Methods of teaching history in diagrams, tables, descriptions. Objectives and functions of history teaching methods

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Lecture No. 1

HISTORY TEACHING METHODOLOGY

February 18, 2008

Alexander Leonidovich Korzinin.

test. 16 hours of lectures. 8 topics.

1 topic. Subject and objectives of the course. Theoretical and methodological foundations of the school history course. The formation of historical education in Russia in the 18th and 19th centuries.

Topic 2. Development of school history teaching and methods of teaching history in domestic school 20th century. Comparative characteristics of the linear and concentric structure of school history education.

Topic 3. Methods and techniques for teaching history.

Topic 4. Types of lessons and forms of teaching in middle and high schools.

Topic 5. Methodology for the formation of concepts, chronological knowledge and skills in school history courses.

Topic 6. History learning outcomes. Methods of diagnosis and assessment.

Topic 7. Preparing a teacher for a history lesson. Lesson plan notes, thematic planning.

Topic 8. Innovations in teaching history.

The purpose of the course is to learn how to teach history, to be able to select the main, most significant things from what you are going to present, i.e. certain requirements for the selection of material.

Literature:

Vyazemsky E.I., Strelova O. “Methods of teaching history at school.” Practical guide for teachers. Moscow. 1999.

Vyazemsky E.I., Strelova O. “Theory and methods of teaching history.” Textbook for university students. Moscow. 2003.

Korotkova M.V., Studenikin M.T. “Methodology for teaching history in diagrams, tables, descriptions.” M. 1999.

Studenikin M.T. "Methods of teaching history." M. 2004.

N. John “The Craft of a History Teacher.” Yaroslavl. 2001.

Methods of teaching history in high school. M. 1986.

Handbook for history teachers. Reference and methodological manual. M. 2003.

Topical issues of teaching methods in secondary school.

There are a lot of books.

Topic 1. Subject and objectives of history teaching methods. Theoretical and methodological foundations of the school history course. The formation of historical education in Russia in the 18th and 19th centuries.

The word “methodology” is of ancient Greek origin. Translated, it means “a way of knowing, a path of research.” A method is a way of achieving a goal, solving a specific problem.

Methods of teaching history is a pedagogical science about the tasks, content and methods of teaching history. Science studies and explores the laws of the history teaching process in order to improve its efficiency and quality.

The object of study of the methodology is the content, organization of the form and method of teaching.

The subject of study of the methodology is the pedagogical learning process. Those. teacher teaching and students learning history.

Methodist Singalevich said: in life you often encounter bad teachers. They do not know how to convey their knowledge to others in a sufficient form, since they are not sufficiently familiar with the methodological foundations of communicating historical material to students, and in general have not fully mastered the methodology of the subject.

The methodology is needed in order to be able to correctly present historical material and convey it to others. The methodology provides answers to the questions: why teach, what to teach and how to teach?

Knowing the methodology, you can teach anywhere. Although the population at school and university is different.

The main factors of learning at school:

1. Goals determined by the state and society.

3. Scientific and methodological organization of the learning process. Forms, methods, methodological techniques, teaching aids.

5. Learning outcomes.

Now in more detail.

1. Learning goals were different at different stages of historical education. Much depended on development needs Russian state. In pre-revolutionary Russia, the goals of education meant the formation of a full-fledged historical consciousness of students, the assimilation of democratic values, institutions, the study cultural heritage our ancestors and humanity as a whole.

Goals do not fall from the sky, they are formed by the state. There is a certain political elite. In part, the goals reflect a certain stage of development of the state. In part, these goals are repeated.

Currently the following goals:

students mastering the basics of knowledge about the historical path of mankind from ancient times to the present day.

development of the ability to comprehend events and phenomena of reality on the basis of historical knowledge.

formation value guidelines and beliefs of students based on the ideas of humanism, historical experience, and patriotism.

education of a person - a patriot of his country, respecting national universal values

integration of the individual into national and world culture.

There are many goals, they are global. Naturally, not every school pursues these goals. Much depends on the personality of the teacher.

3. Teaching methods can be verbal, printed and handwritten, when working with texts during lessons; visual when the film is shown; practical, when they reconstruct something, make it with their own hands.

Teaching methods provide an answer to the question: how to teach, through what to transmit knowledge and information.

The methods allow for two-way activity between teacher and student. Good technique allows students to effectively develop historical knowledge and cognitive skills, scientific views and beliefs, develop their abilities.

Forms of training.

There are whole-class forms, when the teacher works with the whole class.

Group, when the class is divided into groups.

Individual, when several students are selected from the class and speak during the lesson.

Types of lessons:

repetition-summarizing, seminars, etc.

4. Cognitive capabilities of students.

They are related to the age of the student. The school educates children from 6-7 to 17-18 years old. Accordingly, there is an elementary school, a middle school, and a high school. This should be taken into account when teaching history. The learning process develops students' ability to understand, assimilate and apply historical knowledge in practice.

Definition of ability: these are individual characteristics of a person, which are subjective conditions for the successful implementation of a certain type of activity.

Everyone has their own abilities. Some people find history interesting, others don't. And such students, with different abilities, are found in the same class. Therefore, it turns out that everyone needs an individual approach.

In general, abilities are expressed in the speed, depth and strength of mastering the methods and techniques of studying history.

5. Learning outcomes are directly related to the implementation of set goals and reflect achieved level students' knowledge and skills.

The level of perception means intellectual level perception, motivational-volitional, emotional. You can perceive it intellectually, or you can perceive it through emotions and feelings.

Knowledge is expressed in the ability to prove and substantiate one’s own statements, highlight what is essential and most important, identify cause-and-effect relationships, and use the necessary knowledge to solve problems.

We must keep in mind that the goals have been set and the level of training is there. But the level of knowledge in modern school According to history, it is quite low now. Many students don't do their homework and don't care about grades. The level of knowledge achieved depends not only on the teacher, but also on the students themselves and their parents.

Learning outcomes are measured by the level of historical education achieved in the lesson, the formation of a scientific worldview, and the education of students in the process of teaching history.

In words, it’s all beautiful and smart. In fact, the level of students is extremely low.

The quality of education is assessed through tests, assignments, and students preparing reports, essays, and scientific articles outside of class hours.

What is the importance of history teaching methods? Allows you to identify the level of knowledge and skills in the history of students of a particular age, specify learning goals, set specific tasks training, select content in accordance with the goals and objectives of training, etc.

There are many goals. Teaching methods are closely connected with history itself, with historical knowledge. The purpose of the methodology is to select the most significant, important things that can be successfully perceived by students, and to be able to consolidate this knowledge at school.

It must be borne in mind that the development of school education goes hand in hand with the development scientific education. All scientific data must be reflected in textbooks. In this regard, textbooks are rewritten, edited, and supplemented.

The methodology is also closely related to historical knowledge.

Content in school is selected in connection with the cognitive capabilities of students. You won’t be able to give very difficult ones at school, because no one at school will understand you. It is necessary to present the material as simply and clearly as possible, and not even in the volume that a school textbook sometimes suggests, because the topics are very broad, and cognitive level students, unfortunately, is disproportionate compared to the amount of information, so it is necessary to simplify the content, divide it into some fractional units, give it in in full. The main thing is to give at least the minimum that they can put into practice.

Methodology is closely related to pedagogy.

At our university, the emphasis is on scientific knowledge.

And in Pedagogical University named after Herzen, emphasis is placed on pedagogical process training. There is also a course on methods of teaching history. But it is read from a pedagogical point of view, how exactly to conduct lessons, how to give material, how to take into account the cognitive capabilities of students.

Teaching history in pre-revolutionary Russia 17-20 centuries.

Formation and development of history teaching.

The origin of historical and methodological science dates back to the 15th century. These are the first shoots. This origin is seen in the appearance of the first collections containing historical information. These collections were called Azbukovniki. They date back to the 15th-17th centuries. These are the most general works, which contained the alphabet, counting and brief information of a general nature.

The first educational book on history is Synopsis - Review. The author of the book is Innocent Gisel. Appeared in Kyiv in 1674. He himself was the abbot of the monastery and belonged to the clergy. The Synopsis contained descriptions of military actions on the part of Russian princes and tsars, and listed the names of princes and tsars, as well as Ukrainian hetmans. This was a fascinating history reference book. Therefore, it cannot be called a textbook. He was in need of the day.

But the Synopsis can be considered as a printed source of information on Russian history. It is believed that the teaching of history first began in two private educational institutions: the Moscow Gymnasium of Pastor Gluck, opened in 1705; The school operated in St. Petersburg and opened in 1721.

The children of the boyars studied at the Moscow gymnasium at will, service people, merchant people. They paid money for education.

Feofan Prokopovich’s school had a more liberal composition; history was studied by people of all ranks, but also for money.

Although the first private schools opened in the 17th century, history was not taught there.

Since 1726, state teaching of history appeared. It took place in the academic gymnasium at the Academic University in St. Petersburg. It was created in 1724, in 1725 it began to function according to a decree that created a three-member system: the Academy of Sciences, the Academic University, subordinate to the Academy of Sciences, and the gymnasium at the university.

The academic gymnasium consisted of a preparatory German and Latin schools. IN German school 3 years of study, 2 years in Latin. Students entered 5th grade, studied for 5 years, and completed their studies in 1st grade. Those. from 5th grade to 1st. History was studied from 3rd grade.

In the 3rd and 3rd grades, ancient history was allocated 3 hours a week, studied from the Creation of the world and ending with the reign of the Christian emperor Constantine.

In the 1st grade, history was studied 2 hours a week, the study was carried up to the 1740s of the 18th century.

There was no Russian history as a separate discipline. We studied world history, and as part of it we studied a little national history.

In 1747, at the Academic Gymnasium there appeared special disciplines– lessons of chronology and heraldry.

It must be borne in mind that there was no systematic history course, there was no classroom teaching. Each teacher taught 3-4 subjects. This makes the quality worse. In addition, teaching was conducted in foreign languages.

In parallel with the teaching of history in schools, educational literature was developed. The first textbooks were translated, and they were on world history. In 1747, the first translation of a textbook on general history into Russian was published. It was called "Introduction to General History." History was presented according to the medieval scheme of monarchies: Assyro-Babylonian, Persian, Macedonian, Greek period, Roman period. The presentation began from the creation of the world, listing the rulers and everything that was done by them. About wars. All this was flavored big amount jokes so that reading is not boring. There were a large number of myths that were presented as real facts.

In the 18th century there were a considerable number of private schools. There individual items Chronology, numismatics, heraldry, genealogy, and geography were studied. But the teaching was very primitive. The teaching was based on question-and-answer form. The educational material had to be learned by heart. The teacher spoke clearly from the textbook. Students had to write down word for word and retell it word for word in the next lesson.

In the 1760s of the 18th century, history was taught in religious educational institutions, in commercial and art schools, i.e. quantity educational institutions, where history was taught, expanded.

In general, the teaching of history in schools was closely connected with the development of historical science, with the emergence of new research on history and fundamental works.

History was not in the first place in the plans of educational institutions, but served as an addition to the philological course. In 1st place were languages, philology, and in addition to it - history. History was taught for relaxation and relaxation. Historical knowledge was considered as a storehouse of material from which one must draw examples and models of virtue or vice.

Only on the advice of Tatishchev, who stood at the origins of Russian historical science, history as a subject was first introduced in schools as an independent academic subject, separate from philology. The starting point was the essay by Tatishchev himself, “Russian History from the Most Ancient Times.” This book was used by many contemporaries, including Lomonosov. It served as a starting point for the presentation of historical knowledge.

From the 2nd half of the 18th century, Russian history gradually began to establish itself in schools; it gradually began to separate from the general one.

The first school textbook on Russian history is considered to be Lomonosov’s work “A Brief Chronicler with Genealogy”, 1760. This Chronicler was short review Russian history from Rurik to Peter 1. Contained a periodization of history, listing the most important events and dates. The presentation of historical material was carried out until the reign of Catherine 2.

In 1769 there appeared new textbook“Image of Russian History”, author August Ludwig Schlozer. These were 2 small books for foreigners.

In the last quarter of the 18th century, the amount of educational literature began to grow. This was due to the reform of school education carried out by Catherine II. New books appeared. The most common book in public schools was “On the Positions of Man and Citizen.” But it was more of a social studies textbook. Author Jankovic-Demillevo. It was believed that Catherine 2 had a hand in its compilation. The textbook contained explanations of the concepts of soul, mind, will, love of the fatherland, and marital union.

Under Catherine 2 it was implemented important reform in 1768. Public schools were established in all provinces. They introduced a class-lesson teaching system. The use of blackboards and chalk in lessons was introduced.

At the insistence of Catherine II, a special commission was formed that drew up a plan for writing Russian history for the Public Schools. Those. methodological foundations for teaching history in new educational institutions were needed. The purpose of the technique: to describe every important incident or matter in such a way that it serves either as encouragement or as a precaution for people of present and future times. Those. no longer cooling, but useful.

Yankovic’s textbook “World History, Published for Public Schools” was published Russian Empire" St. Petersburg, 1787.

This book, in addition to historical material, contained recommendations on how to teach a lesson. It was suggested to read the material piece by piece, and the teacher had to explain what was read. Show on the map the places of events, campaigns, migrations of peoples. Ask students questions and briefly review what they learned in the previous lesson. Yankovic proposed presenting the material in his own words, but in a certain connection and with reference to wall maps (land maps). At first these maps were geographical, and at the end of the 18th century historical maps also appeared.

1783 Creation of a Teachers' Seminary in St. Petersburg for the training of teachers of public schools. For the first time, methods of teaching history were included among the subjects taught. This indicates a certain importance, recognized on the part of the government, of the methodology of teaching history, and an increased interest in history.

Yankovic continued to work on publishing educational literature. On his initiative, a wall historical map of the Russian Empire was published in 1793.

New history books were translated. In 1787, A History of the World for the Education of Youth, by Schreck, was translated and published. The book was intended for public schools; it turned out to be more interesting than Yankovic’s “World History”.

In 1799, instead of the outdated Chronicler of Lomonosov, a “Brief Russian history"composed for use in public schools. Author Timofey Teriak. This textbook included 3 historical maps as an appendix. Extensive and detailed course on Russian history, but with a dry presentation of the material.

In the 1770s of the 18th century, domestic history was separated from general history, although general history was considered in schools as the main one. Domestic history was usually taught in the last grade, and served as the completion of general history.

The technique left much to be desired. The lessons were based on the principle of memorizing the material and repeating it at the next lesson.

History as a separate academic subject was included in the plan of the Public Schools. There were no written homework assignments. The lesson took the form of explanatory reading from a textbook. There were almost no explanations from the teacher. Just read the textbook.

19th century. History education in school usually promoted scientific historical knowledge. Venerable historians, their views served as the starting point for changing the teaching of history in school.

Karamzin believed that knowledge of the present begins with the past. Karamzin was the official historiographer. Therefore, in his presentation, history was presented as the result of the activities of monarchs, rulers, outstanding personalities. Within the framework of this monarchical concept, Karamzin believed that history should serve to instruct and moralize the younger generation, in the spirit of admiration for the throne. This migrated to the textbooks of the 1st half of the 19th century, to the textbooks of Kaidanov and Smaragdov. In their textbooks, the subject of history was the deeds and destinies of great people. All events were explained by the psychology of outstanding personalities, generals and sovereigns.

Methods of teaching history. In the 1st half of the 19th century, works on the method appeared. In 1840-45, works on methods of teaching history appeared by A. Yazvinsky. He suggested writing down the most important facts on sheets of paper different color. Students had to draw these sheets into 100 cells. Each cell meant a year, 100 cells - a century. Game form conducting a lesson.

Rhythmic generalization technique. It was developed by Gottlieb von Schubert, director of a German school. The facts of history were rhymed and sung like songs and memorized.

Grouping method. Lieberman. Various material grouped by topic and discussion took place.

In the mid-19th century, the most common practice was for the teacher to briefly comment on the text of the textbook; there was no disclosure of internal connections between facts; there was no documentary material, no visual aids were used.

Lecture No. 2

Methods of teaching history

February 25, 2008

Studenikin “Methods of teaching history at school.” M. 2002.

We reached the beginning of the 19th century.

In the making methodological system Belinsky, Dobrolyubov, and Chernyshevsky made a great contribution to teaching in the 1840-60s. What is their merit? The fact is that they said that there must be a connection between history and modernity, that ideas must be extracted from the facts of the historical past. Facts are not an end in themselves. That the presentation of facts cannot be dispassionate, that it is necessary to show the process in its regularity, and history should be taught in schools in such a way as to awaken thought in students.

In the development of the educational method. Historians made a great contribution to literature, in particular S.M. Soloviev “Training book of Russian history.” 1859-60." This book covered not only Russian history, but also general history, which was covered in connection with the history of Russia. But there were no maps, no chronological diagrams. And the book was large.

Textbooks by D.I. were very popular. Ilovaisky. He proposed approaching history as an art, and grouping facts with descriptions privacy to make it interesting to read. He believed that instead of memorizing a text by heart, one could practice rehearsing, i.e. performances of students as actors.

M.M. played a major role in the development of the technique. Stasyulevich, professor at St. Petersburg State University, he was the editor-in-chief of the journal “Bulletin of Europe”. He was a proponent of the real method. It consisted of working directly with documents without using a textbook. The emphasis was on self-study document to shape the student's cognitive abilities.

In 1862-65, thanks to the efforts of Stasyulevich, 3 volumes of the Reader of Documents on the Middle Ages were published. Here were documents from sections social relations, life, culture, etc.

Stasyulevich great attention devoted to patriotic and educational purposes. He wrote: in a student, the educator should see not a future historian, but only a person enjoying the fruits of historical development without his own moral and mental improvement.

Methodist Gurevich, author of “The Experience of Historical Methodology.” 1877. Believed that the main goal was to interest the reader and instill interest in the phenomena of folk life. And also to acquaint students with the history of the fatherland, studying the most bright personalities and related events. These views are still being expressed today. Those. It is important that students find it interesting to listen. It is not necessary to go through the entire program, and this is impossible to do. It is important to select the material in an interesting and emotional way.

According to Gurevich’s approach, only the most striking and characteristic phenomena of the country were taken from general history. But this is also an extreme. The theme of the development of monarchical power was taken from the entire history of France. From the history of England only the development of representative institutions. In Poland - nobility.

Vinogradov and Nikolsky wrote such a work as “Methodology of history according to Kripper.” M. 1885. Kripper - German teacher. New teaching methods based on the German methodology were proposed. Method 1 – biographical. The focus was on descriptions of outstanding personalities, their actions, and biography. And through them a description of events.

Method 2 – collective-categorical. The material was grouped taking into account significant dates calendar

Method 3 – real or textbook. When training was carried out only on the basis of primary sources. But these were not archival sources, but their Readers. It is important to introduce students directly to the spirit of the era.

Method 4 – progressive, when events were studied in chronological sequence, since antiquity.

Method 5 – regressive. Events were studied from the present day, and gradually delved into the past.

Lomovitsky believed that the goal of historical education is an educational influence on students. He paid great attention to how to consolidate knowledge. How to “strongly touch the students’ thoughts, call them to more intense activity.”

A method of heuristic teaching, when the teacher sought to “force students to reach a known concept, judgment, conclusion on their own.” When the teacher chews everything and puts it in his mouth, the students do not remember anything. And if along the way they asked questions so that they tried to find answers to the questions, then they remember.

The role of the teacher is not in the message ready-made knowledge, but in conducting a conversation in order to direct the student’s thought to independently find an already known truth.

Before the revolution, school history education and methods of teaching history in secondary schools were actively developing. A lot of important things have been done. But at some point these developments were already forgotten in the Soviet school. Much had to be restored anew.

DEVELOPMENT OF SCHOOL HISTORICAL EDUCATION IN RUSSIA

METHODOLOGY FOR TEACHING HISTORY IN THE 20th AND EARLY 21ST CENTURIES

COMPARATIVE CHARACTERISTICS OF THE LINEAR AND CONCENTRIC STRUCTURE OF SCHOOL HISTORICAL EDUCATION

At the beginning of the 20th century there were a large number of methods for teaching history. Much has been done in the field of studying visual aids, maps, and paintings. Students were actively working on reports and abstracts. Was used historical sources. We must remember that something new is a well-forgotten old. Before the revolution, many of the methods used now were widely developed. The method of questions and plans that the teacher gave to students at home was widespread. There was active work with the textbook: reading, summarizing, drawing up a plan, writing out concepts.

If we take the development of the Soviet history methodology in the 1970s and 80s and compare it with the pre-revolutionary one, then all sorts of “innovations” were actually already applied in the pre-revolutionary school, but they were forgotten about, and then they tried to pass it off as an innovation.

The real method, the laboratory one, was working with a source, the dramatization method, which involved giving students a short presentation on the topic. It's all interesting and educational. A method for writing essays to develop independent work skills. Hiking.

In 1911, a special 2-year pedagogical institute was opened in Moscow for those who would like to engage in pedagogy. Persons who completed courses at higher educational institutions were accepted there. In this Ped. At the institute, much attention was paid to the methodology course. In the 1st year they studied the methodology 4 hours a week, in the 2nd year – 3 hours.

SCHOOL HISTORICAL EDUCATION IN 1917-EARLY 1930s.

What happened after the Bolsheviks carried out the revolution and created new state bodies? During work 2 All-Russian Congress Soviets, in October 1917, immediately after the revolution, the People's Commissariat for Education was formed, headed by Lunacharsky. His deputy was famous historian M.N. Pokrovsky.

The Bolsheviks, having come to power, decided to implement a reform of school education. But it was rather an anti-reform, because they decided to abandon the systematic course of history. They suggested replacing history with a course in social studies, and from a Marxist position. This is reminiscent of modern times, because now entrance exams in history have been canceled for many university faculties, and social studies have been introduced.

How was history teaching structured? After 1917, school was taught 7 days a week, seven days a week. But at the same time, 2 days were allocated for excursions. Did not have class teachers. Textbooks were not recommended in class. Instead of textbooks there were reference books. Instead of a lesson form, something like conversations was recommended. Exams, grades, and homework were canceled. How were you released from school? Based on feedback from the pedagogical council.

Instead of classes, teams of 10 people appeared. Laboratory classes were introduced instead of lessons.

In October 1918, a regulation was issued on a unified labor school, when within the framework of the school not only cognitive, but also work activity. According to this provision, joint and free education for girls and boys was introduced.

The first school was for children from 8 to 13 years old, the second level - from 13 to 17 years old.

Russian history was studied from the age of 3 as part of social studies. There were comprehensive history teaching programs. These programs had the main topics to be discussed: nature, society and work. History was studied as part of the study of society.

Teaching methods practiced in Soviet schools: some were adopted from pre-revolutionary experience.

Laboratory method, when material was collected on individual topics based on sources. Students studied these sources independently. On final stage a conference was held where all previous developments and searches were summarized. For these conferences, special questions for repetition. They were intended for homework.

The research method was when specific tasks were contracted out. A row is a team of 5-6 students. They took on tasks such as drawing diagrams, maps, making costumes, weapons, and modeling.

For example, topic: studying the village in the past and present. Children studied sources and literature on the topic “village” at school. Then they went to the village and talked with the peasants there, getting acquainted with life. We watched how the peasants lived and what they ate. They then prepared reports on the topic.

The labor method implied the acquisition of knowledge in the process of historical modeling. When they were making an object, they built a model of the pharaohs' pyramid, and read books on this topic. They could make a model of a primitive man’s home, a feudal lord’s castle, or a noble estate.

Until 1933, the history of the fatherland was not studied as a separate course in USSR schools, only within the framework of social studies. I didn’t study it at universities either. Material on Russian history was not taught separately. It was seen as a small part of global history. There were no textbooks or manuals. This is the level of education in schools.

Development of teaching methods in the beginning. 1930s-late 1950s.

In the early 1930s, history was restored as an independent subject. Perhaps this was due to Stalin's victory in the internal party struggle. Perhaps with the beginning of the construction of socialism. Maybe by that time material had been accumulated on how history should be taught from a Marxist-Leninist position.

Main form of organization academic work became a lesson. This was preceded by the resolutions of the Central Committee of the All-Union Communist Party of Bolsheviks “On primary and secondary schools” and “On curriculum and regime in primary and secondary schools” in 1932.

A systematic history course and history departments in universities were restored. Departments of history methods reappeared. Our history department began functioning in this building in 1934. Before that there were warehouses here. A history department was also opened in Moscow.

In May 1934, a decree of the Council of People's Commissars of the USSR was issued on the teaching of civil history in schools of the USSR. The teaching of history was based on the linear principle of presenting events. And in the pre-revolutionary school there was a concentric principle of presenting historical events.

Since 1934, grades 3 and 4 took a short course on the history of the USSR from antiquity. 5th grade – history of the ancient world, the East and 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 of 1936; 8th grade - new story, history of the USSR until the end of the 18th century; 10th grade - history of the USSR 20th century, and modern history since 1958.

As you can see, the course was inconsistent.

The number of history lessons has increased. In 1934, the magazine “History in Secondary School” began to be published. This speaks to the importance of history.

Preparations were made for the publication of textbooks by history specialists. Party bodies have requested that a competition be held for best textbook. This competition was supervised by the People's Commissar of Education ____nov, and the notes were reviewed by Stalin himself. Zhdanov and Kirov helped him in this. The importance and necessity of new textbooks was so deeply realized.

On March 3, 1936, a decree on history textbooks was issued. For primary school A competition was announced for the best textbook.

In August 1937, the results of the competition were summed up. The jury was headed by Zhdanov himself. Nobody got the 1st prize. But the 2nd prize went to the authors of the textbook for grades 3-4 “ Short course history of the USSR”, authors Kozachenko, Nifontov, Kuznetsov. This textbook had maps and color inserts. But it also had its downsides. He was characterized by dryness, lack of questions and tasks. There were no diagrams or tables. It contained a large number of facts.

In the 1930s, school education developed. But as for the methodology, it lagged noticeably behind historical education. There was no interaction between methodologists and historical scientists. We have lost the habit of practicing methods, since this did not exist before 1934.

The Great Patriotic War.

The educational goal - patriotism and internationalism - took first place in teaching history. From now on, certain topics have become particularly common in study.

The study attracted interest German history, especially the German expansion to the east. This was considered to expose the myth of the cultural mission of the Germans, to show that this mission meant simply aggressive goals. These knights who came to Lithuanian and Russian lands were called nothing more than dog knights.

Many stories appeared about the high military leadership of Alexander Nevsky, Dmitry Donskoy, Suvorov, Kutuzov. Even small brochures were published about the military skill of this or that commander. The books are written in excellent language. We can say that the publication of such books has achieved a certain art in terms of presentation of material and selection of information.

During the Second World War, a lot of work was done to determine methodological foundations school history course. The development of the technique was prepared during the war years.

Great contribution to the development of methods of teaching history in post-war period Methodists Vernadsky, Andrievskaya, Zinoviev, Karpov, Nikiforov contributed.

After Stalin's death there came a thaw in public life. IN school education there was a tendency to connect the events of the past with the present. However, later she disappeared. This was necessary to actualize the problem of connections between generations. It was getting ridiculous. The school textbook compared the elephants of Hannibal's troops with tanks modern warfare. This is the analogy that was drawn.

Or they compared the reforms of the Gracchi brothers in Rome with the reforms in people's democracies.

New history textbooks appeared.

In 1954, Kovalev’s textbook on the history of the ancient world for school was published.

In 1957, Korovkin’s textbook on the history of the Middle Ages was published. He was awarded a state prize. Was good textbook Ogibalova and Donskova, which was reprinted in huge editions. And now the trend is that even if the textbook is good, a lot has been written about it methodological literature, but it is not included in compulsory program, if the author dies. The author died - the textbook is written off. Perhaps this is being done in order to support those authors who are still alive, so that they receive royalties from the publication of books.

At the end of the 1950s, documents began to be included in Soviet textbooks, and workbooks on the history of the ancient world and the Middle Ages began to appear. Contour maps began to appear.

The workbook is very useful document on lessons. You can use it to assign homework.

In 1959 there was a transition from a linear to a concentric system. This was due to the transition to compulsory 8-year education. This was necessary so that students graduating after 8th grade would receive knowledge of the entire history before 8th grade. Those. Before the 8th grade, it was necessary to complete training in general history and the history of the USSR. And for those who remained in school, a new concentration was introduced for them for grades 9-10. They re-studied history, but in a more condensed form.

And under the linear system, students from grades 1 to 10 studied history in separate periods, approaching the present. The linear system was associated with compulsory 10 years of education.

These constant changes, sometimes a linear system, sometimes a concentric one, were associated with compulsory education. Sometimes it was 8 years old compulsory education, and sometimes a 10-year term was introduced.

The structure of history education, which was established from 1959 to 1964, was built as follows:

4th grade: an episodic course on the history of the USSR, starting with primitive communal society.

5th grade: history of the ancient world.

6th grade: history of the Middle Ages

7th grade: history of the USSR and elements of the new history of foreign countries until mid-century. 19th century.

8th grade: history of the USSR and elements of modern and contemporary history to the present.

9th grade: new history of foreign countries. Part 1. History of the USSR until the end of the 19th century.

10th grade: new history of foreign countries. Part 2. History of the USSR from the beginning of the 20th century to 1937.

Grade 11: History of the USSR from 1938 to the present. Recent history from 1948 to the present.

In a Soviet school of the Stalin era, a course on the history of the USSR Soviet period allowed consideration of events in foreign history.

At the end of the 1950s, teaching methods for teaching history were already being actively improved, and methodology was being developed.

1960-80s. The purpose of the textbook is changing. Its role increases during lessons and homework. It now serves not only to consolidate what has been learned, but also to train and educate students. The textbook becomes richer, with various tables, diagrams, reference material, and illustrations.

In May 1965 - new reform. Resolution of the Council of Ministers of the CPSU Central Committee. Instead of the elementary systematic course of the concentric system, a linear principle is introduced. This was again due to the transition to the 10-year plan. It was necessary to spend not 8 classes at school, but 10 or 11.

We started studying Russian history in the 7th grade. Before this we taught ancient history, history of the Middle Ages. And from grade 8 to grade 10 - a course in modern and contemporary history.

In high school, the history of the USSR was combined with modern and contemporary history.

Appeared basic research in the field of methodology. Zaporozhets N.I., Daily N.G., Werner wrote many books on the method.

The structure of history education in the 1990s

In 1992 after the collapse Soviet Union The Russian Federation law on education was issued. This law proclaimed the priority of the individual. There was talk about abandoning the party monopoly state ideology. Compulsory 9-year education was introduced. There was another transition from a linear system to a concentric one. It still remains in effect.

The first concentrism is basic school, grades 5-9, the study of events in general history, the history of Russia from antiquity to the present day.

Second concentration. Pass again world history from antiquity to the present day, grades 10-11.

Now 5th grade is studying the history of the ancient world (Rome, Greece, the East). But first, in 4th grade, “Stories by native history" 6th grade – Russia and the world in the Middle Ages. Grade 7 – Russia and foreign countries in modern times, until the beginning of the 17th century. 8th grade - Russia and the world in modern times, from the 17th to the 19th centuries. 9th grade – Russia and foreign countries in modern times, 20,21st century.

In grades 10-11 they repeat Russian and world history. In 10th grade - from ancient times to the end of the 19th century. In 11th grade - Russia and foreign history in the 20th century.

Comparative characteristics of the linear and concentric systems in school history education.

The meaning is this: if 8-year compulsory education is introduced, before the 8th grade, schoolchildren must go through both general history and the history of Russia from antiquity to the present day.

And in grades 10-11 they repeat this story again, but within the framework of their program.

And if 10-year compulsory education is introduced, then it is not necessary to repeat the events of world history and the history of Russia, you can study it from class to class in separate periods.

During the class, they study Russian history for six months, and world history for a certain period of time for the other six months. In the next class, in ascending order, take the next longest period and consider it. And with these pieces they study history from antiquity to the present day. In high school they study modernity.

In 11th grade from 1939 to 2008.

Under the linear system, the history of Russia was most often studied for a whole year.

The point is that they never repeat the material they have covered.

And with the concentric system, only an 8-year course is compulsory, which means you need to have time to study all of history in 8 grades. Therefore, as a rule, they study the history of Russia and world history for six months. After 8th grade they should already know the whole story.

What to do with those who stayed in school to study further? In grades 10-11, they go through the same story again, but at a gallop.

Lecture No. 3

Teaching history

March 3, 2008

We stopped at the comparison of the linear and concentric systems, the construction of school history courses. I said that each system has its pros and cons. I explained to you what the reasons were for the transition from a linear to a concentric system, depending on the compulsory training. 8-10 year training, and based on this there is a specific teaching system.

As for the positive aspects of the linear structure of the presentation of historical knowledge. At first positive points.

The fact is that it consistently reveals the main stages of development of society, from its prehistory to the present. Schoolchildren gradually go through certain periods of history from year to year. These periods are not confused for them, because each period follows one after the other.

A linear system allows you to thoroughly explain cause-and-effect relationships, compare individual facts, and trace patterns.

The third positive point is that teaching time is saved, that is, everything is not repeated twice.

The fourth positive aspect of the linear structure is the ability to compare the development features of countries and regions.

As for the negative points. They balance out the positives.

The first negative point is that studying early periods fall on grades 5-8, therefore there is a simplification and adaptation of the material to the age of 10-13 year olds. History of ancient society, ancient man, the material is adapted accordingly. No one will tell you all the stages of human development. Let's say, no one will tell schoolchildren in the 6th grade. The same history of the Middle Ages is also much simpler to explain than it should be. Therefore, the material of the ancient world and the Middle Ages is simplified. This first negative point.

Second The negative point is that it is impossible to return to this material in higher classes, and somehow it is more difficult to review the material. Because it has already been passed once and they do not return to it. Therefore, in high school, what was covered in early school is forgotten. A white spot appears and is erased from memory if not repeated.

Third the negative point is that when events are studied in such a sequence, and quite quickly, then we can say that an effect occurs that the author of the textbook on the Middle Ages, Donskoy, called “a gallop across Europe.” Here is what he described in this case: “The student, as if from the window of a courier train rushing without stopping, observes milestones flashing before his eyes, measuring the time of centuries, and even millennia, individual villages and buildings passing in front of him, events in the life of peoples, facts of their history . The result of such high-speed movement is known. Schoolchildren do not have time to understand the meaning, remember the facts, or experience the story emotionally.” Here's a comparison with a train. It is really difficult to say whether this is true, but there are negative aspects; what has been learned in the early grades is forgotten.

The fourth negative point is that the release of students from high school occurs without knowledge of the modern history of the fatherland. This means up to 9th grade, 10-11 are senior grades. Students graduate from high school without knowledge of the modern history of the fatherland, but with extensive knowledge of ancient and medieval history foreign countries. Because they go through modern history under a linear system in grades 10-11.

The fifth negative point is that there is separate and asynchronous teaching of general and national history. I have already said that sometimes the history of the fatherland is not studied in half a year, but for example in the 7th grade the history of the fatherland, in the 8th grade the new history of foreign countries, and as a result they do not always fit together these time periods. s e segments, and it is difficult to compare with what happened last year and what is now. In this regard, there is a rather big negative point.

Further, another negative point, as noted, is the construction of national and world history solely on the information principle. But in fact, this is not such a negative point, because this information principle has long been put forward as the main Marxist-Leninist concept. However, this principle allows us to compare similar stages of development in various peoples and countries. It makes it easier to assimilate historical material, and this information principle is more convenient, not to mention the fact that it has not been completely removed now. A number of clarifications have been made to it, they are now saying feudal system, capitalist system, so one should not consider that this is the same negative point. Moreover, new approach, the so-called civilizational one, it has not been fully developed and is still thought out. How to compare, on what basis, in fact, if you pick it up, it begins to fall apart like porridge. Those. is not clearly stated, so it seems that the old approach is better than the new one.

In 1993, there was a transition from the linear-concentric system at school, which is now the main one due to the compulsory 9-year education and the need to study whole system knowledge in several stages.

Now regarding the positive aspects of the concentric system. A concentric system, like a linear one, has its positive and negative aspects.

Positive aspects of the concentric system.

First positive side: the transformation of historical education into a constant, continuous, increasingly complex process, holistic and complete at each stage.

Second positive point: clearer synchronization of courses in national and world history. Under the concentric system, they study Russian history or world history for six months, as the teacher decides, and foreign history for six months. Thus, they study equal periods of time belonging to the same era, events only among different peoples, domestic history and universal history. Thus, it is possible to compare and contrast the phenomena that we experienced with those that occurred in Europe or America. In this way, the material will be better absorbed and a unified course of history will be presented; this is a positive thing.

Third positive point. An opportunity in high school to return to the events of early history and consider them at a higher problem-theoretical level. In fact, as will become clear later, this is an attempt to pass off wishful thinking as reality.

The next positive point is the opportunity in the last concentration (the circle of historical knowledge) to systematize and generalize all historical material, based on different approaches; formational, civilizational, cultural.

These are positive moments, but they are now over and we are moving on to the negative moments.

The negative aspects of the concentric system are the lack of a new school teaching strategy. Lack of a clear concept of concentrates. There is especially no clear concept for grades 10-11. Inconsistency, inconsistency fundamental ideas. It seems that there is a definition of civilization, but on what basis is this idea of a concentrum based, that it is a qualitative uniqueness of the material and spiritual culture of a people at a certain stage of its development. If during formation there are steps common to everyone, it does not matter whether they are socio-economic or spiritual. Here we are talking about the originality, the dissimilarity of one people from another, but at the same time there are certain similarities in the development of many peoples. But the civilizational approach excludes this. People who follow this approach go to the other extreme; they do not see unity in the semblance. And since there is no unity, there is no definite concept.

They tried to abandon the communist past and removed many important, fundamental things in historical knowledge, which is why a lot of problems arise that have not yet been resolved.

Then there is another problem, a retelling of previously studied events in grades 10-11. That is, they return to the same events again, which is why very often one hears such expressions as “we’ve already been through this.” But most often they don’t remember what exactly happened, they remember that something happened, but this is also a negative point, because after all it happened, which means it was deposited somewhere and when they start repeating the same thing again, it’s no longer the same Interesting.

The third negative point lack of a new educational and methodological fund, textbook program, and manuals.

I have already said that I personally encountered the fact that when I had to study world history from antiquity to the end of the 19th century in the 10th grade, I could not find textbooks for this anywhere. Now Zagladin’s textbook has already appeared, on world history from antiquity to the 19th century, but this textbook has only just appeared, and the transition already took place in 1993, time has passed. True, this idea to repeat in 10th grade from antiquity to the end of the 19th century appeared several years ago. Can you imagine, in the 10th grade we have to repeat the entire history, and domestic history too, from antiquity to the 19th century, within 2-3 hours a week. This is just unreal. But it is provided within the framework of the idea-concentrum.

Despite the fact that the program is the same, schools most often follow a different course, as is convenient or based on the textbooks that are available, or on the tasks that the school sets for itself. I was faced with the fact that public schools The linear system is still preserved. Although a concentration was proclaimed. Because it's more convenient. Now they are going to introduce a linear system again in the near future.

The negative points are that gymnasiums and lyceums have different specializations and this idea of a concentration is not always applicable. Maybe in high school there are some special courses on history, some individual problems are considered, the emphasis is on this rather than on the concentrum.

METHODS AND TECHNIQUES OF TEACHING HISTORY AT SCHOOL.

They are based on the textbook because the textbook is the most important source of knowledge. On the other hand, it is also a teaching tool. I will now give you the definition of a textbook, but this definition contains the meaning of what a textbook is. Textbook- this is massive educational book, outlining the subject content of education and defining the types of activities intended for mandatory learning by students, taking into account their age and other characteristics.

Functions of the textbook. The first function is informational, revealing the content of education. The second function is systematizing, because the textbook systematizes historical knowledge, and does not just present it as one wants. In a certain system, knowledge is contained in a textbook. The third function is educational. Teaches certain basic historical knowledge. The fourth is educational. On last place is the most important function. And you can consider these goals equally. One function is equivalent to the second, so you can remove this numbering. All functions are equally important.

Textbook components. What does the textbook consist of? Consists of text, sections, chapters, paragraphs. Moreover, the paragraphs should be approximately the same length, and the number of paragraphs should correspond to the curriculum for the subject.

Main material: topics, chapters, paragraphs. Additional reference material, there may be tables at the end of the textbook, genealogical charts, glossary of terms, chronological table, years and events throughout the course. This is called additional material.

Explanatory material is notes, comments to the text.

When working with a textbook and when analyzing a text, the teacher identifies the main basic knowledge from the entire textbook and for each paragraph separately. Please note that this basic knowledge only takes up 1/3 of the content. This does not mean that everything else can be thrown out of the textbook, no. The rest is additional material that helps to clearly and convincingly reveal basic knowledge. When, for example, you are preparing for exams on some specific period of history. You read a thick textbook, you will never remember it all. You must highlight the main important events, and remember them first, and everything else as an addition to the main one, which is worse remembered and can get confused in the head, and which flies away the next day after the exam. It's the same in the school history course. All the material in a school course cannot be studied in equal detail, because the lesson time is 40 minutes, you will never have time to tell everything within the framework new topic, because this topic can take 8-10 pages, and you will have to complete it within 40 minutes. and homework ask and check, and this is 10-15 minutes, give a new topic and consolidate it. There is about 20 minutes left on a new topic. During this time, you will not be able to present 8 pages of text, and even more so, no one will understand you if you talk in detail. You need to choose something important from the material, and you can read additional material at home.

The main part of the textbook's methodological apparatus are questions and assignments for paragraphs. They are given in the textbook for a reason, but in order to help students consciously and deeply understand the content of the lesson. And these questions and tasks give the teacher the opportunity to guide the students’ learning activities. These tasks can be given at home either orally or writing. The most important thing is that they allow you to master the lesson material. Therefore, those textbooks that are not broad enough or lack the apparatus in the form of tasks and questions are considered weak.

System for working with a textbook. First they teach primary skills on working with the textbook. As a rule, the initial work with the textbook occurs at the beginning of the study. this course, in a specific class. There is an introduction to the textbook, that is, the teacher introduces the students to the textbook. He introduces the table of contents: open the table of contents, look at what is written there. What paragraphs are there, what topics, what period of history will we study, what are chronological framework textbook. Why is that? Explains how the textbook is organized, where reference material located where the additional material is. Introduces questions and tasks, illustrations and maps. First, students look at the pictures.

During the lesson, the assignments in the textbook begin to become more difficult. For example, find factual material in a textbook. You can write down terms on the board. And students must find the meaning of these terms in the paragraph themselves. Write down questions about the topic in writing, and students must find the answers in the textbook.

Typically, students write down the answer to the question word for word. The rating should be reduced for this. We must teach ourselves to think independently, to construct sentences ourselves.

The textbook can be used to check homework.

The most important task of a teacher when working with a textbook is to teach how to highlight the most important things in the textbook.

It is important to highlight unfamiliar words. Try to find answers in the textbook. And if it doesn’t work out, then contact the teacher.

You can invite students to find material that answers the question posed in class and retell this answer in their own words.

After explaining the new material, the teacher suggests reading a paragraph in the textbook and answering what he has not yet covered within the framework of this topic. Students find additional material themselves. The textbook helps to draw conclusions and make new judgments based on one or more.

Based on the text of the textbook, students can make reports on a new topic, and additionally draw on material from scientific, popular science, and fiction literature.

Drawing up a plan for studying a new topic, or writing answers to questions at the end of the paragraph. True, some teachers abuse this. They don’t want to work in class, and at every lesson they ask: make an outline of the paragraph, answer the questions. It is better to give such assignments when the class is misbehaving and the teachers cannot listen. Then you check and give marks. Thus, two tasks are solved, both educational and training. It is necessary to prove that the plan is very good.

Everything is good in moderation. Written assignments alternate well with oral ones. And the issues of structuring the material with the presentation of historical knowledge. Everything needs to be distributed correctly.

If students are asked to study the material on their own, then the teacher must offer a plan for studying new material, questions and assignments, and briefly reveal the main points that students must understand while studying the topic. But it’s best if the teacher explains it himself. As a rule, it is difficult to teach students themselves.

Working with illustrations – the most important part lesson. In the junior and middle levels, retelling the textbook test occupies a significant place. It is better to combine it with illustrative material. The teacher talks and says: look on such and such a page, such and such an illustration, it shows such and such. Children remember better what they see than what they hear. They have better figurative-emotional perception than informational-mental perception.

Determine the nature of the image. What is this? Photo or drawing?

There are many tips for working with illustrations. Memos are a common thing for schools. This is a plan for working with something.

For example, a reminder for working with illustrations: 1) compose a story based on the illustration; 2) explain the facts that make up the plot; 3) redraw simple drawings; 4) compare the illustrations, highlight common and different points. Each of these points can be divided into sub-points. For example, a story based on an illustration: what is shown in the foreground and in the background? What did the artist want to say? What dialogues can be attributed to the characters?

Final skills, which must be taken out by students from each specific class. These skills for each class are specified in the special requirements of the teacher. These requirements are universal for schools. Students should leave the class with a certain amount of not only knowledge, but also skills. For example, in 5th grade, when working with a textbook, students must highlight the main thing in a passage of text, be able to retell the text using illustrations, and draw up a simple paragraph plan. If students do not know how to do this in 5th grade, then the problem is with the teacher, not with the students, it means the teacher did not develop these skills.

In grade 6, students must highlight the main thing in a paragraph, use several documents in the retelling, and consider the issue in development.

Eat special programs for each class. But in reality, students do not know how to do everything that is written in the program. There are certain requirements, but there are also the capabilities of the teacher and the abilities of the students. But you have to try. In grades 10-11, there should be a peak of perfection. Students must present material on cross-cutting problems from several topics, draw up an outline on several topics, write abstracts, compare the facts of the textbook with the primary source... The older the class, the more students should be able to do independently. But this is not always observed in practice.

Teaching methods. This is a way of organizing educational material and the interconnected activities of teacher and student. A method is a way to develop a student’s mental abilities. How to give material so that the student perceives it. Here the student himself is put in first place. This is a way of transferring knowledge.

Eat different classifications teaching methods.

1. Reproductive methods.

1 method. Explanatory and illustrative.

Method 2. Reproductive.

These 2 methods are combined into Reproductive Methods. They involve the teacher’s presentation and the student’s assimilation of ready-made knowledge. No need to think. Listen and remember.

II. Productive methods.

Method 3. Problem presentation.

Method 4 Partially searchable.

5 method. Research.

I am now explaining to you the reproductive method. A productive method is a seminar.

Productive methods are designed for independent search activity of students, which can take place in various ways. Can be included within the scope of the lesson, or taken outside the scope of the lesson. For example, including in the lesson work with documents, with historical maps. This involves searching.

By revealing the cognitive process by the teacher through discussion, different points of view on some object. So that students find their answer to the question posed. You can involve work with additional literature, scientific, artistic to activate the productive method.

This classification relied on cognitive abilities, while the other classification comes from sources of knowledge:

There are verbal methods, when the teacher speaks and explains. Eat visual method, when the cards are shown, ... Yes practical method– when working with a primary source, or an archaeological expedition.

An integral part of the methods are the methods of educational activity of the teacher and the student. Techniques are a set of teaching methods, methods of activity of the teacher and student. There are a huge number of techniques. These include techniques for working with textbooks and various printed and verbal texts, and analysis of Reader documents.

Structure of historical material. Using it in studying.

Historical material consists of facts, events, phenomena, processes.

The main element of the content of historical education or knowledge is an event. Those. all facts are imprinted in events. A fact is a fragment of reality that took place. It is from facts that one must go to knowledge of the past. Facts are divided into certain groups. There are facts of the first order, and facts of the second order.

Facts of the first order are more complex, larger phenomena. For example, the Great Patriotic War.

Facts of the second order are less complex, for example, the battle for Moscow during the Second World War, the Battle of Stalingrad.

In facts of the second order one can distinguish primary episodes of historical knowledge. For example, the second-order fact of the battle near Moscow corresponds to the primary episode of historical knowledge - the clash of Panfilov’s men with fascist tanks at the Dubosekovo junction. This is a fragment of the battle of Moscow. Or a counteroffensive near Moscow.

When preparing a course, it is important to be able to select basic and supporting facts. Basic facts are only a third of the content of the paragraph. The remaining facts are additional, they serve to confirm the main ideas.

Key facts are the most significant main events and patterns. They should be disclosed in more detail and fully. Instead of basic or supporting facts, they are presented briefly, casually, as time permits. The facts presented must be closely related to the issue itself.

When selecting facts, you need to take into account their concreteness, imagery and emotionality, i.e. the most striking, memorable facts. This is especially important for elementary and middle grades. For older people O Evidence and argumentation of conclusions play a greater role. And for little ones it is important that it evokes a surge of emotions.

Events, phenomena and processes are studied in lessons.

Events are significant single facts, e.g. Battle on the Ice, the uprising of Stepan Razin.

Phenomena are general concepts without relatively specific facts. This is a revolution, an uprising.

A process is a consistent change in state in development. For example, the industrial revolution.

Methodology for studying historical ideas and concepts.

Representations are a certain system of historical concepts that is formed in the minds of students on the basis of the facts being studied. This picture is complete – it is already a representation.

There are various techniques for consolidating ideas. There are visual techniques, there are verbal description. When forming historical ideas, maximum detail and proximity to the era being studied is necessary. As many details as possible. This will allow you to form the best possible presentation.

Concepts are necessary to explain and systematize facts. When forming concepts, it is important for the teacher to highlight the signs of phenomena and concepts.

It is recommended to form concepts in the following sequence: from visual representations to initial concepts. Those. first show an illustration, and then form a concept, an informative part of historical knowledge. Move from less complex concepts to more complex ones.

In ____ classes there is a transition from visual-figurative thinking to the abstract-logical.

Eat a certain technique formation of concepts. First, identify the most essential features of a phenomenon or concept. This could be a keyword. For example, the concept of “corvée”. Keyword, the essence is the work of peasants for their master.

In any concept there is a main word that makes up the essence.

The concept itself is divided into separate components. Of these components the most important ones are highlighted. And then the rest of the components are connected to this main key part in a certain sequence. To reinforce concepts, it is recommended to often use this new concept in presenting the topic of the lesson, so that students get used to it.

Psychologists have long established the fact that if some phenomenon, a word is constantly in the ear, in the observation zone, then over time a person not only gets used to it, but also begins to have a positive attitude towards it.

The definition of a concept is given on the basis of identifying the essential features of the concept and their generalization.

With each class you can deepen and specify the definition, complicate it. IN junior classes The concept of state can be defined as follows: the state is a form of self-organization of society.

And in high school it is already possible to give a more complex definition of this concept. The state is a form of self-organization of society, which depends on the society itself, its structure, the characteristics of its development and the circumstances influencing it.

Terms are the expression of formulated concepts. What it means given word. The concept is more theoretical, and the terms are more practical.

There is a certain methodology for working with terms. The term needs to be explained, the most essential feature underlying the definition of this term needs to be highlighted. Sometimes it is advisable to give an explanation of the origin of the name of the term and explain the etymology of the word. For example, the word “posadnik” comes from the word “posad” - a trading place. Tysyatsky - from the word thousand, the head of the militia. Verv - from the word rope.

The translation of a word into Russian is of great importance, where this word came from, from what language. For example, “Mesopotamia” does not come from the word “meat”, but translated means “mesopotamia”, the territory between the Tigris and Euphrates. Or an explanation using synonyms, using the place of origin.

It is important that when presenting an era, the teacher does not use terms from other eras, or should not abuse in foreign words when describing the history of Russia.

University teachers are often guilty of this. Words from antiquity are applied modern vocabulary, use a lot of foreign words.

That. First, the teacher introduces the origin of the word, and then its concept, if the word is not simple.

Basic techniques for presenting facts: narration and description.

Storytelling devices: there are many of them. They depend on the choice of the teacher, on the goals and objectives that the teacher sets for the students, as well as on the preparedness of the students. Those. the choice is very varied, and the teacher himself determines in what form, in what form it is best for him to present the facts of the topic.

Other reports on the subject Psychology

Methods of teaching history in diagrams, tables, descriptions

Korotkova M. V., Studenikin M. T.

The revision of the content of school history education, its liberation from everything outdated and from existing stereotypes, led to significant changes in the methods of teaching history. These changes affected the entire educational process: goals, methods, forms, teaching aids. There is an active search for ways to stimulate student independence as part of optimizing the entire educational process.

This manual takes this trend into account. It was developed in accordance with the temporary state standard and consists of six sections. The manual takes into account both modern and pre-revolutionary experience in teaching history. After an introductory historiographical and methodological overview, the main factors in the learning process are examined. The focus is on analysis cognitive abilities students, ways to develop their interest in history, ways to solve this problem are revealed. Based on research results in the field psychological processes schemes have been developed for students’ cognitive capabilities when teaching history and for the development of schoolchildren’s motivation and interest in the subject.

Only taking into account the cognitive capabilities of students and their interest in the subject is it possible to select the content of historical material and fruitful joint activities of teachers and students in history lessons. It includes techniques for studying theoretical and factual material, chronology and cartography, written sources. Schemes and tables have been developed for the use of these techniques in the learning process.

These diagrams and tables help highlight the basic knowledge and skills that students must master in the process of studying a course on methods of teaching history. In particular, these are methods of scientific research, the main factors of the learning process, their objective connections; goals of school history teaching; content educational complexes etc. Charts and tables provide an opportunity to methodically correctly work with a history textbook; implement in practice methodological approaches to the selection of educational material content; determine the level of knowledge and skills of students and outline tasks for their further development.

In general this manual will help a history teacher, trainee:

Identify the level of knowledge and skills in history of students of a particular class and age;

Specify learning objectives by grade, course, section and topic;

Set specific learning objectives and determine the effectiveness of their implementation at different stages;

Select historical content for the lesson in accordance with the goals and objectives of learning, the cognitive capabilities of students;

Correlate the content of training with the methods and techniques used;

Develop tests logical tasks, notes with reference signals;

Apply most effective methods, forms and means of teaching;

Anticipate and identify learning outcomes by making adjustments to your teaching activities.

The central place in the book is occupied by the problem of a history lesson and the teacher’s preparation for it. The learning process is shown as a joint activity of the teacher and students, pedagogical cooperation in mastering historical content, techniques and skills. Among them are skills in working with a textbook, as well as chronological, cartographic, planning and a number of others.

Structurally, the book consists of sections and topics. For each topic, positions are highlighted: diagrams and tables, descriptions for them, as well as lists of recommended literature. The appendix contains possible questions for the exam, test tasks for self-test and answers to them, as well as the teacher’s requirements for himself taken from the pre-revolutionary publication. Their implementation in a modern school will help organize and conduct a high-quality and highly effective history lesson.

Bibliography

To prepare this work, materials from the site were used