same time, he attaches special importance to grouping the material in such a way that it is most accessible.

S. Farfarovsky saw the significance of the laboratory method in several elements: it awakens interest in history, facilitates the assimilation of factual material, and, above all, this method is designed for the psychology of age, lies in the fact that students begin to understand that all the conclusions of the textbook and the teacher are justified.

B.A. Vlokhopulov published a manual in 1914 called “Methodology of History. "Course of the 8th grade of women's gymnasiums"", where it attaches special importance to one of essential elements in teaching history, this is the teacher's home preparation. General training at the university turns out to be insufficient for teaching history, and even more so, practical techniques remain unknown to many young teachers. He bases his methodology on the concentric principle, primarily based on the fact that only when choosing material one has to take into account what might be most interesting to students: while boys are more interested in the history of the war, the details of battles, girls find descriptions more interesting cultural life of the era, internal life, etc. He also formulates a subjective-concentric method, mainly bearing in mind the degree of development of the student. At the same time, dividing the entire history course into two stages. At the first of them, events are considered in the form of separate, easily understandable and specific phenomena, while at the second, students try to use the information they have already acquired to create a single overall picture and supplement it with a number of new facts. Thus, the material is absorbed best and represents a colorful canvas of knowledge.

One more important point in teaching, he emphasizes the correct arrangement of material and here formulates the following methods. One of the first is the method of arrangement - chronologically - progressive, as a result of which all the facts are in the order in which they actually were.

The second method is chronologically - regressive, in which events come from the closest to the furthest; as a result of its application in practice, one can be based on opinion, based on a better understanding of knowledge that is closest in time.

By the third method he understands a system of grouping material, i.e. “all facts are connected in such a way that if one were not there, there would be no others.” Thus, the idea of ​​a single connection of facts or events in time can be traced.

In his last two methods: biographical and cultural, B.A. Vlokhopulov reflects the idea of ​​the high importance of the individual in history and the cultural successes that human civilization has generated. The basis for the combination of these two principles was the direct connection of the individual, as a continuation of man and the civilization of which he is a part.

Unfortunately, school practice shows that most of the time in class students are in the position of listening to the teacher’s story or reading the text of a school textbook. As a result, they develop self-doubt, the process of historical development proceeds less effectively, and they assimilate historical knowledge worse.

This was also pointed out by the methodologists of the pre-revolutionary school. So, N.P. Pocotylo believed that students could acquire knowledge by listening to a lecture and studying a textbook, but he asked the question: “Is such teaching of history worth anything? After all, no matter how well the teacher presents his subject, no matter how well the students prepare, they will all repeat what the teacher gave them, but there will be nothing of their own. But to achieve such a result, is it worth working for so many years!

Pre-revolutionary methodologists considered it necessary to eliminate the “unlearning of the textbook”; in their opinion, it should retain only the character of a reference book. In the same way, it is necessary to eliminate the teacher’s presentation of the material that is usually included in the textbook.

The first who suggested introducing students directly to the sources, and then to the textbook, was Professor M.M. Stasyulevich. In 1863, he proposed a method, later called “real,” based on an independent, active study of historical documents. For this purpose, he published a special anthology on the history of the Middle Ages. According to his deep conviction, “whoever has read Tacitus, Einhard, Froissart knows history, is more historically educated than someone who has mastered an entire historical manual.”

Subsequently, the “real method” of studying history split into several directions, one of which became the “laboratory method”. Initially, it was opposed to the formal method, which required students to memorize and reproduce the teacher’s speech and textbook text. The development of the laboratory method is usually associated with the names of S.V. Farforovsky and N.A. Rozhkova. They believed that it was possible to overcome the dogmatism of traditional teaching if all the cognitive activities of students were brought closer to scientific methods of research, for “there cannot be a reliable and lasting study of history without independent study of primary sources from a critical and real perspective.”

Following the same path as the scientists, students will be introduced to the research laboratory. This thought prompted S.V. Farforovsky to call his method “laboratory”. In addition, he believed that “the very fact that students are reading an ancient document arouses in them a very lively and extremely intense interest.” In 1913, he prepared a two-volume anthology “Sources of Russian History”, on the basis of which it was supposed to organize the learning process. The anthology contained many different sources: scribal books, excerpts from chronicles, legal acts, diplomatic documents, all kinds of letters, messages, etc. The author provided explanations for some documents: he explained the most complex concepts and gave recommendations for studying a particular document. S.V. Farforovsky and his followers believed that the leading role in the lesson should belong to the student, because “in the middle classes, critical ability and the need for analysis are already awakened in the minds of students. It is necessary to give these abilities healthy food, and not drown them out with textbook dogmatism, unfounded and apodictic statements. As experience shows, students then work more intensively than in ordinary lessons. The work of the class is distinguished by greater animation; it arouses active attention more than boring, monotonous, inactive, dogmatic teaching, tiring in its monotony and fruitless in its results.”

The task of the teacher, according to S.V. Farforovsky, is to help the student do in a simplified form the same work that the scientist does, to encourage him to repeat the entire train of thought leading to a predetermined position (since students must briefly become familiar with the conclusions of scientists). However, students carry out all work with documents independently. Ideas S.V. Farforovsky were picked up by many teachers - historians. Some of them made changes and additions.

Thus, A. Hartwig and N. Kryukov proposed using historical sources to make an acquaintance with historical facts more complete, thereby revitalizing the teaching of history, as well as organizing the work of students’ historical thought. In their opinion, “the textbook alone does not paint a vivid picture of a past life, does not give (and cannot give) those specific and detailed descriptions of the phenomena that took place, those detailed characteristics that would give the student the opportunity to draw conclusions, conclusions and understand the general connection what was happening. Without the necessary facts in their hands to make judgments about a particular topic, students perceive ready-made textbook formulas only by memory, which is highly undesirable from the point of view of rational pedagogy.” A. Hartwig identified one of the main conditions for the correct, in his opinion, conduct of the business of teaching history - the independence of students' work. He wrote that “... our joint work will be much more productive if students participate in this work “actively and, moreover, collectively.” The teacher must “...teach students to independently use historical material, teach them to read books of historical content, teach them to understand at least some of the historical meaning of what is happening...”.

A. Hartwig proposed dividing the class into groups of 5-6 people and distributing sources and reading aids to them, after which a conversation was organized during the lesson. At the same time, one of the students presented the main material on his question, and the rest supplemented it and discussed with him. A. Hartwig considered it sufficient if each student knew only a quarter of all questions, but in sufficient depth.

Supporters of the laboratory method include V.Ya. Ulanova, K.V. Sivkova, S.P. Singalevich. In their opinion, age characteristics students in grades 5-6, together with the small number of hours allocated to studying history, make it difficult to effectively work with documents. But, on the other hand, they believed that laboratory classes should not be abandoned, especially in high school, since they give students an idea of ​​methodology and introduce them to sources and research methods. They have the opportunity to apply the skills of historical analysis to facts and documents of our time.

One of the variants of the laboratory method - the documentation method - was proposed by Ya.S. Kulzhinsky. The study of documents, he believed, should be conducted according to an anthology, but in conjunction with a textbook. This helps students relate their findings to the source. Kulzhinsky believed that it was necessary to provide the textbook with systematic documentation and add an anthology to it. Documentation method Ya.S. Kulzhinsky was received ambiguously. S.V. spoke against him. Farforovsky, who stated that in this case the most important thing in the laboratory method was lost - the students’ independent search for truth, the development of their critical thinking.

In general, the pre-revolutionary school accumulated significant experience in organizing the study of history based on various sources, including historical documents. It is to this that attention has recently been drawn again modern teachers history and methodologists. Proposed and tested for the first time in Russia in the middle of the 19th century, this method has undergone significant changes to this day, but the main idea - the need to use historical sources in history lessons - remains unchanged.

Table 3. Methodists of the late 19th and early 20th centuries and their methods

Teachers of the early twentieth century. strived for a lesson structure that would stimulate students’ independent cognitive activity and shape their need for knowledge. Some saw this path in the study of visualization, others in the work of students on reports and abstracts, and still others in the use of historical sources. Some generally preferred the labor method of training.

When teaching history to schoolchildren, they tried to create specific images. For this purpose, maps and paintings, reading books with illustrations were published. Excursion work and local history research became an organic part of the learning process. As already noted, attention was paid to developing students’ ability to think and work independently.

At the beginning of the 20th century. old forgotten teaching methods are being introduced, new ones are appearing. Among them are real, laboratory, and dramatization methods. The real method is to work on the basis of historical sources. When introducing this method into practice, the systematic study of the history course and the use of the school textbook were ignored. It was supposed to be replaced with a short summary.

ON THE. Rozhkov and S.V. Farforovsky proposed to introduce a laboratory teaching method, i.e. bring all the student’s cognitive activity closer to the research methods of historical science. In their opinion, this can be achieved if all training is based on the study of primary sources, following the same path as scientific researchers. This will introduce the student to the research laboratory. The search for intensifying learning paths also led to the improvement of the abstracting system developed by methodologists B.A. Vlakhopulov and N.P. It hit me.

All these methods were aimed at improving the learning process, and more specifically at the goals, main directions in teaching history, ways and means of forming historical thinking among students in history lessons in Russian schools at the beginning of the 20th century.

Since 1917, school history education in Russia has undergone radical changes. Both the old teaching methods and the old textbooks are considered unsuitable for teaching the younger generation.

The first stage in the development of Soviet school history education was the 1917-1930s. - was marked by the elimination of history as an academic subject and its replacement with a social studies course. The teaching methodology is based on the “illustrative school of action” and the “labor school of work.”

Instead of civil history, it is proposed to study labor history and sociology. Based on this, revolutionary changes in the field of historical education begin. The first stage in the development of school history education began in 1917 and continued until the early 30s. At this time, the old content of historical education is being eliminated and history as an academic subject is being replaced by a social studies course. Within the framework of social science, there are only individual elements of a history course with an ideological selection of facts and Marxist coverage of them.

IN new school Exams, penalties, student assessments, and homework were canceled. The transfer of students from class to class and graduation from school should have been carried out based on feedback from the pedagogical council on the implementation academic work. Instead of classes, it was recommended to introduce small groups - “brigades”; instead of lessons - laboratory “studio” classes.

Teaching methods are being radically revised. The basis is the “illustrative school of action”, which first appeared in Western countries and has found application in our country. On the basis of this school, a “labor school of work” was being developed in the USSR. If in the bourgeois school the motto was “from knowledge to action,” then in the labor school everything became the opposite - “from action to knowledge.” Specific work pushed students to enrich themselves with knowledge and develop learning skills.

In 1920 an attempt was made to introduce sample program on history. However, it was not accepted even in a comprehensive form with the inclusion of law, political economy and sociology, information on the history of the class struggle and the development of the theory of scientific socialism. Since 1923, subject teaching was eliminated and a brigade teaching method was introduced based on comprehensive programs that existed until 1931.

In the 30s history is restored as an educational subject, the main form of organization of educational work is determined by the lesson (Resolution of the Central Committee of the All-Union Communist Party of Bolsheviks) “On primary and secondary schools” of September 5, 1931 and “On educational programs and initial and high school"dated August 5, 1932).

The situation with historical education changed in the 30s. A new stage is coming, characterized by the restoration of history as an independent subject. The Central Committee of the All-Union Communist Party of Bolsheviks gives instructions to abandon the laboratory-brigade method. The main form of organization of educational work is determined by a lesson with a solid composition of students, with a strictly defined class schedule (Resolutions of the Central Committee of the All-Union Communist Party of Bolsheviks “On Primary and Secondary Schools” dated September 5, 1931 and “On Curricula and Regime in Primary and Secondary Schools” dated August 5, 1932). It was proposed to restore a systematic history course in school in order to equip schoolchildren with a solid knowledge of the fundamentals of science. To train teachers, history departments in universities were restored, and departments of methodology appeared.

In 1939, updated history programs were published. They also operated in the 50s. The programs consisted of two parts - on general history (the ancient world, the Middle Ages, modern history) and on the history of the USSR. Sections of general history were studied from grades 5 to 9. The history of the USSR was presented twice: first in the form of an elementary course in primary school, then in senior high school in the form of a systematic course.

In the Soviet school of the 30-50s. The linear (since 1934) and partially concentric (since 1959) principle and structure of historical education are also introduced.

When considering the principles and structure of historical education in the Soviet school of the 50s. attention should be paid to the allocation of partial concentrations in teaching history. These concentrations have a fundamental difference from the concentrations in teaching history in Russian gymnasiums. The concentrations in the former school pursued the goal of deep, conscious knowledge of history, applied at three stages of education. Concentrations in the Soviet school were of a forced nature, associated with the ideologization of education.

At the end of the 50s. historical and methodological thought followed the line of strengthening ties with psychological and pedagogical sciences. Teaching and learning techniques were improved, recommendations were given on how to present the material, how to talk, how to use a map, a picture. But as before, the question of what a student does in class and how he learns history was almost never raised.

In the 60-70s. Research continues on methods of teaching history by scientists such as A.A. Vagin, D.N. Nikiforov, P.S. Leibengrub, F.P. Korovkin, P.V. Mountain, N.G. Dairy. The development of methods for teaching history came from the development of teaching tools and techniques and the provision of methodological assistance to the teacher in finding effective ways to teach students. The goal was to teach schoolchildren to independently acquire knowledge and navigate the growing flow of information. In didactics, problems of increasing the activity and independence of schoolchildren were developed in educational process, increasing the educational role of teaching, intensifying the lesson, introducing problems in teaching. In the 60-80s. The goal of developing the activity and independence of students in history lessons comes first. More and more attention is being paid to the problem of activating the cognitive activity of students, developing their working methods and skills, and the question of developmental education is being raised. So, A.A. Yanko-Trinitskaya, N.I. Zaporozhets study the mental operations of students; employees of the MPGU department - levels of cognitive activity, work methods, skills and methods of cognitive activity, develop a structurally functional approach to the selection of content, techniques and teaching aids. Specialists from the Institute of Content and Teaching Methods N.G. Dairi, I.Ya. Lerner raise questions about the problems of learning and the development of students’ historical thinking and, in connection with this, about the place and role of cognitive tasks. In solving these problems I.Ya. Lerner saw the most important way to develop students’ independent creative thinking. Thus, in the 80s. The most important goal of the learning process is the development of the student’s personality. The development of methodological problems continues in the 50-70s. During this period, methods and techniques of learning and teaching were improved: recommendations were made on the use of visualization when presenting material, the goal was to teach students to independently acquire knowledge, problems were developed to enhance the activation of independent activity of schoolchildren in the educational process, etc. (60-70s).

Methodists-historians on the organization of project-based learning in Russian history lessons for students in 7th grade

When describing the methodology for organizing project-based teaching of Russian history for 7th grade students, it is necessary to consider the specific teaching actions of the teacher and learning activities students in the process of project activities, taking into account the main psychological and pedagogical factors and the specifics of history as an educational subject, and also in this paragraph of the thesis we will consider the prevailing methods in a problem-type lesson: partially search, or heuristic, research.

The heuristic method has long been known to pedagogy and school as a way to organize creative activity through heuristic conversation in combination with cognitive tasks of a problem type. The essence of the heuristic method is that the solution of problems, the discovery of new patterns, and conclusions are carried out not by the teacher with the help of students, but by the students themselves under the guidance of the teacher.

Each student learns any content or action element by element, step by step. It is impossible to teach truly creative, research activities, that is, holistic problem solving, carrying out educational research without teaching the elements of this activity. In practice, a phenomenon of this kind is often encountered when a teacher reports facts and asks to make a simple conclusion, or during the course of a story asks only to make an assumption and invites you to think about the next link of the argument - in all these cases, he teaches you to think element by element.

With the heuristic method, the teacher, having posed a problem that is difficult for students to solve independently, divides it into sub-problems and, with a series of interrelated questions or similar lightweight tasks, includes students in the process of performing individual steps of the solution. The student does not plan the entire solution, as with the research method, does not carry out all stages of educational research, but solves the problem under the direct guidance of the teacher, and is independent only at certain stages of this research. The teacher does not always pose the problem from the very beginning. He can, through a series of leading questions, lead the student to a solution to the problem formulated at the end of the conversation.

The heuristic method is implemented in different forms. Thus, having formulated the task and encountering the students’ difficulty, the teacher poses the question in an easier form or gives a similar, but easier task. In another case, he divides this problem into 2-3 subtasks, after solving which students move on to the main one. In the third case, the teacher provides additional data for the task, thereby reducing the search field. The main technique of the heuristic method is heuristic conversation.

The essence of a heuristic conversation is that in order for students to find a solution to a problem, the teacher builds a series of interrelated questions that follow from one another. All or most of these questions represent small sub-problems, the solution of which leads to a solution to the main problem. Sometimes you need parallel series of questions that at some stage merge with each other.

For the success of the conversation, N. G. Dairi believes, strict adherence to at least four conditions is necessary: ​​the subject of the conversation must be a significant, significant issue that allows one to illuminate many aspects of the phenomenon; students must have sufficient factual knowledge, without this the conversation will resemble “an attempt to grow a rich harvest on unfertilized soil”; skillful management of student calls is essential various levels development, all students should be involved in the conversation and taught to think, but the conversation should not be turned into a meager alternation of material, replete with inaccuracies, errors and tiring the class; timely and skillful formulation of additional questions by the teacher.

The heuristic method is often called a partial search method, noting the presence of elements of creative search in it. Therefore, it can be considered to some extent a preparatory stage for the next stage, the research method.

The research method of study is organized by the teacher, mainly by setting students theoretical and practical research tasks that have high level problematic.

With the research method, the student performs logical operations independently, revealing the essence of a new concept or method of action. The student’s course of reasoning, the correctness or error of his conclusion, is determined by the teacher during an interview with the student or an oral or written presentation of the results of his research.

The research task involves a full cycle of independent educational and cognitive actions by students - from collecting information and analyzing it, independently posing a problem to solving it, testing the solution and applying new knowledge in practice. In this sense, solving research tasks is a methodological technique and a form of organization educational activities. With the research method, the cognitive activity of schoolchildren in its structure approaches the research activity of a scientist who discovers new truths.

With the research method, the highest level of cognitive independence of students is observed. O. I. Gorbovskaya describes the structure of students’ creative activity in the conditions of research work: awareness of the problem, problem situation; development of a hypothesis and educational search plan; independent work (search activity according to plan, development of a plan for checking search results, checking research results, analyzing conclusions); proving the truth of conclusions, using scientific argumentation techniques.

In the 60s of the 20th century, a classification of methods was proposed according to the levels of cognitive activity of schoolchildren with an increasing degree of their independence. It included explanatory-illustrative, reproductive method of problem presentation, partial search and research methods. The most common classification of history teaching methods remains the classification proposed by A. A. Vagin: methods of oral communication of historical material; methods of visual teaching of history; methods of working with text.

A.A. Vagin wrote: “The daily practice of a teacher knows only... three ways of knowledge - knowledge of historical phenomena by perceiving the living word of the teacher, knowledge by perceiving visual material and by reading.” These sources should be used for effective solution tasks in the formation of students' knowledge, their education on historical material, the development of general academic and subject-specific skills, for example, such as mastering techniques for comparing historical events, phenomena, applying knowledge and skills in practical activities.

According to N. G. Dairi, to develop in students the ability to understand phenomena public life, explain their essence is connected with the corresponding activity of students, which is caused by the formulation of problematic logical tasks. Students’ independent explanation of the essence of phenomena has a special power to increase the effectiveness of learning. To reveal the essence of a phenomenon, one cannot help but think, and in order to think it is necessary to assimilate factual material and apply intellectual and practical skills. And all this happens naturally, as a necessary condition for solving the problem. The tasks require searching for an entity. In the presence of a problematic logical task and a problematic presentation, a problematic situation arises, that is, such pedagogical conditions when the student is faced with the need to find something new, unknown, and to find it precisely as a result of the work of thought.

I. Ya. Lerner writes in his work that the experience of creative activity is ultimately acquired by solving problems and problematic tasks. The method organizing this process has long been called research. Its essence is that the teacher constructs a methodological system of problems and problematic tasks, adapts it to the specific situation of the educational process, presents it to students, thereby managing their learning activities, and students, by solving problems, provide a shift in the structure and level of mental activity, gradually mastering procedure of creativity, and at the same time methods of cognition are creatively acquired. When solving a problem or problematic task, knowledge and skills act in a dual function - as a means and a result of the solution. Previously acquired knowledge acts as a means, and the result is newly acquired knowledge and methods of activity. Both knowledge, the means, and knowledge, the consequence of the decision, acquire specific qualities that cannot be achieved by other methods. They become flexible, operational, and can act as a tool for independent cognition. The forms of problematic problems in the solution of which the research method is manifested are diverse. These can be word problems, tasks for short-term research (analysis of a historical document, laboratory experiment) or long-term research (experimental work at a field site).

M. T. Studenikin writes that the teacher includes elements of problem-solving in many lessons. Before learning new material, he poses interesting, unexpected questions to which students must answer at the end of the explanation of the new material. Problematic lessons are a different matter, when the study of the theoretical content of the lesson takes place entirely at the search level of cognitive activity. For strong students, the teacher prepares a presentation of theoretical information in hidden form, omitting the essence of facts and their connections. When starting to study something new, the teacher puts forward a problem, provides educational material and guidelines for solving it, accompanying the explanation with questions and tasks of a search nature. Based on what they have learned again, students decide educational problem, as a rule, has long been solved by science. The problem-search method of teaching is inappropriate to use when studying material that is full of facts or new material that is difficult for students or when there is not enough time in the lesson. It will not lead to success even if there is poor contact between the teacher and the students.

E. E. Vyazemsky, O. Yu. Strelova believe that problem tasks are a special type of logical tasks built on the discrepancy between the student’s current level of knowledge and skills and that required to solve the problem. In the process of solving it, students acquire the experience of creative activity, that is, the ability, when solving each new problem, to find their own original way of solving it, to rely both on existing knowledge and skills, and on conjecture and intuition.

According to M. V. Korotkova, modern methods of studying history in school involve teachers mastering new methodological models, effective forms of educational activities, including different types of student activity. M. V. Korotkova classifies types of educational activities as follows: modeling (game activity), communicative dialogue (discussion activity), study of sources (research activity). A game in a history lesson is an active form of educational activity, during which a certain situation of the past or present is simulated, in which the people participating “come to life” and “act.” historical drama. The main goal of such an activity is to create a game state - a specific emotional attitude of the subject to historical reality. In this way, students fill the “deserted” story with characters that they themselves portray, although in different ways in different types of games. Modern teacher Uses elements of discussion in almost every lesson. In its most general pedagogical form, the discussion is intended to reveal the existing diversity of participants’ points of view on any problem and, if necessary, a comprehensive analysis of each of them, and then the formation of each student’s own view of a particular problem. In any case, such a lesson must be attended by characteristic feature- interpersonal conflict, where everyone defends their position. In recent years, discussions based on group work have gained a significant influence in teaching practice. The combination of group work with solving a problem situation creates the most effective conditions for the exchange of knowledge, debate of ideas and opinions, provides a comprehensive analysis and informed choice of solutions to a particular problem. The main thing is that in discussion classes everyone is looking for “their own” truth, their own solution to the problem. At the same time, students master the most important oratory skills and the art of evidence-based polemics, which in itself is an important acquisition for adult life.

Let us outline the main features of the organization project work in the process of teaching Russian history to 7th grade students: a project is an integral work in which the final product, representing new knowledge or experience, is evaluated; a project is a complex work consisting of fundamentally different types of activities: drawing up a plan, collecting and analyzing new information, contacting people, systematizing received materials, drawing up recommendations; each type and subtype of activity represents a complex interaction of knowledge, skills, and abilities; a prerequisite for the project is real Practical activities(and not just modeling it). Practice in this case is a system-forming component directly related to the formation of the student’s worldview. Completing a project involves working with primary information (which does not exist in ready-made form before starting work), which actually teaches you how to make inferences. Project activities are based on the active use of game elements. The beginning of a game helps to strengthen positive motivation and increase the share of information used, because the game is associated with positive emotions; the student has no fear of failure; there is freedom of choice: when the student himself has the opportunity to set the rules of activity and the goal.

The teacher, actively applying the method associated with the research work of students, realizes the following goals and objectives: a personality-oriented approach to teaching, allowing you to work individually with students, developing their personal abilities and forming on this basis the creative activity of the individual - this is a method that in which the student becomes an active participant in the educational process; creating an atmosphere of cooperation between participants in the learning process; this principle is most fully implemented with the involvement of students’ parents in joint activities at any stage: assistance in finding materials for research work or when preparing work (it is very important that parents can see and evaluate the results of their child’s work); the formation of stable motives of students related to learning, expanding knowledge, and the desire to go beyond the minimum curriculum of the subject course; expanding and deepening students' knowledge; creating interdisciplinary connections, introducing computer technologies into teaching; developing the necessary skills to work with various sources of information, the ability to present and defend one’s point of view, and even simply teaching the student to allow the work started to finish; expanding the scope of use of information technologies: attracting Internet resources, creating presentation materials; nurturing such qualities of students as the ability to work in a team, respect the point of view of other participants in the work, find solutions together, and be tolerant; increasing the effectiveness of the learning process, which means stimulating interest in the subject and, accordingly, increasing the performance of low-performing students.

The necessary requirements for using the project method in teaching history are: the presence of a personally significant problem in research and creative terms (a problem that requires integrated knowledge and search for its solution); practical, theoretical significance of the expected results (for example, joint publication of a newspaper, an almanac with a report from the scene; a tourist route program); independent (individual, pair, group) activities of students in the lesson; structuring the content of the project (indicating stage-by-stage results and distribution of roles); the use of research methods that provide for a certain sequence of actions (algorithm for carrying out project activities):

• putting forward a hypothesis for their solution;
• discussion of research methods (statistical, experimental, observational, etc.);
• discussion of ways to form final results (presentations, defense, creative reports, screenings);
• collection, systematization and analysis of obtained data;
• summing up, drawing up results, their presentation;
• conclusions, putting forward new research problems.

Next, it is advisable to determine the stages of developing the project structure and its implementation.N.Yu. Pakhomova proposes to carry out project activities in 4 stages: P immersion in the project; O organization of activities;carrying out activities; P presentation of results.

Before work on a project begins, the project manager must answer a number of questions. Why is it created? this project? What caused the need for its creation? Is there really a need for this project? How will this project be used in the future? Who will act as the target group for which this project is being created? Will it find its consumers? What should the project be like in order to fully meet the objectives? Who will create the project? To what extent will he (will they be able) be able to embody the manager’s creative vision and realize his plans? What knowledge, skills and abilities do students have now that they need to implement the project, will they have by the time they complete a certain required type of work? What is the best way to distribute responsibilities among team members if there are several performers?

Thus, when starting to implement a project, the manager must think through in detail the final form created product. A predictive assessment should be made both from the point of view of the implementation of the author’s didactic idea, and from the point of view of the user for whom the program is being created.

In modern science, they distinguish between technical design (development and implementation of projects for previously known goals) and humanitarian design (problematic organization of thinking and activity).The most complete classification of projects in domestic pedagogy is the classification proposed in the textbook by E.S. Polat, M.Yu. Bukharkina and others. It can be applied to projects used in teaching any academic discipline. In this classification, the following types of projects are distinguished according to several criteria: according to the content of the project; according to the method dominant in the project; by the nature of project coordination; on the inclusion of projects in curricula; by the nature of contacts; by duration of the project; by the number of project participants (see Appendix 3).

In practice, it is usually impossible to see this or that project in its pure form; one can only talk about the dominant focus of the activities of the participants in a particular project.

Studying the literature on this issue, one can notice that both in the theory and practice of education, the distinctive features of the traditional approach and the project approach have been determined: the so-called “knowledge-based”, on the one hand, and “ability-based”, on the other. “knowledgeable” is built on traditional foundations: a class-lesson teaching system, the predominant illustrative and explanatory teaching method, a frontal form of organizing the educational space, control and questioning of the reproductive type and other similar characteristics. The goal of this approach is the formation of knowledge, skills and abilities. The leading type of activity is reproducing. “Ability” focuses on the personality of the student. One of the indicators of personality development is students’ mastery of such mental operations as: synthesis, comparison, generalization, classification, induction, deduction, abstraction, etc. But the most significant is the emergence of a need, interest, motive for personal growth, changing oneself, developing emotional figurative sphere, acquiring experience of emotional-value relations. Thus, project-based learning is a useful alternative to the classroom system, but it should not replace it. And in no way should we discard the golden fund of pedagogical techniques, approaches, and technologies that have been developed over decades. Experts from countries with extensive experience in this matter believe that it should be used as a complement to other types of training, as a means of accelerating personal growth.

The most important role in organizing project activities is played by the teacher himself.

The activity of a teacher changes at different stages. In the preparatory stage, it consists of initiating project ideas or creating the conditions for the emergence of a project idea, as well as assisting in the initial framework planning. Thus, the regulatory-organizational function predominates here. At this stage of the project, the teacher acts as an assistant, consultant on certain issues, and a source of additional information. A significant role is played by coordination of actions between individual microgroups and project participants. That is, at this stage, the leading function of the teacher is consulting and coordinating. At the final stage, the role of the control and evaluation function increases, since the teacher takes part in summing up the results of the work as an independent expert.

The teacher’s control and evaluation function is to evaluate project activities and sum up the results. Project work allows for a comprehensive assessment of the knowledge and skills of each student. The assessment should be based on the main elements of the project work and take into account the relevance of the chosen topic, the quality of both the project work itself and the student’s activities. The grade for the project work is assigned by the supervisor and can be used as the final grade in the subject.

When assigning an assessment, the following parameters should be taken into account: the presence of a general plan for working on the project; the presence and quality of formulation of the hypothesis and main research problems; selection of work methods and their compliance with the assigned tasks; availability and quality of reporting materials; availability of analysis of information sources; quality of presentation;

Grades for project work are given to the group as a whole. Based on the overall group assessment, an individual assessment is given to each group member in accordance with the degree of his actual participation in the overall work.
The evaluation criteria can be used: knowledge level; degree of responsibility for performing the work; independence, activity and ability to deepen the topic of study; ability to produce new idea and find new original approaches to studying the topic; initiative and interest; ability to work in a team, relationships with other group members; timely completion of work; clarity and accuracy of report preparation.

In most cases, project work also involves the stageapplication of design results: students draw conclusions about the possibility of applying the obtained practical results in the life of their city, country, and also come to the formulation of new problems.

In general management of the project, the teacher must constantly be able to “switch” from performing one function to another or combine them. This is the difficulty of project management. Not all teachers are able or want to give up the leadership function and become a consultant-coordinator, that is, provide their students with real autonomy and the opportunity to exercise initiative and independence.

Considering in this thesis study the organization of project methodology in teaching Russian history to 7th grade students, it is necessary first of all to note that projects can be different and their use in the educational process requires serious preparatory work from the teacher. The project method can be applied both in a regular classroom in the form of independent individual or group work of students for varying lengths of time, and with the use of modern information technology, in particular computer telecommunications.

When developing a project together with your students, preparing for it, selecting the necessary materials, you need to clearly understand its features and plan your work accordingly. Therefore, when developing a project, one must keep in mind the signs and characteristics each of them. In real practice, most often we have to deal with mixed types of projects, in which there are signs of research and creative projects, project-oriented and role-playing.

The nature of the project organization also largely depends on the type of project, its topic (content), and conditions of implementation. If this research project, then it certainly includes stages of implementation, and the success of the entire project largely depends on correctly organized work at individual stages. Therefore, it is necessary to monitor students' activities in stages, assessing them step by step. When assessing step by step, it is necessary to use various forms of encouragement: “Everything is correct, continue,” or “You should stop and think.” In role-playing game projects that involve a competitive nature, a point system can be used. IN creative projects It is often impossible to evaluate intermediate results, but monitoring the work is necessary in order to come to the rescue in time if necessary.

A project is a solution, a study of a specific problem, its practical or theoretical implementation. Students’ project activities are subject to a specific algorithmand is complex, consisting of several stages of creative and research work. This is how the project methodology differs from working on a topic, in which it is often enough just to learn new material on the topic; from role playing game, discussions in which roles are distributed in group work to implement the following methodological intention: better assimilation of the material, stimulation of interest, motivation of students’ cognitive activity. All of the indicated methodological goals may be present when using a project methodology, but, among other things, it is necessarily inherent in the study of the problem, creative search activity, embodied in any specific product.

However, working on the project contains certain difficulties. Students are not always ready or able to carry out project activities: conduct a discussion, discuss organizational issues, present a train of thought. Errors are also inevitable, since some of the additional information is unfamiliar to students and causes certain difficulties. Therefore, repetition and generalization of the necessary material should precede the development of projects, and it is advisable to carry out the projects themselves at the final stage of work on the topic, when conditions have already been created for free improvisation in working with the material.

Completing project assignments and participating in the project allows students to see the practical benefits of studying history, which results in increased interest in the subject, research work in the process of “obtaining knowledge” and their conscious application in various situations.

The effectiveness of project work depends on many factors that should be monitored by the teacher when planning a particular project. Knowledge of the main features of the project typology is a necessary condition for the successful implementation of the project, which means the implementation of productive activities of students in the process of organizing project-based learning of national history.

So, having considered the main methods used in the organization process

lesson-project of a problem type, came to the following conclusions:

1. Successful organization of a problem-type lesson-project is impossible using traditional methods, because they do not reflect either the essence of such lessons or the nature of the student’s cognitive activity.
2. The most common methods of organizing students' creative activity in a problem-type lesson-project are heuristic, research and gaming methods.
3. The method is determined by a set of techniques of components, while the dominant methods of activity of the teacher and students will be decisive. Methods of problem-based learning are: setting and solving problematic cognitive tasks, research tasks, heuristic conversation.
4. The use of the project method, which constitutes non-traditional methods, contributes to the creative assimilation of knowledge by students, the formation of a sustainable interest in the subject, the development of cognitive and mental abilities of schoolchildren, as well as the acquisition of skills in creative and playful activities.
5. Content educational material, the objectives of the lesson, the age and intellectual capabilities of the students, as well as the form of the lesson itself determine the choice of the project method. Depending on this, the teacher can conduct a heuristic conversation, organize research work students and set them challenging cognitive tasks.

See: Lerner I. Ya. Problem-based learning. - M., 1974. - P. 40-41; Vagin A. A., Speranskaya N. V. Basic issues of methods of teaching history in high school. - M., 1959. - P. 171-172.

Methodists of the 20th century were of particular importance. devoted to studying their native history. In the book “On Teaching Russian History,” A. V. Dobrynin noted that the purpose of its study, in addition to knowledge and the development of thinking abilities, should be to arouse in students love for the fatherland, respect for the great Russian people who worked at different times for the benefit of their state .

In Kazan in 1891, S. Lamovitsky’s book “The School Method of Relating to the Academic Subject of History” was published. According to the author, historical content “is not studied for its own sake; it is not a goal, but a means by which it is required to produce a certain educational influence on students” (120, The scientist reproached the modern school for the teacher’s simplified transfer of ready-made knowledge, when there is almost no tension for students. As S. Lamovitsky believed, the problem is “how to effectively touch the thoughts of students, to call them to more intensive activity» .

One of the ways to activate cognition Lamovitsky saw in heuristic learning when the teacher seeks to “force students to reach a known concept, judgment and conclusion themselves. In this case, the role of the teacher is not to communicate ready-made knowledge, but to conduct a conversation on issues that would direct the students’ thoughts to independently find the already known truth. Heuristic learning is especially appropriate when solving problems of translating homogeneous ideas into concepts, finding the information that follows from comparing existing ideas and concepts” (120, p. 174).

A significant contribution to the development of methodological problems was made by N.I. Kareev - corresponding member of the Krakow and Russian Academies of Sciences, honorary member Academy of Sciences of the USSR. He is known as the author of not only textbooks on general history, but also a series of articles on teaching history, a number methodological manuals. In 1900, his “Notes on Teaching History in Secondary Schools” (114) was published in St. Petersburg. In this book, the scientist examines such important issues of methodology as the role of the textbook in school teaching, the selection of material, the requirements for its presentation, and working with the book in the classroom.

The leading specialist in general history came to the conclusion that Russian history needs to be separated into a separate course, and in connection with it it is necessary to study information from the history of other peoples. Moreover, world history should not be the sum of the histories of individual peoples, but an “image” of the world-historical process. Only the histories of peoples that are important from a world-historical point of view should be disclosed in detail.

Teachers of the early 20th century. strived for a lesson structure that would stimulate students’ independent cognitive activity and shape their need for knowledge. Some saw this path in the study of visualization, others in the work of students on reports and abstracts, and still others in the use of historical sources. Some generally preferred the labor method of training. When teaching history to schoolchildren, they tried to create specific images. For this they used maps and paintings, a reading book with illustrations. Excursion work became an organic part of the learning process. During the history lesson, local history material was used. As already noted, attention was paid to developing students’ ability to work independently.

The method of questions and plans has become widespread. The teacher compiled them and gave them to students for homework. Both at home and in class, maximum attention was paid to working with the textbook. Schoolchildren were taught to read his text correctly and make a plan for what they read. From the textbook, students wrote down names, dates, concepts, explained them, and repeated what they had learned in conjunction with what they had learned again.

There was no doubt about the importance of repeating what was previously covered. “In a normal educational setting, repetition should be a necessary element of every history lesson,” in support of their words, the authors cite the words of one of the psychologists of that time: “Repetition should be done a short period of time after studying, because over a long period of time repetition often becomes useless; And it’s clear why. When we have received some impression, and we have, physiologically speaking, a trace of it, then we do not need to wait until this trace is erased, but we need to repeat the impression in order to make the corresponding trace deeper” (108, p. 144).

Along with old, forgotten teaching methods, new ones are used. Among them are real, laboratory, dramatization. Real Method This is a work based on historical sources. Prominent historians and methodologists NA Rozhkov and M.N. Pokrovsky selected documents for teaching depending on their availability and students’ interest in them. At the same time, the systematic study of the history course and the school textbook were ignored. ON THE. Rozhkov proposed replacing the textbook with a short summary.

The innovators were not satisfied with the proposed Ya.S. Kulzhinsky documentation method; when specially selected anthology documents were used to illustrate the text of the textbook. Such training allowed students to check to what extent the most important episodes in the textbook were supported by documents. Students developed the ability to draw conclusions based on a variety of facts.

ON THE. Rozhkov and S.V. Farforovsky proposed to bring the student’s cognitive activity closer to the research methods of historical science, basing training on the study of primary sources. Thus, they believed, the student would be introduced into the research laboratory.

Name laboratory The method was adopted by a teaching system based on students’ independent work with historical documents, illustrative material and popular science literature. The teacher, as it were, introduced the students into the laboratory of historical research, and the students made the simplest discoveries for themselves, learning what historians had known for a long time.”

A different method was used by the famous methodologist A.F. Hartwig. He replaced regular lessons with reading abstracts (abstract method) students and conversations to analyze them. In this case, the role of the teacher was reduced to guiding the independent work of students. A.F. Hartwig believed that it was necessary to know thoroughly only issues of significant importance in history, and did not strive for a systematic study of the course. The main thing for him was to accustom his students to independent work. He was also the author of the so-called dramatization method - small dramatic productions by students.

Abstracting system. The search for intensifying learning paths led to the improvement of the abstracting system developed by methodologists B.A. Vlakhopulov and N.P. It hit me. They saw writing essays as the main way to instill in students the skills of independent work. B.A. Vlakhopulov identified several stages in teaching students abstracting based on familiarity with the historiography of the problem.

First stage: To do this, it was necessary to read the entire article, understand the essence of what was read, break the text into parts and highlight the main ideas in each of them. Then the student took notes. He read a small excerpt of text, briefly summarized what he read, trying not to deviate from the author’s plan of presentation. A summary made up of the author's phrases was considered successful.

Second phase: suggested a presentation of the contents of a more solid book. The student read it, making notes on bookmarks about those places that seemed to him the most significant or characteristic. Only after carefully considering the contents of the book did the student draw up a plan for the essay. Now it was necessary to present the text in your own words; rewriting entire phrases of the author was not allowed.

Third stage: included the preparation of an abstract written on the basis of two or three small books devoted to a single problem and united by the commonality of its interpretation. At the same time, it is necessary to study the issue in detail and develop your own plan for presenting the material, which was the most difficult task.

On the next step work was also carried out on several books, but these already presented different, often opposing points of view. The student had to not only learn the main points of view of each author, but also understand the argumentation, critically evaluate it, and determine his attitude to what he read. Thus, this stage involved analytical activity.

Fifth stage: the ability to analyze the “raw” material of sources was assumed. They should be interesting and accessible for students to make their own conclusions and not contain passages that are difficult or controversial to understand. The staged nature of summarizing allowed high school students to master a coherent and consistent presentation of thoughts, making their contribution not only to specifically historical education, but also to general education.

Methodist M.N. took a different approach to enhancing the cognitive activity of students. Kovalensky. His system combined study in one or another sequence various means training: popular science literature, visual aids, reading books and a specially prepared textbook. The result of the work was to be short written reports from students on all the topics studied in the course.

SP methodologists. Singalevich, V.Ya. Ulanov, K.V. Sivkov believed that it is impossible to absolutize any one teaching method. In addition, it was considered useful to use various types of textbooks in gymnasiums, both for work in the classroom and for independent study at home.

Some attention was paid to personnel training. In 191 was opened in Moscow Pedagogical Institute with a two-year training period. It accepted persons who had completed a course at higher educational institutions. Great importance was devoted to methodological training of students: in the first year, 4 hours per week were allocated to the methodology, in the second - 3 hours.

5. School history education in the 1917-1990s.

On II All-Russian Congress Soviets in October 1917 at the suggestion of V.I. Lenin adopted a resolution on the formation of the People's Commissariat for Education, headed by A.B. Lunacharsky.

From 1917-1930: Training highlights:

1. history was replaced by a social studies course. Within the framework of social studies, elements of the history course remained with a new selection of facts with Marxist coverage.

2. Exams, penalties, assessments of student knowledge and homework were cancelled. The transfer of students from class to class and graduation from school were to be carried out based on feedback from the pedagogical council on the performance of educational work.

4. in October 1918, the All-Russian Central Executive Committee of the RSFSR approved the “Regulations on a unified labor school,” which replaced all pre-revolutionary schools.

5. joint secularism was established free education girls and boys.

labor school was divided into two stages:

The first is for children from 8 to 13 years old (5 years old)

The second is from 13 to 17 years old (4 years).

at the first level school began the study of elementary Russian course history from the third year of study. On last year the study of the Soviet Constitution was introduced.

6. The 1921 programs placed the study of the history of the native land - the cultural and everyday life of people - at the forefront of all work during conversations and excursions.

7. Since 1921, a social studies course was introduced

8. In 1923, they abandoned subject teaching and began to work on comprehensive programs that lasted until 1931.

9. The State Academic Council of the People's Commissariat for Education believed that it is necessary to study in school not the basics of science, but the complexes of life.

11. it was necessary to form a socially active personality. One of the means of formation was the application of acquired knowledge in practice. Schoolchildren held conversations with peasants and workers, made reports, organized demonstrations and performances on revolutionary holidays.

12. So, the history of the fatherland was not studied as a separate course in USSR schools until 1933. Historical material on Russian history was given in the relevant sections

13. general history. There were no textbooks or manuals, and the main source of knowledge was the spoken word of the teacher.

14. The transition from a nine-year association to a seven-year one.

The 1921 program proposed a procedure for distributing material about the life of society according to a new scheme and provided detailed outlines for individual parts of a whole complex of social science knowledge built on a single basis.

Basic provisions of the early 30s - late 50s:

1. Bringing history back to schools

2. The main goal is to show the civil history of individual peoples, and mainly covered the forms of social life.

3. History teaching departments were restored in universities

4. The construction of courses was based on the principle of chronological sequence in the presentation of historical events and linearity (studying courses once without repetition); independent courses on national and world history were introduced.

5. Intensive preparation of new programs and textbooks begins (N.N. Vanag, B.D. Grekov, A.M. Pankratova (history of the USSR); S.I. Kovalev, N.M. Nikolsky, A.B. Mishulin (ancient world); E. A. Kosminsky, A. I. Malyshev, A. I. Gukovsky (Middle Ages); N. M. Lukin, A. V. Efimov (new history). Abstracts of textbooks (“History of the USSR”, “New History”) reviewed I.V. Stalin, A.A. Zhdanov, S.M. Kirov)

6. A competition was held for the best history textbook. The creation of competitive textbooks was carried out by teams led by I.I. Mintsa, A.V. Shestakova, S.M. Dubrovsky, P.O. Gorin and other prominent historians. The jury chaired by the Secretary of the Central Committee of the All-Union Communist Party of Bolsheviks A.A. Zhdanov decided not to award the first prize to the first prize winner, and to give the second prize to the authors of the textbook for grades 3-4 “A Short Course in the History of the USSR” (A.I. Kozachenko, A.S. Nifontov, N.D. Kuznetsov and scientific editor A.V. Shestakov ). Textbook A.B. Shestakov is interesting in that his concept of the historical process was subsequently used as the basis for all textbooks on Russian history for senior classes and universities.

7. One of the problems of textbooks of that time was that methodologists did not interfere in the selection of content, and historians in their textbooks took little into account the methodological features of teaching history at school.

8. The principle of Linear learning was established:

3-4 grades - an elementary course in the history of the USSR (short history course);

5th grade - history of the ancient world (East, Greece);

6th grade - history of the ancient world and the Middle Ages;

7th grade - history of the Middle Ages and the Constitution of the USSR (its study was introduced in 1936);

8th grade - new history, part I; history of the USSR until the end of the 18th century;

9th grade - new history, part I; history of the USSR XVIII-XIX centuries;

During the Great Patriotic War, the educational goal took first place in teaching history. The teachers were tasked with strengthening the education of patriotism and international unity. When studying the Middle Ages, the historical role of the Slavic peoples, their joint struggle with foreign invaders, and the significance of cultural heritage were considered. The fascist myth about the “cultural mission” of the Germans among the “barbarian” Slavs was exposed. In history lessons, the historical roots of the German “onslaught on the East” were studied, and specially emerging research was used for pan-Germanism. During the lessons, teachers tried to instill in students firm confidence in victory in the Great Patriotic War, reveal the victory conditions. For this purpose, they talked in class about the high military leadership of A. Nevsky, D. Donskoy, A. Suvorov and M. Kutuzov. The most striking pages of the Polish-Swedish intervention at the beginning of the 17th century were studied. and the struggle of the Russian people for their independence, examples of the steadfastness and courage of Russian soldiers were given. Since the late 30s. Scientists, historians and methodologists have done significant work to determine the methodological and methodological foundations of the school history course. Its continuation was the preparation of various kinds of methodological manuals created during the war under the leadership and with the participation of A. M. Pankratova, N. M. Druzhinina, E.A. Kosminsky and others post-war years V.N. made a great contribution to the development of the methodology. Vernadsky, N.V. Andreevskaya, M.A. Zinoviev, V.G. Kardov, N.G. Tarasov, A.I. Strazhev, D.N. Nikiforov, I.V. Gittisi etc. Their works examined the didactic requirements of kuroku history; visualization in teaching history; psychology of students' acquisition of historical knowledge; methodology of repeated and generalizing lessons; system for the formation of factual and conceptual knowledge; methodological system for teaching history. IN Soviet time Ideological attitudes left their mark on the teaching of history.

50s:

1. In the 50s tried to update the communication problem past history and modernity, giving students a “correct understanding of history.” The goal, especially in elementary history teaching, was to develop in students a certain attitude towards the facts being studied. At this time, new generation textbooks appear .

2. At the end of the 50s. textbooks begin to include documents intended for independent work by students, publish notebooks on the history of the ancient world and the Middle Ages by M. I. Tenenbaum, as well as outline maps. The workbooks were published in a small edition as an experimental teaching aid and were not subsequently reprinted. Changes are taking place in the system and content of historical education. Partial concentrism of historical courses was introduced. An 8-year education becomes compulsory, and summer school is only available to those who wish.

3. The study of national history was built on the principle of concentrism, and general history, with a few exceptions, was based on linearity

4. Teaching and learning techniques were improved: how to present material, how to talk, how to use a picture, a map. But it still remained unclear what the student did in class, how he learned history.

5. A provision was put forward on the formation whole system knowledge about the historical process from antiquity to the present day, and not just about individual periods of human history

6. Structure of history education (from 1959 to 1964):

4th grade - episodic course on the history of the USSR;

5th grade - history of the ancient world (2 hours per week instead of 3);

6th grade - history of the Middle Ages (2 hours per week instead of 3);

7th grade - history of the USSR with elements of modern history until the mid-19th century;

8th grade - history of the USSR with elements of modern and contemporary history to the present;

9th grade - new history, part 1; history of the USSR until the end of the 19th century;

10th grade - new history, part 2; history of the USSR from the beginning of the 20th century. before 1937; recent history;

11th grade - history of the USSR from 1938 to the present; modern history, part 2.

Late 1950s - early 1960s gg.

1. “thaw” period. At this time, some democratization of secondary education began.

In the 1960-1980s. :

1. An integral state system of secondary education has emerged, covering the educational space throughout the country. Since 1959 - eight-year education. Constitution of the USSR (1977) - compulsory ten-year education.

2. Training was conducted according to state programs and textbooks, uniform for all types of educational institutions.

3. The structure of training was based on a linear model - each training course was studied once.

4. The goals of teaching history were aimed at realizing not only the educational, but also the educational and developmental potential inherent in history as an academic subject.

5. The goals of education were oriented towards the formation in schoolchildren of “high moral and political qualities”, “Soviet patriotism and socialist internationalism”, “respect for national dignity and national culture”, intransigence towards any manifestations of nationalism. Development goals were aimed at developing in students “creative thinking, cognitive activity, independent judgment, and the ability for self-education.”

In the 80s The goal of teaching is to develop students’ activity and independence.

More and more attention is being paid to the problem of activating their cognitive activity, developing skills and work methods, and the question of developmental education is being raised. Thus, A. A. Yanko-Trinitskaya and N. I. Zaporozhets study the mental operations of students; employees of the MPGI department - levels of cognitive activity, work methods, skills and methods of cognitive activity, structural-functional approach to content selection, techniques and teaching aids.

Since the mid-80s, collections of cognitive tasks have become an integral part of the teaching and learning concept (educational methodological concept) in history. They were proposed to organize independent work of students under the guidance and control of the teacher.

At the end of the 80s. Crisis phenomena arose in education, generated by the collapse of the previous system of social relations. The search began for new educational structures that correspond to new trends in the development of society.

6. History teaching goals. Federal State Educational Standard.

History teaching objectives:

1. “to equip students with deep and lasting knowledge about the development of society from ancient times to the present day, both in Russia and in foreign countries; based on the analysis and generalization of scientifically reliable factual material, consistently reveal the role of the masses as the true creators of history, creators of material and spiritual values, the role of the class struggle in the revolutionary transformation of the world, organizing and directing activities communist parties- the vanguard of the working class and all working people; highlight class conditioning and the significance of individual activity in history; develop a scientific understanding of the laws of development of society, a class approach to all events of the past and present; to form a scientific worldview, a belief in the inevitability of the death of capitalism and the victory of communism;

2. educate young people in the spirit of communist ideology and morality, intolerance towards bourgeois ideology, in the spirit of socialist patriotism and proletarian internationalism; promote the transformation of acquired knowledge into convictions, into guidance for personal active participation in communist construction;

3. develop students’ thinking, their cognitive activity, independence, cultivate readiness and respect for work, stimulate interest in science, art, instill the ability to independently replenish their knowledge, and correctly navigate the events of modern political life.”

Federal State Educational Standard LLC was adopted in 2010. Federal State Educational Standard of Basic general education(hereinafter referred to as the Standard) is a set of requirements mandatory for the implementation of the basic educational program of basic general education educational institutions with state accreditation. Federal State Educational Standard – focused on the development of the student’s personality.

The main characteristics of the Federal State Educational Standard:

1. New format (framework document)

2. Expansion of user functions

4. New methodological basis (system-activity approach)

Reasons for introducing the Federal State Educational Standard:

1. Economic sphere: overcome inefficiency in the economy

2. Social Scope: eliminate strong social Stratification, weak state. Support

3. Polit. Scope: eliminate the instability of the southern regions, not a strong democratic foundation

4. Spiritual sphere: smooth out the civilizational gap (violation of the continuity of values ​​between generations)

Meaning:

1. Preparing generations of free, wealthy, critically thinking, self-confident

2. Achieving advanced positions in global economic competition

3. Change social structure society in favor of the middle class

4. Strengthening the national Security and implementation of constitutional rights of citizens.

Structure of the Federal State Educational Standards unit:

1. General provisions. Part 1 of the Federal State Educational Standard explains the meanings and reasons for the adoption of this document, the responsibilities of individuals. Persons interacting with each other.

2. Requirements that must be met in order for the educational process to be productive. A list of subjects is also indicated that ensures the development of children, their skills and abilities in a certain area.

3. Requirements for the Federal State Educational Standard, consisting of programs, goals, structural provisions of the standards, ensuring the productivity of the functioning of the Federal State Educational Standard in educational institutions.

4. Requirements for implementation are supplemented by paragraph 1. Multifaceted assessment of personality, events, etc.

The scientific methodological school that previously existed in the USSR had a number of undeniable achievements, which was recognized throughout the world and therefore the new Russia, creating its own system of school history education, objectively cannot refuse the inheritance received. In this regard, the problem of the relationship between traditions, continuity, on the one hand, and innovations, on the other, in the formation of the concept of modern school history education acquires the greatest relevance.

The burden of the past has and will have an impact on updating the content of historical education as an objective factor. Therefore, the task facing methodologists and teachers is to qualitatively transform the existing system of school history education.

The instability of society, its transitional nature, the diversity of ideological positions and attitudes in the spiritual sphere have affected the state of school history education. On the one hand, irrational concepts, as well as designs based on common sense, benefited. Unfortunately, a pragmatic approach to education is clearly visible, a desire to solve purely pragmatic problems, which carries the threat of depriving historical knowledge of spiritual and value content. On the other hand, unique prospects have arisen for the reconstruction of the entire system of teaching history, since orientation towards any ideological and ethical systems is excluded, and space is opened for the development of a critical historical method and for the transfer of objective values ​​from teachers to students, for broad programmatic and methodological creativity of teachers .

Diversification modern education, the creation of a multidisciplinary, multi-level and multi-tempo system focused on meeting the diverse educational needs of students requires determining the place, role and function of history that are adequate to the tasks solved by various educational institutions. Without clarifying the goals of historical education, it is hardly legitimate to start a serious conversation about its content and methodology.

At the same time, an analysis of the activities of history teachers and the content of the temporary state educational standard in history makes it possible to state that there is a danger of losing the subject of history as a science. Sometimes teachers lean toward the study of cultural studies, philosophy, and literature, thereby replacing the specific subject of history, which is associated with the study of the diverse historical process as a whole. The inclusion of a body of knowledge of special social science disciplines in the content of historical education in order to implement the ideas of integration in practice results in an expansion of the boundaries of the already voluminous subject of history, expressed in an increase in the informative core, which, as a rule, is difficult for students to assimilate.

The leading principle of building history education in secondary schools has become the humanization of history. Humanization is understood as the reorientation of the entire education system towards the interests and needs of each individual student, the satisfaction of his cognitive, moral and ideological needs. It covers all main areas of teaching activity. Let us consider the leading directions of humanization of the content of history education, which are most visibly represented in the practice of history teachers. These include:

"humanizing history" when a person is considered not as a means, but as a goal of historical knowledge, when, through the achievements of culture, the world of a person of a certain era is revealed, his intellectual, emotional and sensual side of consciousness, recognition of the individual’s self-worth and free will, expressed in increased attention to historical figures, to their socio-psychological portraits; enrichment of educational material (with values ​​of a universal human nature; caution in the approach to the factors of transformation of the world and society; showing alternativeness, multivariate paths historical development;

strengthening personal, the emotional and value aspect of the content through consideration of issues of historical science that are “open”, debatable in nature, through the presentation of alternative points of view, opinions, judgments on historical issues.

The content of school history education should include all the basic elements of culture (knowledge, skills, experience of creative activity, experience of emotional and value relations), and not be limited to one or two elements presented in current curricula. History has enormous emotional power and cultivates in a person the ability to imaginatively perceive past events and to think artistically. The grandiose picture of human activity over the centuries, the exciting spectacle of human destinies and achievements revealed by historians, cannot but amaze the imagination and have an impact on the senses. However, in real conditions the student develops the idea of ​​the existence of two stories: one, schematized, he learns at school, the other - living - from books, films, through means mass media. It should be recognized that there is a contradiction in modern historical education between the priority in the accumulation of knowledge and insufficient work on the development of the emotional and sensory sphere of the student’s personality.

In 1992, the Law of the Russian Federation “On Education” was adopted. The basis of reform educational system became the principle of the priority of the individual. In accordance with the strategy for the development of historical and social science education, the monopoly of state-party ideology was abandoned and the transition to pluralism of ideologies began. An appeal to values ​​associated with the best national and world traditions was proclaimed. The introduced structure of historical education was supposed to ensure the formation of an integral system of knowledge about man and society.

In accordance with the Law “On Education” in the 90s. The introduction of compulsory (basic) nine-year education began. The school began to move from a linear to a concentric structure of education. The first concentration consisted of a basic school (grades 5-9), the second - a complete secondary school (grades 10-11). The first concentration introduced the study of national and world history from antiquity to the present day on the basis of a civilizational approach. The education strategy provided first for the study of Russian history in the context world history, and subsequently the creation of a unified course called “Russia and the World”.

The second concentration introduced the courses “History of Russia from ancient times to the present day,” “Major milestones in the history of mankind,” and “History of world civilizations.” To repeat and deepen at a higher theoretical level what was previously studied, it was planned to study modular and integrated courses. Currently, there is an increasing need to create historical and social science courses built on a problem-based principle. In general, the structure of history education is as follows:

Primary School

Propaedeutic courses in Russian history and social studies.

Basic school

5th grade - history of the ancient world;

6th grade - Russia and the world in the Middle Ages;

7th grade - Russia and the world in modern times;

8th grade - Russia and the world in modern times; introduction to knowledge society;

9th grade - Russia and the world in modern times; introduction to knowledge society (legal course).

Complete high school

10th grade - Russia from ancient times to the present day; history of world civilizations;

Grade 11 - Russia from ancient times to the present day. Introduction to social studies: the modern world.

8. Historical education at school in 1990-early 21st century.

The structure of historical education in the 00s. Curricula, courses, textbooks. In 1992, the Law of the Russian Federation “On Education” was adopted. The basis for reforming the educational system was the principle of priority 1CHNOSII. In accordance with the strategy for the development of historical and social science education, the monopoly of state-party ideology was abandoned and the transition to pluralism of ideologies began. An appeal to values ​​based on the best national and world traditions was proclaimed; the structure of historical education was supposed to preserve the formation of an integral system of knowledge about man and society.

In accordance with the Law “On Education” in the 90s. compulsory (basic) nine-year education began. The school began to move from a linear to a concentric structure of education. The first concentration consisted of a basic school (grades 5-9), the second - a complete secondary school (grades 10-11). The first concentration introduced the study of national and world history from antiquity to the present day on the basis of a civilizational approach. The education strategy provided first for the study of Russian history in the context of world history, and subsequently for the creation of a unified course called “Russia and the World.” In the second concentration, the courses “History of Russia from ancient times to the present day”, “Main milestones in the history of Mankind”, “History of world civilizations” were introduced. To repeat and deepen at a higher theoretical level what was previously studied, it was planned to study modular and integrated courses. Currently, there is an increasing need to create historical and social science courses built on a problem-based principle. In general, the structure of history education is as follows (30):

The programs began with an explanatory note that revealed the goals of teaching history. In the main part, the factual and theoretical material that makes up the content of education was presented in sections and topics. At the end of the topics, the main ideas were given, the concepts required for mastering were indicated, and intra-subject, inter-subject, and inter-course connections were listed. For each class, the basic skills of students were determined, and at the end of the programs, a criterion for assessing knowledge was given, as well as a list of methodological literature and visual aids.

The programs were designed to provide the required uniform level of education. But, in. 90's TT. the meaning and role of traditional Russian programs as mandatory for the implementation of the state (Document) have changed. It was decided to introduce: a state standard, similar to the Western one, defining the mandatory minimum of historical education, quantitative criteria for assessing the quality of education. In the Temporary State Standard, methodological scientists tried to set out the basic requirements for hysterical education students in high school.The explanatory note defined the goals of teaching history at school, the object of studying history (the past of people and humanity) and the main system characteristics of the object (historical past, space, movement).