Introduction
The structure of history education includes a complex of theoretical, educational, methodological, personnel and material and technical means aimed at transferring knowledge about the past. Historical education in the most concentrated form reflects the political system and ideology of Russian society, the structure of state power and the nature of the political regime in different historical periods.
The study of these problems is possible only on the basis of an interdisciplinary approach. Methods and techniques of historical anthropology and microsocial approaches are important for the development of the history of history education.
Undoubtedly important and special methods knowledge of the past: historical-genetic, historical-comparative and historical-systemic.
By education, we mean a purposeful process of upbringing and training in the interests of a person, society, and the state, accompanied by a statement of achievement by a citizen (student) of educational levels (educational qualifications) established by the state and certified by an appropriate document.
There are certain traditions and achievements in the study of the history of education in Russia. However, this complex of problems has not yet turned into an independent branch of historical knowledge that would use the entire modern arsenal of means and methods of historical research and education.
The profound changes in various spheres of the life of Russian society that have taken place over the last decade of the 20th century have caused significant changes in school history education. In modern conditions of modernization of education in our country, the issues of the use and quality of methods of teaching history are constantly in the field of vision of the government of the Russian Federation and the Ministry of Education, and are actively discussed in society. Similar transformative processes in the field of school history education, including those associated with the creation of new methods of teaching history, as well as the formation of a procedure for state examination and the dissemination of teaching aids on history, took place in Russia in the late 19th - early 20th centuries, which indicates the similarity historical situation.
This issue was the subject of scientific searches for domestic didactics, methodologists, historians of different generations.
The analysis of the historical, pedagogical and methodological literature showed that the experience of preparation and methodological equipment of textbooks on the methodology of Russian history, which operated in Russia at the turn of the 19th and 20th centuries, did not receive a comprehensive coverage in the pre-revolutionary years, in the Soviet and post-Soviet periods. In this setting, this important pedagogical problem was not specially investigated. Attention of didactics, methodologists and historians (V.V. Kraevsky, I.Ya. Lerner, D.D. Zuev, A.I. Strazhev, N.V. Andreevskaya, V.N. Vernadsky, M.A. Zinoviev, L. P. Bushchik, F. P. Korovkin, Sh.I. Ganelin, VS Sitnik, A. N. Shakhanov, M. T. Studenikin, T. V. Safonova and others) attracted only certain aspects of it. Do not fill this gap, for all their scientific significance, and Ph.D. theses (O.V. Volobuev, V.P. Zolotarev, A.N. Fuks, I.V. Babich, E.S. Skvortsova, M.G. Belofost , V.A.Ischenko, A. Chechetkin), considering some aspects of the activities of the Ministry of Public Education, classification of textbooks, historical and methodological positions of authors, their contribution to the preparation educational literature and development of the methodology.
So, the social significance of the methods of teaching history in teaching and upbringing of the younger generations, the lack of special studies of this problem, the importance of studying the past experience of introducing new teaching methods with different ideological orientations in order to use them creatively in modern conditions of modernization of history education in the Russian Federation our opinion, the relevance of the chosen topic. When choosing it, we took into account the works presented in Russian historiography, relied on them, defining the general design of the study and specific areas of work.
Purpose of the study: to consider the methods of teaching history at the beginning of the 20th century and to identify trends in the application of these methods in the modern Russian school
Research objectives:
· analyze and summarize the historical, pedagogical and methodological literature on the chosen topic; · to reveal the level of its elaboration in Russian historiography; · to determine the socio-political, scientific-historical and psychological-pedagogical factors that influenced the process of creation, the typology of methods of teaching history; · to study the contribution of historians, methodologists and teachers of pre-revolutionary Russia in teaching; · consider the use of methods of teaching history in the domestic Russian school. The object of our research is the methods of teaching history in the Russian school at the beginning of the XX century. The subject of this research is to study the introduction of new methods of teaching history by methodologists of the early XX century. The structure of the work: introduction, two chapters, conclusion and bibliography. During the study, the following methods were used: analysis, synthesis, generalization, concretization of conclusions and comparison. Chapter I. The state and development of issues of school history education at the turn of the XIX beginning of the XX centuries.
Russian historical and methodological thought of the late 19th - early 20th centuries. on the goals and objectives of school history education In the late nineteenth and early twentieth centuries. the intensified modernization processes in Russia also affected the sphere of education, which developed during this period with an unprecedented speed and strength. The main factors of this development were the country's sharply increased needs for education, social activity in the field of education, the development of progressive pedagogical thought. The policy of the Ministry of Public Education in the field of teaching history, which retained its adherence to the conservative tradition, aroused constant criticism not only from representatives of the liberal and democratic direction of the historical and methodological thought of Russia, but also from the official guard camp. At the turn of the century, a wide range of professors and teachers, who expressed the interests of various social and political strata, joined in the development of issues of school history education. A vivid description of the state of teaching history in gymnasiums was given by the historian and teacher I.I. Bellarminov. The study of history, in his opinion, does very little to help the development of students. "Most of the time in history lessons is spent in the stories of the teacher himself, while the students are passive." Complaints were caused by "lack of clarity, monotony of methodological methods of teaching history, lack of formation of the conceptual apparatus, neglect of the tasks of our time." Professor N. I. Kareev believed that the main reason for the unsatisfactory state of teaching history is the dominance of the classical gymnasium, where history is given a secondary place and which is characterized by "poor preparedness of teachers and a lack of good textbooks." A.D. Nadezhdin noted on the pages of the journal "Vestnik Vestnik" that since in historical science "scientific principles, which are based on the study of a process, and not a biography or an individual fact, have triumphed for a long time, it is necessary to put more in line with the basic needs of the time. " The leading teachers of Russia accused the modern school of inconsistency with the tasks facing society, of ignoring the civic feelings of students, in the absence of a creative approach in teaching; pointed to an urgent need to change history programs and teaching methods. The success of reforming the system of school history education was placed by them in direct dependence on the definition of goals and priorities of educational policy, which predetermined the special attention of broad strata of professors and teachers to this problem. If the Ministry of Public Education saw the main goal of school history education in “capturing important historical facts in the memory of students,” then the leading teachers of Russia believed that students “need to be given not just factual information, but it is necessary to present the development of countries in the form of a natural evolutionary process. ". The Historical Section of the Moscow Society for the Dissemination of Technical Knowledge, which worked on the teaching of history in secondary schools (1890), noted that teaching history should consist in “understanding by students of the process of historical development and knowledge of its most important points and results, and should not be overlooked. the kind of characteristics of eras, individual nationalities and individuals. " In the course of what took place on the pages of pedagogical publications at the beginning of the twentieth century. Discussions between prominent historians and educators revealed different approaches in their understanding of the goals of teaching history. Professor A.I. Yarotsky saw them in the fact that students learned to systematize and generalize facts. He spoke out against the introduction of university history courses in schools, even simplified and schematized, as this would lead, in his opinion, to a "distortion of science." Professor IM Kataev expressed agreement with the expressed opinion about the overload of students' memory with unnecessary facts, while the school "must develop their thinking." He viewed the historical process as "a whole network of separate processes, the content of which is by no means exhausted by the activities of individuals." However, IM Kataev, unlike AI Yarotsky, believed that the school needed a systematic course in history. "The fact that he does not exhaust all the historical material does not make him unscientific." The foundations of science were distorted, in his opinion, when facts and phenomena were selected one-sidedly. "The school course takes the data established by science and modifies it in a form accessible to students." Professor AP Pavlov believed that the school history course should develop students' understanding of "social life and modern reality." The primary school methodologist E.A. Zvyagintsev saw the main tasks of the history course in “teaching students to understand the reality around them, to understand the phenomena of human culture and community, to understand their origin from the past and thereby prepare for them the opportunity to become conscious and active participants in public life ”. Hence the main goal of the history course is "to make it easier for students to understand the present in the light of the past." Professor N. I. Kareev saw the goal of history education in the development of students '' historical attitude to life, which should be expressed in understanding the process of historical development and knowledge of its most important moments and results, moreover, characteristics of the characteristics of eras, individual nationalities and personalities "History, in his opinion, and in school teaching should be considered" not a collection of biographies and stories about individual events, but as a picture of social and cultural processes. " Particular attention was paid to the educational orientation of the history course, and the goal of teaching history was seen in preparing students for "fulfilling their civic duties." In a circular issued by the Ministry of Public Education of July 13, 1913, it was stated that “teachers should always remember that school teaches and educates future Russian citizens who, in studying the past destinies of Russia, should gain the necessary knowledge and moral strength for conscientious and faithful service to the Great Fatherland. In connection with the development in 1915 - 1916. Commission under the leadership of Count P.I. Ignatiev of new programs in history, on the pages of pedagogical publications again there was a discussion on the above problem. Methodist Y. Kulzhinsky emphasized that "history should also serve national interests as a moral subject," the main goal of teaching history at the senior level is "to evoke in students a historical attitude to life, to develop a historical understanding in them." A survey among history teachers, conducted in 1911 by the Historical Commission of the Society for the Dissemination of Technical Knowledge, gives an idea of \u200b\u200bhow the teachers saw the goals of teaching the subject. Most of the responses recognized the importance of the history course in high school on its own. It should be, according to teachers, self-sufficient and not have the goal of preparing students for admission to higher educational institutions. The questionnaires show the desire to bring the teaching of history closer to the demands of modern life, indicate the educational and educational tasks of history courses ( public and political education). The results of the discussion at the beginning of the century on the goals of teaching history in schools were summed up by the editor of the yearbook "Questions of Teaching History in Secondary and Primary Schools" IM Kataev, who noted that the main goal of teaching history is to understand the present. The historical course, in his opinion, should include materials covering all the main aspects of the historical process. Thus, at the turn of the century, several approaches to understanding the goals and objectives of historical education were outlined in Russian historical and methodological thought. In accordance with one of them, the main goal of school history courses is the assimilation by students of a certain amount of historical facts, their mechanical memorization, in accordance with another - students should get an idea of \u200b\u200bthe laws of the historical process, but at the same time it is necessary to take into account the peculiarities of the development of the era, the role historical figures. There was an opinion that the school should shape the historical thinking of students, their understanding of the connection between past events and the present, prepare them for active participation in public life. The special role of teaching history in the formation of the civic qualities of a student's personality was noted. History courses at school were supposed to fulfill educational and educational functions. 2. The development of school history education, the use of active methods of teaching history at the end of the XIX - beginning. XX century The beginning of the XX century in the world was marked by a sharp growth of industry, economy, social and global processes acquired a certain dynamism. Many European powers entered a new stage of their development, and the 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, more and more often it was possible to read in one or another newspaper about scientific developments in the field of mathematics, linguistics, chemistry, including in the field of historical science. During this period, there are thoughts that history as a science has long been divided into professorial and school. The art of teaching history should be formalized into a separate science, first of all the 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" The teachers of this period saw a variety of methods of 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, laying in this method the principle of independence, the ability to highlight the main thing. Still others believed that only work with a source can give 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 growth of the 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 the Methodists of the 19th century. By this time, the very concept of methodology appears and spreads in a wide context. "Methodology is a pedagogical discipline aimed at clarifying the educational significance of history and finding, describing and evaluating the methods that lead to a better formulation of history as an academic subject." One of the leading methodologists of that time - S.V. Farfarovsky proposed a laboratory method for teaching history. While still a young, novice teacher, he traveled abroad to France, Belgium and Germany, upon arrival from abroad to Russia, he began to develop a laboratory method of teaching history, which was based on the knowledge gained from a trip to Europe. The essence of the method he proposes is the direct study of the source by the students, and based on the analysis of the document, the answer to a number of questions on the topics covered. In the course of such classes, students develop an interest in material, for example, scribes, they are drawn into 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 Muscovite Rus from a collective comparison of a number of descriptions of individual farms for different years." At the same time, he attaches particular 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: interest in history awakens, assimilation of factual material is facilitated, and, above all, this method is designed for the psychology of age. is that students begin to understand that all the conclusions of the textbook and the teacher are justified. B.A. Vlohopulov published in 1914 a textbook entitled “Methods of History. “Course for the 8th grade of female gymnasiums”, which emphasizes one of the most important elements in teaching history, it is the homework of the teacher. General training at the university turns out to be insufficient for teaching history, and even more so practical techniques for many young teachers remain unknown. He puts the concentric principle at the heart of his methodology, first of all, proceeding from the fact that only when choosing a material one has to take into account what may most likely interest students: while boys are more interested in the history of the war, the details of battles, girls seem to be more entertaining descriptions cultural life of the era, domestic life, etc. He also formulates the subjective concentric method, mainly referring to the degree of development of the student. At the same time, dividing the entire course of history into two stages. In the first of them, events are considered in the form of separate, easily understandable and specific phenomena, in the second, students try to use the information already acquired to create a single general picture and replenish them with a number of new facts. Thus, the material is assimilated the best and is a colorful canvas of knowledge. Another important point in teaching, he emphasizes the competent arrangement of the material and here formulates the following methods. One of the first is the method of arrangement - chronologically - progressive, as a result of which all facts go in the order in which they were in reality. The second method is chronologically - regressive, in which events fall from the nearest to the farthest, as a result of its application in practice, one can be based on an opinion based on a better understanding of the nearest knowledge in time. By the third method, he understands the material grouping system, i.e. "All facts are connected in such a way that if there were no one, there would not be others." Thus, the idea of \u200b\u200ba single connection of facts or events in time is traced. In his last two methods: biographical and cultural B.A. Vlohopulov reflects the idea of \u200b\u200bthe high significance of the individual in history and the cultural successes that human civilization has generated. The unification of these two principles was based on the direct connection of the personality, as a continuation of man and civilization, of which it is a part. Unfortunately, school practice shows that students most of the time in the lesson are in the position of listening to the teacher's story or reading the text. school textbook... As a result, they develop a lack of confidence in their abilities, the process of historical development proceeds less effectively, and they assimilate historical knowledge worse. Methodists of the pre-revolutionary school pointed to this. So, N.P. Pokotilo believed that students can acquire knowledge by listening to a lecture and studying a textbook, but he asked the question: “Is teaching history worth anything? After all, no matter how well the teacher expounded his subject, no matter how well the students prepare, they will all repeat what the teacher gave them, nothing of their own will happen. But to achieve such a result, is it worth working for so many years! " The pre-revolutionary methodists considered it necessary to eliminate the "learning 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 presentation by the teacher of the material that is usually placed in the textbook. The first who proposed to acquaint students directly with the sources, and then with the textbook, was Professor M.M. Stasyulevich. In 1863, he proposed a method that later became known as "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. In his deep conviction, "whoever has read Tacitus, Eingard, Froissard, he knows history, is more historically educated than the one who has mastered a whole historical guide." Subsequently, the "real method" of studying history split into several directions, one of which was the "laboratory method". Initially, it was opposed to the formal method, which required students to memorize and reproduce the teacher's speech and the text of the textbook. The development of the laboratory method is usually associated with the names of S.V. Farforovsky and N.A. Rozhkova. They believed that it is possible to overcome the dogmatism of traditional teaching if the entire cognitive activity of pupils is brought closer to scientific research methods, for “there can be no reliable and lasting study of history without self-study primary sources from a critical and real side ”. Following the same path as the scientists, the 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 old document arouses a very lively and extremely intense interest in them." 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 very different sources: scribal books, excerpts from chronicles, legal acts, diplomatic documents, all kinds of letters, letters, etc. Some of the documents were explained by the author: he explained the most complex concepts, gave recommendations for studying this or that document. S.V. Farforovsky and his followers believed that the leading role in the lesson should belong to the student, because “in the middle grades, a critical ability, the need for analysis, is already awakening in the minds of students. It is necessary to give these abilities healthy food, and not drown them with the dogmatism of the textbook, unfounded and apodictic statements. Experience shows that students then work more intensively than in ordinary lessons. At the same time, the work of the class is notable for its great animation, it arouses active attention more than boring, monotonous, inactive, dogmatic teaching, which is tiresome in its monotony and fruitless in its results. " The task of the teacher, according to S.V. Farforovsky, is to help the student to do in a lightweight form the same work that the scientist does, to induce him to repeat the whole train of thought leading to a predetermined position (since students should briefly familiarize themselves with the conclusions of scientists). However, students conduct all work with documents independently. The ideas of 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 acquaintance with historical facts more complete, thereby revitalizing the teaching of history, and also to organize the work of students' historical thought. In their opinion, “the textbook alone does not paint a vivid picture of the 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 happening. Lacking the necessary facts to judge a particular topic, students perceive the ready-made formulas of the textbook only by memory, which is highly undesirable from the point of view of rational pedagogy. " A. Hartwig defined one of the basic conditions for the correct, in his opinion, conduct of the teaching of history - the independence of the students' work. He wrote that “... our joint work it will be much more productive if the students participate in this work "actively and collectively." The teacher, however, must "... teach students to independently use historical material, teach them to read books of historical content, teach them to understand at least some historical meaning of what is happening ...". A. Hartwig suggested dividing the class into groups of 5-6 people and giving them sources and aids for reading, after which a conversation was organized in the lesson. At the same time, one of the students presented the main material on his question, and the rest supplemented it, discussed with him. A. Hartwig considered it sufficient if each of the students knew only a fourth of all questions, but deep enough. Supporters of the laboratory method include V.Ya. Ulanova, K.V. Sivkova, S.P. Singalevich. In their opinion, the age characteristics of students in grades 5-6, together with the small number of hours devoted to studying history, make it difficult effective work with documents. But, on the other hand, they believed that laboratory classes should not be abandoned, especially in high school, as they give students an idea of \u200b\u200bthe methodology, acquaint them with the sources and methods of research. They have the opportunity to apply the skills of historical analysis to the 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 carried out according to the anthology, but in conjunction with the 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 a reader to it. Method of documentation Ya.S. Kulzhinsky was perceived ambiguously. S.V. 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 has accumulated significant experience in organizing the study of history on the basis of various sources, including historical documents. It is to him that the attention of modern history teachers and methodologists has recently been again drawn. 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. Methodists of the late XIX early XX century and their methods Table №1 MethodistsMethodsS.V. FarfarovskyLaboratorny B.A.Vlokhopulov Subjective - concentric; location - chronologically - regressive.MN Stasyulevich "Real" method (independent study of historical documents) A. Hartwig and N. Kryukov Using historical sources V.Ya.Ulanov, K.V. Sivkov and SPSingalevichLaboratory methodYa.S. KulzhinskyDocumentation Method Chapter II. Comparative analysis of methods of teaching history at the beginning of the XX century. and modern techniques Teachers of the early twentieth century. aspired to a lesson structure that would stimulate independent cognitive activity of students, form their need for knowledge. Some saw this way 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, however, generally preferred the labor method of teaching. When teaching history to schoolchildren, they tried to create specific images. For this, maps and pictures, books for reading 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 XX century. old forgotten teaching methods are introduced, new ones appear. Among them is a real, laboratory, method of dramatization. The real method is to work on the basis of historical sources. When introducing this method into practice, the systematic study of a history course, the use of a school textbook was ignored. It was supposed to be replaced with a short synopsis. ON. Rozhkov and S.V. Farforovskiy proposed to introduce a laboratory teaching method, i.e. to bring all the cognitive activity of the student closer to the methods of researching historical science. In their opinion, this can be achieved if all education is built on the study of primary sources, following the same path as researchers of science. Thus, the student will be introduced into the research laboratory. The search for activating the ways of teaching also led to the improvement of the abstracting system developed by the methodologists B.A. Vlahopulov and N.P. Poured. All these methods were aimed at improving the learning process, and more specifically at the goals, the main directions in teaching history, methods and means of forming historical thinking in students in history lessons in a Russian school at the beginning of the 20th century. Since 1917, school history education in Russia has undergone fundamental changes. Both the old teaching methodology and the old textbooks are recognized as unsuitable for teaching the younger generation. Instead of civic history, it is proposed to study labor history and sociology. Proceeding from this, the implementation of revolutionary transformations in the field of history education begins. The first stage in the development of school history education begins in 1917 and continues until the early 30s. At this time, the old content of history education was eliminated, and history was replaced as an academic subject by a course in social studies. Within the framework of social science, there are only individual elements of the history course with an ideological selection of facts and their Marxist coverage. The new school canceled exams, penalties, student scores and homework. The transfer of students from class to class and graduation from school were to be carried out according to the feedback of the pedagogical council on the performance of educational work. Instead of classes, it was recommended to introduce small groups - "brigades"; instead of lessons - laboratory "studio" classes. Teaching methods are being radically revised. It is based on the "illustrative school of action", which appeared for the first time in Western countries and has found application in our country. On the basis of this school, a "labor school of work" is being developed in the USSR. If in the bourgeois school there was a motto "from knowledge to action", then in the labor school everything became the other way around - "from action to knowledge." Concrete work pushed students to enrich their knowledge and develop educational skills. In 1920, an attempt was made to introduce an approximate history program. However, it was not accepted even in a complex form with the inclusion of law, political economy and sociology, information on the history of class struggle and the development of the theory of scientific socialism. Since 1923, subject teaching was abolished and a brigade teaching method was introduced on the basis of complex programs that existed until 1931. The situation with historical education changed in the 30s. A new stage begins, characterized by the restoration of history as an independent subject. The Central Committee of the All-Union Communist Party (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 schedule of classes (Resolutions of the Central Committee of the CPSU (b) "On primary and secondary schools" of September 5, 1931 and "On curricula and the regime in primary and secondary school "of August 5, 1932). It was proposed to restore a systematic course of history in school in order to equip schoolchildren with a solid knowledge of the basics of science. To train the staff of teachers, history faculties in universities were restored, departments of methodology appeared. In 1939, updated history programs were released. They also operated in the 50s. The programs were, as it were, 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 as an elementary course in primary school, then in high school high school as a systematic course. When considering the principles and structure of history education in the Soviet school of the 50s. attention should be paid to the allocation of partial concentrates in teaching history. There is a fundamental difference in these centers with the centers for teaching history in Russian gymnasiums. Concentrations in the former school pursued the goal of deep, conscious knowledge of history, applied in 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 the psychological and pedagogical sciences. The methods of teaching and learning were improved, recommendations were given on how to present material, how to talk, how to use a map, a picture. But, as before, the question of what the student is doing in the lesson, how he learns history, was almost never raised. In the 60s and 70s. the study of the methodology of teaching history by such scientists as A.A. Vagin, D.N. Nikiforov, P.S.Leibengrub, F.P.Korovkin, P.V. Gora, N.G.Dairi continues. The development of methods of teaching history proceeded from the development of teaching tools and techniques and the provision of methodological assistance to the teacher in finding effective ways of teaching students. The goal was to teach schoolchildren to independently acquire knowledge and navigate the growing flow of information. In didactics, the problems of enhancing the activity and independence of schoolchildren in educational process, increasing the educational role of teaching, intensifying the lesson, introducing problematicity in teaching. In the 60-80s. in the first place is the goal of developing the activity and independence of students in history lessons. More and more attention is paid to the problem of enhancing the cognitive activity of students, the formation of their methods of work, skills, the issue of developing education is being raised. So, A.A. Yanko-Trinitskaya, N.I. Zaporozhets study the mental operations of students; employees of the department of Moscow State Pedagogical University - the levels of cognitive activity, methods of work, skills and methods of cognitive activity, develop a structurally functional approach to the selection of content, techniques and teaching aids. Specialists of the Institute of Content and Teaching Methods N.G.Dairi, I.Ya. Lerner raise questions about the problematic nature of teaching and the development of students' historical thinking and, in this regard, about the place and role of cognitive tasks. In solving these problems, I. Ya. Lerner saw the most important way of developing an independent creative thinking students. Thus, in the 80s. the most important goal of the learning process is the development of the student's personality. In accordance with the law of the Russian Federation "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 concentrator was the basic school (grades 5-9), the second - the full secondary school (grades 10-11). In the first concentrator, they began to introduce the study of national and general history from antiquity to the present day on the basis of a civilizational approach. The education strategy envisaged first the study of the history of Russia in the context of world history, and later the creation of a single course called "Russia and the World." In the second concentrator the courses “History of Russia from ancient times to the present day”, “Major landmarks in the history of mankind”, “History of world civilizations” were introduced. For repetition and deepening at a higher theoretical level previously studied, it was supposed to study modular and integrated courses. At the present time, the need for the creation of historical and social science courses based on the problem principle is increasingly felt. The idea of \u200b\u200bconcentrates is not new. In the XIX century. German Methodists proposed a system based on the so-called theory of "three stages". At the first stage, it was suggested to study biographical material, personalize the story. At the second stage, the history of individual peoples was studied on the basis of ethnographic and culturological material. At the third stage, the students already got acquainted with the whole story of the event. In the early 60s. in our country there was essentially a concentric system. At the first stage, it was supposed to study episodic stories only on the basis of the description of facts. At the second stage of training, an elementary course in history from antiquity to the present day was introduced with the disclosure of cause-and-effect relationships. In graduation classes, systematic courses were introduced, which were studied on the basis of sociological and philosophical generalizations. The advantages of the concentric system are obvious: after basic school, young people received a holistic, albeit elementary, understanding of the historical process, the age characteristics of children were taken into account when selecting material, all sections of history had almost the same amount of time to master. On the other hand, the linear system has advantages that are the disadvantages of a concentric one: the chronological sequence of courses, students get the most complete and complete idea of \u200b\u200bthe periods of history, savings in study time due to the absence of repetitions, maintaining a steady interest in the subject due to the novelty of the material. In the 90s. they decided to abandon the programs traditional for Russia and introduce the Gosstandart according to the Western model, which determines the mandatory minimum of history education, quantitative criteria for assessing the quality of education. The interim Gosstandart sets out the basic requirements for the history education of students in secondary schools. The explanatory note defines the goals of teaching history at school, the object of studying history (the past of humanity) and the main system characteristics of the object (historical time, space, movement). The standard contains a mandatory minimum for history, i.e. basic content. The knowledge included in this part should be generally accepted in terms of its educational value. The basic content of the story is recorded with a level of detail that would exclude or minimize the possibility of its arbitrary interpretation. The standard should take into account the capabilities of the mass school, but it should also leave the opportunity to create any programs based on it. The mandatory minimum is the core that any student needs to learn. At the same time, the standard also contains a basic component - the minimum of knowledge that a teacher should give. The base content is wider and deeper than the minimum assimilation level required. The standard also requires a minimum level of training. This section presents skills, and in full and in accordance with their sequence of development. The technology of verification works in the standard contains typical tasks for verification, criterion-oriented tests. In a modern school, the student gets more freedom of action in the learning process, his individual abilities, capabilities, needs and interests are more taken into account. The issue of choosing a school, a teacher, forms of education, textbooks and manuals, the pace and sequence of studying the historical content is gradually coming to the fore. The implementation of programs of different levels of education, providing basic and in-depth knowledge, taking into account the development of the interests of students, including future professional ones, is being implemented. Increasingly, in teaching history, psychology is used, both pedagogical and historical, for the purpose of in-depth and meaningful knowledge of history. The basis of modern methods, one way or another, dates back to pre-revolutionary pedagogy. Taking into account the individual psychological characteristics of students was the primary basis of methodological research, as Kareev emphasized. He repeatedly noted the importance of studying the personal qualities of each student in order to achieve the best result. In order to more specifically represent the differences and similarities between pre-revolutionary and modern methods, let us turn to a comparative analysis using schemes. At the first stage of practical work, we compared the goals of teaching in the Russian school of the late 19th - early 20th centuries with modern goals. Scheme No. 1. THE OBJECTIVES OF LEARNING IN THE RUSSIAN SCHOOL OF THE XIX-BEGINNING OF THE XX CENTURY
Scheme No. 2. OBJECTIVES OF LEARNING HISTORY. As we can see from diagram No. 1, the main goals in teaching history at the beginning of the 20th century are several: educational, upbringing, developing. Their components are a wide variety of learning elements, for example, for an educational goal: the formation of historical thinking, the ability to navigate one's abilities, to know the process of historical development. The educational goal is: education of patriotism, moral and civil, education in the spirit of faith, devotion to the fatherland, national unity. The developmental goal has one focus - the development of the student's personality, his mental abilities. If we analyze scheme No. 2, then we can see that modern history education has five clear goals, which are established by the State Standard and due to them, the direction of teaching history is determined. First of all, these are: the basis of knowledge, understanding of the events of phenomena, value orientations and beliefs, the experience of history, humanism and morality, interest in history and culture. By comparing the data of the two schemes, we can trace the evolution of the goals of teaching history, a number of similarities and significant differences. Historical education in imperial Russia and modern education carry educational, educational and developmental goals. For example, at the beginning of the 20th century, the educational goal is pursued by knowledge of the process of historical development and its regularities; in modern times, this goal carries the concept of "Knowledge Base". We also see significant differences in these two schemes. Modern education no longer carries in itself for educational purposes - faith, devotion to the throne and fatherland, but includes a number of new components such as: the experience of historical knowledge, humanism and morality. At the second stage of the research, we decided to analyze the methods of teaching history. Scheme No. 3 METHODS AND MEANS OF TEACHING HISTORY AT THE BEGINNING OF THE XX CENTURY Scheme No. 4 Methods and techniques of teaching in a modern school After analyzing scheme No. 3, we can say that the main methods of teaching history were: laboratory, labor, abstract, excursion, dramatization, illustrative. The main techniques were: developing abstracts, posing questions to the text, explanatory reading and drawing up plans. All of these techniques contributed to a wider coverage of the material, and better teaching. From scheme No. 4 we see that methods, techniques and means appear before us as an integral continuous link in learning. Thus, the most relevant in our time are methods of oral, print-verbal, visual and practical nature. Tricks are: development plot story, analytical, picture descriptions, document analysis, making a layout, analysis of illustrations. The means are: story, dialogue, conversation, reader, subject visualization and modeling. Thus, it is possible to trace clear differences and similarities in approaches to learning through the prism of time. In a more transformed form, we are faced with the method of illustration, which in modern times is a graphic, or picture and analytical description used to serve as an illustrative method. Comparing these schemes, we can conclude that the methods of the beginning of the 20th century are relevant today in modern russian school, but naturally in a more modified form, based on the tasks of the modern era. Conclusion
This entire study was devoted to the definition of techniques and methods of teaching history in the Russian school of the early XX century. The relevance of this work lies in the fact that there are practically no works devoted to the study of issues related to the peculiarities of teaching history in the pre-revolutionary period. This is not correct, since every teacher must understand the peculiarities of the development of the methodology in one or another historical period, especially since domestic pedagogy has long traditions, the appeal to which makes it possible to more effectively organize the educational process. Some educators believe that the experience gained at the beginning of the 20th century has no definite value, since the methods were not effective and had a lot of shortcomings, but the study showed that this was not the case. During this period, thanks to the most famous methodologists, new and improved methods appeared that were of great educational value, in addition, new methods and techniques were developed for working with students. Based on this, we can say that the beginning of the 20th century is an important stage in the development of domestic pedagogy and the low interest of teachers in this period is unreasonable, since it was then that an active creative search for teachers began, which became a consequence of the educational policy pursued by the state. The work consists of two parts: theoretical and practical. In the first part, the theme of the development of historical thought in Russia at the beginning of the 20th century and the methods proposed by the methodologists of the period under consideration were considered. The study of this issue made it possible to come to the conclusion that during this period a lot of work was carried out in this direction, the purpose of which was to increase the level of education and improve the quality of students' knowledge. This was due to the fact that the state needed more highly educated people who could think independently and make important decisions. In addition, the country could not afford to lag behind other powers in scientific and technological progress, for which it was also necessary to raise the level of education in the country. The result of transformations in the content of education was the transition to teaching history according to new programs, the active search by teachers for such forms, methods and techniques for conducting classes that provided active work students in the classroom, contributed to the development of their independent thinking, the development of an understanding of the laws of the history of the development of society. The study of the peculiarities of teaching history in the Russian school made it possible to consider more specifically how history was taught during the period under study, and to come to the conclusion that various forms, methods and techniques of teaching history were widely used in school practice of this period, in particular, this form was widespread. conducting a lesson as a seminar, teachers widely used the research method and the problematic method of presenting the material. Documentary material was actively involved in the lessons. All this contributed to an increase in the effectiveness of the lessons of history. The practical part of the work made it possible to analyze the possibility and peculiarity of the application of forms, methods and techniques of teaching history at the beginning of the 20th century today and to confirm the hypothesis put forward at the beginning of the study that the experience gained during this period still has a certain value today. As mentioned earlier, all pedagogy is based on continuity and, of course, the experience of teachers is of great importance to us, as it carries a wealth of material that contributes to the development of methods of teaching history. But for more effective work in modern conditions, the accumulated experience must be rethought and transformed, taking into account the new requirements for the level of knowledge and skills of graduates. All of the above methods and forms of teaching lessons are quite widespread in the period under review and are used by teachers today, but in a slightly modified form. The comparative analysis of the schemes of goals and methods of teaching history showed that today it is possible to draw a parallel between modern methods and those of pre-revolutionary Russia. For example, in the pre-revolutionary period, despite the fact that one of the main tasks of teaching history was declared to be the development of students' independent thinking, preference was given to a greater degree to methods and techniques aimed at reproducing ready-made knowledge or systematizing and generalizing facts, as evidenced by the methodologists themselves. in their works. Today the situation has changed somewhat. Proceeding from the fact that modern society requires graduates to critically analyze historical information, establish causal relationships between phenomena, the ability to participate in discussions on historical issues, and formulate their own position on the issues discussed. In the classroom, the main attention is paid to the development, first of all, of independent thinking. Nevertheless, despite small differences in teaching history, traditional forms and methods are still used, and it can be concluded that the experience gained by teachers in the early twentieth century. has a certain value today for history teachers and can be applied in a modern school subject to adjustments, since over time, some of the requirements have lost their relevance. List of used literature
Buschik L.P. Essay on the development of school history education in the USSR. - M., 1961. Vlahopulov B. Methods of history. 8th grade course for female gymnasiums. - Kiev. 1914 Gartwig A. and Kryukov, N. Reader for classroom studies on Russian history in higher primary schools and lower grades of secondary educational institutions. - M., 1917. Gartwig A.F. On the issue of teaching history in secondary educational institutions. - M. 1891. Ivanov K.A. Essays on the methodology of history. - SPb. 1915 Kareev N. About school history teaching. - Petrograd. 1917. Methodology for teaching history in high school: A guide for teachers / Otv. ed. F.P. Korovkin. - M., 1978. History teaching methodology in secondary school. - M., 1986. Nadezhdin A.D. Essays on the history of secondary schools in Russia in the second half of the 19th century. - L., 1954. N. A practical guide for a novice history teacher. - SPb. 1912 Singalevich S.P. About new manuals on the methodology of history. - Kazan. 1913. Singalevich S.P. Secondary and university history teaching: (page from history methodology). - Kazan. 1914. Farfarovskiy S. Laboratory method of teaching history. - Warsaw.Similar works to - Methods of teaching history in the Russian school at the beginning of the twentieth century
Teaching methods.Teachers of the early XX century. aspired to a lesson structure that would stimulate independent cognitive activity of students, form their need for knowledge. Some saw this way 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, however, generally preferred the labor method of teaching. Distribution received method of questions and plans.They were compiled by the teacher and given to students for homework... Along with the old, forgotten teaching methods, new ones are used. Among them are real, laboratory, dramatizations. The real method isit is a work based on historical sources. Prominent historians and methodists N.A. Rozhkov and M.N. Pokrovsky selected documents for study depending on their availability and the students' interest in them. At the same time, the systematic study of a history course and a school textbook were ignored. ON. Rozhkov suggested replacing the textbook with a short summary.
The innovators were not satisfied with the proposed by Ya.S. Kulzhinsky method of documentation.ON. Rozhkov and S.V. Farforovsky suggested that the student's cognitive activity should be brought closer to the methods of researching historical science, building the teaching on the study of primary sources. Laboratory method:based on the independent work of students with historical documents, illustrative material and popular science literature. The famous methodologist A.F. Hartwig replaced the usual lessons with reading the students' essays and talking about them. In this case, the role of the teacher was reduced to guiding students' independent work. The main thing for him was to accustom students to independent work. He was also the author of the so-called method of dramatization- small drama performances by students.
Methodists S.P. Singalevich, V. Ya. Ulanov, K.V. Sivkov believed that it is impossible to absolutize any one teaching method. In addition, it was considered beneficial to use different types of textbooks in gymnasiums, both for classroom work and for independent study at home.
School history education in 1917 - early 30s. The beginning of the transformation. At the II All-Russian Congress of Soviets in October 1917, a resolution was adopted on the formation of the People's Commissariat for Education, headed by A.V. Lunacharsky.
A.V. Lunacharsky and his deputy M.N. Pokrovsky began to deny the positive significance of systematic historical education. Instead of civic history, it was proposed to study labor history and sociology. Transformations began in the field of history education. At the first stage (1917 - early 1930s), the old content of history education was abandoned, and history as an academic subject was replaced by a social science course. Within the framework of social science, only individual elements of the history course remained with a new selection of facts and their Marxist coverage. 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. The labor school was divided into two stages: the first - for children from 8 to 13 years old (5 years old) and the second - from 13 to 17 years old (4 years old). A joint secular free education girls and boys.
In 1920, an attempt was made to introduce an approximate history program. However, she was not accepted.
In 1923, they abandoned subject teaching and began to work on complex programs,which existed until 1931
Content and methods of studying social science.The State Academic Council of the People's Commissariat of Education believed that it was necessary to study at school not the basics of sciences, but life complexes. The content of the educational material was built on three main themes: nature, society, labor. In the center of the study was the labor activity of people and the task of teaching students to acquire knowledge, relying on their creative independence. Historical information was reported in connection with the study of contemporary issues: the origin of capitalism, the labor movement in the West and in Russia in the 19th and 20th centuries.
It was believed that to study periods of history up to the XIV-XVI centuries. it is generally not advisable, since they allegedly contain low value and unreliable data.
The development of students, their independence and creative forces were to be facilitated by labor, laboratory brigade,research methods. During the laboratory classes, a new type of manual was used, which did not aim to give a coherent presentation of the educational material. Research methodprovided for the implementation of contract assignments. They were developed by teachers and given to teams of students from 5-6 people for implementation. The history of the fatherland as a separate course was not studied in the schools of the USSR until 1933.
Introduction of independent history courses (early 30s - late 50sbiennium) Development of programs, textbooks and teaching methods. The situation with history education changed in the 30s. The Central Committee of the Party gives instructions to abandon the laboratory-brigade method. The main form of organization of educational work is becoming lessonwith a group of students with a strictly defined schedule of classes (Resolutions of the Central Committee of the CPSU (b) "On primary and secondary schools" of September 5, 1931 and "On curricula and regime in primary and secondary schools" of August 5, 1932). It was proposed to restore a systematic course of history at school. Historical faculties in universities were restored, departments of methodology appeared.
In the summer of 1933, the RSFSR People's Commissariat for Education issued programson history. They were based on the Marxist theory of socio-economic formations. The programs were built "in layers": after several topics on general history, there was a topic on the history of the USSR. In accordance with the programs, the first textbooks on the history of the ancient world and the Middle Ages were written. In May 1934, a decree of the Council of People's Commissars of the USSR and the Central Committee of the All-Union Communist Party (Bolsheviks) "On the teaching of civil history in the schools of the USSR" appeared. The course was based on the principle chronological sequencein the presentation of historical events and linearity (studying courses once without repetition); independent courses on national and general history were introduced. Linear teaching principle:Grades 3-4 - an elementary course in the history of the USSR (a short history course); class - history of the ancient world (East, Greece); class - history of the ancient world and the Middle Ages; class - history of the Middle Ages and the Constitution of the USSR (its study was introduced since 1936. ); class - new history, part I; history of the USSR until the end of the 18th century, class - new history, part II; history of the USSR in the 18th-19th centuries; Grade 10 - history of the USSR of the XX century; recent history (introduced since 1958). Intensive preparation of new programs and textbooks begins. The authors' teams included the most famous scientists: N.N. Vanag, B.D. Grekov, A.M. Pankratov (history of the USSR); SI. Kovalev, N.M. Nikolsky, A.V. Mishulin (ancient world
Teaching history in wartime.During the Second World War, the educational goal was put forward in the first place in teaching history. The teachers were tasked to strengthen the education of patriotism and international unity.
In the classroom, teachers tried to inspire students with a firm confidencein victory in the Great Patriotic War, to reveal the conditions of victory. To do this, they talked about the high military leadership skills of A. Nevsky, D. Donskoy, A. Suvorov and M. Kutuzov in class. The brightest 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 were given of the steadfastness and courage of Russian soldiers.
In the postwar years, a great contribution to the development of the methodology was made by V.N. Vernadsky, N.V. Andreevskaya, M.A. Zinoviev, V.G. Karpov, N.G. Tarasov, A.I. Strazhev. Their writings dealt with the didactic requirements for a history lesson; visibility in teaching history; psychology of students' assimilation of historical knowledge; method of repeating and generalizing lessons; system of formation of factual and conceptual knowledge; methodical system of teaching history.
In Soviet times, the teaching of history was imprinted by ideological attitudes. At this time, new generation textbooks appear. In 1954 the SI textbook was published. Kovalev on the history of the ancient world.
Changes are taking place in the system and content of historical education. Instead of linearity, introduce the principle of concentrism.A partial concentrism of historical courses was introduced. An 8-year education becomes compulsory and an 11-year school only for those who wish.
The structure of history education (from 1959 to 1964): Lclass - an episodic course in the history of the USSR;
Grade 5 - history of the ancient world; class - history of the Middle Ages; class - history of the USSR with elements of modern history until the middle of the 19th century; 8th class - history of the USSR with elements of modern and recent history up to the present;
Grade 9 - new history, part 1; history of the USSR until the end of the 19th century;
Grade 10 - new history, part 2; history of the USSR from the beginning of the XX century. before
1937; recent history; 11th grade - history of the USSR from 1938 to the present; recent history, part 2.
School history education and improving the theory and practice of teaching in the 60-80s.
In 1964, the country established a 10-year period for schooling. The selection of the content of the educational material of the courses of the history of the ancient world and the Middle Ages was carried out . Subsequent changes in school history courses were associated with the transition to universal secondary education. In the 60s and 70s. Changes were made in historical education, resulting in the following structure.
The structure of history education (1967-1993):
Grade 5 - episodic stories on national history (2 hours); class - history of the ancient world (2 hours); class - history of the Middle Ages (2 hours); class - Russian history until the end of the 18th century. (2 hours); class - new history, part 1; Russian history of the XIX century. (3 hours); Grade 10 - new history, part 2; Russian history from the beginning of the XX century. up to the 30s; recent history until the end of the 30s. (4 hours); Grade 11 - Russian history to the present; recent history from 1939 to the present (3 hours) The adopted structure of education remained until 1993.
In the 60s and 70s. the study of the methodology of teaching history by such scientists as A.A. Vagin, D.N. Nikiforov, N.G. Dairi, P.V. Mountain, P.S. Leibengrub, F.P. Korovkin.
In the 60-80s. the purpose of training is the development of the activity and independence of students. More and more attention is paid to the problem of enhancing their cognitive activity, the formation of skills, methods of work, the question of developing education is being raised.
At the end of the 80s. in education, crisis phenomena have arisen, generated by the collapse of the previous system of social relations. The search began for new educational structures corresponding to new trends in the development of society. The structure of history education in the 90s
Curricula, courses, textbooks.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. First concentrwas a basic school (grades 5-9), the second - a full secondary school (grades 10-11).
Classes can be class-wide, group, individual with consultation visits. Individual lessons involve the student's independent work in accordance with their characteristics and the work of the teacher with each student. In the senior grades, a lecture and seminar credit system is introduced, similar to the university one. All this contributes to the development and training of the intellectual abilities of students.
53. Non-traditional methods of studying factual material in history lessons:
In a history lesson, the main thing is to study a historical fact.
Historical fact -objectively existing facts of reality, located in a certain space-time frame. Their content is independent of interpretation. Fact is an actual, real, existing, non-fictional event, phenomenon (what happened).
Non-traditional methods of studying factual material:
1. Reception of dramatization.
2. Presentation of the material in the form of a dialogue.
3. Personification
4. Fictional character
5. Imaginary journey or otherwise called a distance excursion (you can use video, clarity)
6. Interviewing a character (lesson in the form of an interview)
7. Epistolary genre (a letter from a historical figure)
8. Games (business, discussion, debate, retro games)
Reception of dramatization - the reception of a figurative or plot narration in the form of a dialogue of two or more persons, representatives of different social strata, carriers of different and opposite interests. At the heart of D. is a conflict situation built on the contradictory attitude of the participants to the main topic of the dialogue.
Personification - a game technique of figurative or plot narration in the first person, usually on behalf of an eyewitness or participant in a historical event. The narrator can be a fictional or real-life character and talk about fictitious or genuine events, but they must certainly be shown in a historically accurate context, in connection with vivid and significant events of a regional, national or global scale. A schoolboy shows events through the eyes of his hero, communicating his feelings and attitudes towards them.
Character interview - a game technique of drawing up questions and answers by schoolchildren in an imaginary conversation with a historical character. By creatively reconstructing the images of people (real figures and typical representatives of social groups), the technique of imaging reproduces the historical events and phenomena themselves.
54. Historical documents and their types The value of using written documents in teaching history. Historical sources include everything created by man, including the results of his interaction with the environment, as well as objects material culture, customs, ceremonies, written monuments. In the broad sense of the word, the monuments of writing in the methodology are called documents.
For the historical development of students, the direct acquaintance of students with the sources of historical knowledge (documents) is much more important than the work on the textbook. What is the importance of using historical documents!With their help, the principle of visibility in teaching history is implemented, when students get acquainted with appearance documents. The document makes the teacher's story vivid and vivid, and the conclusions more convincing. The significance of the document also lies in the fact that it contributes to the concretization of the source material, the creation of vivid images and pictures of the past, creates a sense of the spirit of the era. Through the document, students develop an interest in history. When working with documents, the process of thinking and imagination is activated among students, which contributes to a more fruitful assimilation of historical knowledge and the development of historical consciousness. Students develop independent skills. work: read documents, analyze and extract information, reason, evaluate the value of documents of the past and present. Types of historical documents and criteria for their selection for the lesson. Classification of documents: they are divided into two main groups - documents of a narrative-descriptive and act nature, which at one time had practical significance. These documents complement each other well. An additional group is made up of monuments of the artistic word.
Actdocuments are legal, economic, political, programmatic (letters, laws, decrees, petitions, petitions, signatures, contracts, statistical and investigative documents, programs, speeches). Narrative-descriptive documents- chronicles, chronicles, memoirs, letters, travel descriptions. TO monuments of the artistic wordthe history of the ancient world and the Middle Ages includes works of oral folk art (myths, fables, songs, winged expressions). Scientists believe that the document for the lesson should: correspond to the goals and objectives of teaching history; reflect the main, most typical facts and events of the era; to be organically linked with the program material, to contribute to the actualization of historical knowledge, so that it would be possible to offer students cognitive questions and tasks; be accessible to students in terms of content and volume; interesting; contain everyday and plot details that make it possible to differentiate teaching, to concretize students' ideas about certain events, phenomena, processes; have a certain emotional impact on them; have literary and scientific merits, sufficient information content for the development of cognitive independence and interest, improvement of mental labor techniques.
Teacher and student work with documents Methodology for studying documents. In history lessons, documents can be used by both teachers and students.
The teacher retells the document if it is difficult for the students; leads short quotes without reference or with reference to a document; quotes and analyzes excerpts from documents to concretize his story, give it emotionality and persuasiveness. To liven up the story, he uses direct speech, characterizes the personality. The work of students with a document is gradually becoming more difficult, taking into account their age and cognitive capabilities, as well as the level of preparedness. Document trainingincludes the following steps: 1) the teacher gives a sample of parsing the document; 2) students analyze the document under the guidance of the teacher; 3) work under the guidance of a teacher and independently; 4) independently study the document in the classroom and at home. The teacher in the class introduces the students to the document, explains the essence of the assignment. At home, students prepare short messages, descriptions based on the document, text and illustrations of the textbook, creative essays. Before turning to the document in the lesson, the teacher gives a brief description of it; says when and by whom it was compiled, for what purposes; what students learn from this document. Pupils then refer to the text of the laws prepared for classroom analysis. The students read the document piece by piece, and the teacher explains unusual expressions and phrases, asks questions to check the degree of understanding of its content: what is the passage described? What does this word mean? How do you understand the meaning of this sentence? Only then are the re-reading and parsing of the document carried out in parts. A combination of documentary description and map is possible; legal document and diary entries; memoirs, letters and a portrait of a particular person. Pupils come up with questions for documents, make up crosswords, write their own texts describing events. After discussions, additions and corrections, the texts are included in the chapters of the student textbook.
School readers help the teacher to find documents. Some anthologies contain only documents, others - documents, comments on them and excerpts from popular science literature; still others consist of excerpts from fiction and other literary works. The teacher uses one or another reader depending on the goals of the lesson and the tasks solved on it.
55. Chronologyin teaching stories
Chronologiais an auxiliary historical discipline that studies chronological systems and calendars different nations and states. It helps to set the dates of historical events (year, month, day), determine which event was earlier, which later, or both events occurred simultaneously (synchronously). Chronology reveals the duration of historical phenomena, the periodization of historical processes, the time of creation of historical sources. This branch of science creates the basis on which the school chronology is based.
The purpose of studying chronology at school - show the sequence of historical events and phenomena, their length in time, lead students to understand the measurement of time and introduce them to the chronological systems.
The goal defines the tasks: to provide in the minds of students the correct reflection of historical time; facilitate the development of their temporal representations; help the assimilation of the most important dates of events, time categories (year, century, millennium, era).
In school teaching history, dates are conventionally subdivided, based on their significance, into main and reference dates.
Methods for studying chronology.
The teacher helps the students understand how people measure time. the teacher conducts a conversation, finding out what events the students remember from the past year, what has changed in the life of their family during that time. Then he brings them to an understanding of the duration of their life - 10-12 years: what do you remember the very first thing in life, what was the most important thing that happened over the years?
The teacher draws on the blackboard time line.It is a straight line, divided into equal segments, meaning a certain number of years. This line marks the average life expectancy of students in the class. Pupils work with the timeline in their notebooks. Then the teacher turns to a conversation about the life expectancy of the student's parents: what do they know about the age of their parents, which of them is older, how much older the grandmother is than the mother. The average age of the parents is also marked on the timeline. At home, students should find out in what years the most memorable events in the life of their parents took place.
Having mastered the decades, the students move on to the centuries. The historical prescription of this period is measured by the number of generations that have changed during this time.
The teacher tells how to define the century.
When practicing primary chronological skills, one should go not only from year to century (1540 - XVI century), but also from century to year. The teacher finds out with the students what events took place at the beginning, first half, second half, at the end of any century. Each new date is linked to the previous one. To do this, the teacher asks: “how many years have passed 6 ... ","when it was". Having named the year, the student explains to which age he belongs.
In the process of explaining the new, the main and key dates are fixed on the board. The main ones are recorded larger and are framed. Sequential dates are placed in a vertical column, and synchronous dates are recorded on the same horizontal level. Students write dates on chronological cards or compose chronological tables.The illustrated timeline was offered by I.V. Gittis. It looks like a wide strip, divided into segments (centuries), and within each of them - into five years. Slits are made on the tape of time, where, in chronological order, applications are inserted with the most striking facts of the century or the names of events and their dates.
Where computers are available, use is possible computer programs by chronology.Awareness of the duration of historical periods and the identification of common things help synchronic tables.They reflect the simultaneity (synchronicity) of events or phenomena of social life from the history of ancient civilizations. The teacher leads the explanation, and the students listen and fill out the table, that is, they work at a transformative level.
Chronology memorization techniques(main facts and associated historical dates). Memorizationbased on semantic connections (in essence) and connections with the event, when the date is memorized purely mechanically. With a good knowledge of the main facts and cause-and-effect relationships, students can easily place in time events not dated in history courses.
For better memorization, a connection is established between historical events and the age of the rulers who participated in them. The technique of matching event dates is applied. Another memorization technique is to set the duration of events. It is also possible to match events with internal communication. Memorization is helped by the poetic form of presentation of historical events, given in a clear chronological sequence. All these techniques help students to master the knowledge of chronology. In the first stage of training, the sequence and duration of historical events is established based on their dates. Then the students get acquainted with Roman numerals, correlate the year with the century, learn about the events of our era and those that took place before our era, correlate the century with the millennium. In grades 6-7, they learn to set the duration and timing of events. In the senior grades, they relate historical processes to a period, an era based on the knowledge of the periodization of history courses. The development of chronological skills is facilitated by specially selected tasks and games.
Games and competitions are held on the knowledge of historical dates: in the form of a relay race by dates
Methodists of the XX century are of particular importance. devoted to the study of native history. In the book "On the Teaching of 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 excite 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 Attitude to the Subject of History" was published. According to the author, the 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 simplified transfer of ready-made knowledge by the teacher, when there is almost no tension for students. ”According to S. Lamovitsky, the problem is" how to touch the students' thought, to cause it to more intensive activity. "
One of the ways to activate knowledge S. Lamovitsky saw in heuristic learningwhen the teacher seeks “to force the students themselves to reach a certain concept, judgment and inference. In this case, the role of the teacher is not to communicate ready-made knowledge, but to conduct a conversation on such issues that would direct the students' thought to an independent search for already known truth. Heuristic learning is especially expedient when solving the problem of translating homogeneous representations into concepts, finding the information that follows from the comparison of existing representations and concepts ”(120, p. 174).
A significant contribution to the development of methodological problems was made by N.I. Kareev is a corresponding member of the Krakow and Russian Academies of Sciences, an honorary member of the USSR Academy of Sciences. He is known as the author not only of textbooks on general history, but also a cicada of articles on teaching history, and a number of teaching aids. In 1900, his Notes on the Teaching of History in Secondary Schools (114) were published in St. Petersburg. In this book, the scientist considers such important issues of methodology as the role of the textbook in school education, the selection of material, the requirements for its presentation, and work with the book in the classroom.
The largest specialist in world history came to the conclusion that national history should be allocated in a separate course, in connection with it, information from the history of other peoples should be studied. 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 XX century. aspired to a lesson structure that would stimulate independent cognitive activity of students, form their need for knowledge. Some saw this way 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, however, generally preferred the labor method of teaching. When teaching history to schoolchildren, they tried to create specific images. For this they used maps and pictures, a book for reading with illustrations. Excursion work has become an organic part of the learning process. At the history lesson, local history material was attracted. As already noted, attention was paid to developing students' ability to work independently.
The method of questions and plans became widespread. They were compiled by the teacher and given to students for homework. Both at home and in the classroom, maximum attention was paid to working with the textbook. Schoolchildren were taught to read his text correctly, to make a plan for what he read. Pupils wrote out names, dates, concepts from the textbook, explained them, and repeated what they had passed in conjunction with what was newly learned.
There was no doubt about the importance of repeating what was previously covered. “In the normal setting of the educational matter, repetition should be a necessary element of every history lesson” in support of their words, the authors quote the words of one of the psychologists of that time: “You should repeat it after a short period of time after studying, because repetition often becomes useless for a long period of time; And it's clear why. When we have received some impression, and we, physiologically speaking, have left 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 the old, forgotten teaching methods, new ones are used. Among them are real, laboratory, dramatizations. Real method it is a work based on historical sources. Prominent historians and methodologists of 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 a history course and a school textbook were ignored. ON. Rozhkov suggested replacing the textbook with a short synopsis.
The innovators were not satisfied with the proposed by Ya.S. Kulzhinsky method of documentation;when specially selected anthology documents were used to illustrate the text of the textbook. Such training allowed students to check how the most important episodes of the textbook were supported by documents. The students developed the ability to draw conclusions based on a variety of facts.
ON. Rozhkov and S.V. Farforovsky suggested that the student's cognitive activity should be brought closer to the methods of researching historical science, building education on the study of primary sources. So, they thought, the student would be introduced to the research laboratory.
Name laboratory method received a teaching system based on the independent work of students with historical documents, illustrative material and popular science literature. The teacher, as it were, introduced the students to 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 technique was used by the well-known methodologist A.F. Hartwig. He replaced ordinary lessons with reading abstracts (summarization method) students and conversations to analyze them. In this case, the role of the teacher was reduced to guiding students' independent work. A.F. Hartwig believed that one should know thoroughly only issues that are of significant importance in history, and did not strive for a systematic study of the course. The main thing for him was to accustom students to independent work. He was also the author of the so-called method of dramatization - small dramatic performances by students.
Summarization system. The search for the activation of ways of teaching led to the improvement of the abstracting system developed by the methodologists B.A. Vlahopulov and N.P. Poured. In the preparation of essays, they saw the main way to instill in students the skills of independent work. B.A. Vlahopulov identified several stages in teaching students to abstract based on their acquaintance with the historiography of the problem.
First stage: To do this, it was required to read the entire article, delve into the essence of what was read, break the text into parts and highlight the main thoughts in each of them. Then the student made a synopsis. He read a small passage of the text, summarized what he had read, trying not to deviate from the author's outline of presentation. A synopsis composed of the author's phrases was considered successful.
Second phase: suggested the presentation of the content of a more solid book. The student read it, making notes on the bookmarks about those places that seemed to him the most significant or characteristic. Only after carefully considering the content of the book, the student made an outline of the abstract. Now it was necessary to present the text in one's own words; it was not allowed to rewrite the entire author's phrases.
Third stage: included the preparation of an essay written on the basis of two or three small books devoted to one problem and united by the generality of its interpretation. In this case, it is necessary in detail: to study the issue 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 already representing different, often opposite points of view. The student had not only to assimilate the basic in the views of each author, but also to understand the argumentation, critically evaluate it, and determine his attitude to what he read. Thus, this stage involved analytical activities.
Fifth stage: the ability to analyze the "raw" material of sources was assumed. They should be interesting and accessible for independent conclusions of students and not contain places that are difficult or controversial to understand. Stages in abstracting allowed high school students to master a coherent and consistent presentation of thoughts, making "their contribution not only to specially historical, but also to general education.
The methodologist M.N. was approaching the activation of the cognitive activity of students differently. Kovalensky. Its system combined the study in one sequence or another of various teaching aids: popular science literature, visual aids, books for reading and a specially prepared textbook. The result of the work was to be brief written reports of students on all the topics of the course studied.
Methodists SP. 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 different types of textbooks in gymnasiums both for classroom work and for independent study at home.
Certain attention was paid to the training of personnel. In 191 Gg. in Moscow, a Pedagogical Institute was opened with a two-year training period. It admitted persons who graduated from the course of higher educational institutions. Much attention was paid to the methodological training of students: in the first year, the methodology was given 4 hours a week, in the second - 3 hours.
5. School history education in the 1917-1990s.
At the II All-Russian Congress of 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: Highlights of training:
1. history was replaced by the course of social studies. Within the framework of social science, elements of the history course remained with a new selection of facts with Marxist coverage.
2. exams, penalties, student knowledge points and homework were canceled. The transfer of students from class to class and graduation from school were to be carried out according to the feedback of 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 secular free education of girls and boys was established.
the 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 old).
at the first stage school began studying the elementary course of Russian history from the third year of study. In the last year, the study of the Soviet Constitution was introduced.
6. Programs of 1921 at the head of all work during conversations and on excursions put the study of the history of the native land - the cultural and everyday life of people.
7.since 1921 the course of social studies was introduced
8.In 1923, they abandoned subject teaching and began to work on complex programs that existed until 1931.
9. The State Academic Council of the People's Commissariat of Education believed that it was necessary to study at school not the basics of sciences, but life complexes.
11. it was necessary to form a socially active personality. One of the means of formation was the application of the acquired knowledge in practice. Schoolchildren held conversations with peasants and workers, made lectures, organized demonstrations and performances during revolutionary holidays.
12. So, the history of the fatherland as a separate course was not studied in the schools of the USSR until 1933. Historical material on Russian history was given in the relevant sections
13. general history. There were no textbooks and manuals, and the main source of knowledge was the spoken word of the teacher.
14. Transition from a nine-year community 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 notes for individual parts of the whole complex of social science knowledge, built on a single basis.
The main provisions of the early 30s - late 50s:
1. Bringing history back to schools
2. The main goal is to show the civic history of individual peoples, and they covered mainly the forms of social life.
3. The history teaching departments were restored in universities
4. The course was based on the principle of chronological sequence in the presentation of historical events and linearity (studying courses once without repetitions); independent courses of national and world history were introduced.
5. Intensive preparation of new programs and textbooks begins (NN Vanag, BD Grekov, AM Pankratova (history of the USSR); SI Kovalev, NM Nikolsky, AB Mishulin (ancient world); E. A. Kosminsky, A. I. Malyshev, A. I. Gukovsky (Middle Ages); N. M. Lukin, A. V. Efimov (new history). Textbook abstracts ("History of the USSR", "New history") reviewed I.V. Stalin, A.A. Zhdanov, S.M. Kirov)
6. A competition was held on the best textbook on history. The teams led by I.I. Mints, 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 CPSU (b) A.A. Zhdanov decided not to award the first prize winner, but to give the second one 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 ). Tutorial A.B. Shestakov is interesting in that his concept of the historical process later became the basis for all textbooks on Russian history for senior classes and universities.
7. One of the problems of the then textbooks is that the methodologists did not interfere in the selection of the content, and historians in the textbooks did not take into account the methodological peculiarities of teaching history at school.
8. The principle of Linear learning was put in place:
3-4 classes - an elementary course in the history of the USSR (a short course in history);
Grade 5 - history of the ancient world (East, Greece);
Grade 6 - history of the ancient world and the Middle Ages;
Grade 7 - the history of the Middle Ages and the Constitution of the USSR (its study was introduced since 1936);
Grade 8 - New History, Part I; history of the USSR until the end of the 18th century;
Grade 9 - New History, Part I; history of the USSR in the 18th-19th centuries;
During the Great Patriotic War, the educational goal was put forward in the 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 against foreign invaders, the significance of cultural heritage were considered. The fascist myth about the "cultural mission" of the Germans among the "barbarians" of the Slavs was exposed. In history lessons, the historical roots of the German "onslaught on the East" were studied, pan-Germanism was involved in specially emerging research. In the classroom, teachers tried to inspire students with firm confidence in victory in the Great Patriotic War, to reveal the conditions of victory. To do this, they talked about the high military leadership skills of A. Nevsky, D. Donskoy, A. Suvorov and M. Kutuzov in class. The brightest 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 resilience and courage of Russian soldiers were given. Since the end of the 30s. scholarly 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 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. In the post-war years, a great contribution to the development of the method was made by V.N. Vernadsky, N.V. Andreevskaya, M.A. Zinoviev, V.G. Kardov, N.G. Tarasov, A.I. Strazhev, D.N. Nikiforov, I. V. Gittishi et al. Their writings dealt with the didactic demands of the kuroku history; visibility in teaching history; psychology of students' assimilation of historical knowledge; method of repeating and generalizing lessons; a system for the formation of factual and conceptual knowledge; methodical system of teaching history. In Soviet times, the teaching of history was imprinted by ideological attitudes.
50s:
1. In the 50s. tried to actualize the problem of the connection between the past history and the present, giving students a "correct understanding of history." The goal was, especially in elementary teaching of history, to develop in students a certain attitude to the facts being studied. At this time, new generation textbooks appear. .
2. At the end of the 50s. in textbooks they begin to include documents intended for independent work of students, to 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 issued in a small edition as an experimental study guide and were not subsequently republished. Changes are taking place in the system and content of historical education. Introduced partial concentrism of historical courses. An 8-year education becomes compulsory and a summer school only for those who wish.
3. The study of Russian history was based on the principle of concentrism, and general history, with a few exceptions, was based on linearity.
4. The methods of teaching and learning were improved: how to present material, how to talk, how to use a picture, a map. But it was still unclear what the student was doing in the lesson, how he understood history.
5. A position was put forward on the formation of an integral system of knowledge about the historical process from antiquity to the present day, and not only about individual periods of human history
6. The structure of history education (from 1959 to 1964):
Grade 4 - an episodic course in the history of the USSR;
Grade 5 - history of the ancient world (2 hours a week instead of 3);
Grade 6 - history of the Middle Ages (2 hours a week instead of 3);
Grade 7 - history of the USSR with elements of modern history until the middle of the 19th century;
Grade 8 - history of the USSR with elements of modern and recent history to the present;
Grade 9 - New History, Part 1; history of the USSR until the end of the 19th century;
Grade 10 - a new story, part 2; history of the USSR from the beginning of the XX century. before 1937; recent history;
Grade 11 - history of the USSR from 1938 to the present; recent history, part 2.
Late 1950s - early 1960s biennium
1. period of "thaw". At this time, some democratization of secondary education began.
In the 1960-1980s. :
1. an integral state system of secondary education has developed, covering the educational space throughout the country. Since 1959 - eight years of education. USSR Constitution (1977) - compulsory ten-year education.
2. The training was carried out according to state programs and textbooks, the same for all types of educational institutions.
3. The structure of training was built according to a linear model - each course was studied once.
4. The goals of teaching history were focused on realizing not only educational, but also educational and developmental potential inherent in history as an academic subject.
5. The goals of upbringing focused on the formation of high moral and political qualities in schoolchildren, “Soviet patriotism and socialist internationalism”, “respect for national dignity and national culture,” intransigence to any manifestation of nationalism. The development goals were aimed at the formation of students' "creative thinking, cognitive activity, independence of judgment, the ability to educate themselves."
In the 80s the purpose of training is the development of the activity and independence of students.
More and more attention is paid to the problem of enhancing their cognitive activity, the formation of skills, methods of work, the question of developing 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, methods of work, skills and methods of cognitive activity, structural-functional approach to the selection of content, techniques and means of teaching.
Since the mid-1980s, collections of cognitive tasks have become an integral part of the teaching materials (educational methodological concept) on history. They were offered for organizing students' independent work under the guidance and supervision of a teacher.
At the end of the 80s. in education, crisis phenomena have arisen, generated by the collapse of the previous system of social relations. The search began for new educational structures corresponding to new trends in the development of society.
6. The goals of teaching history. FSES.
History learning objectives:
1. “to equip students with deep and solid knowledge about the development of society from ancient times to the present day, both in Russia and in foreign countries; on the basis of analysis and generalization of scientifically reliable factual material, consistently reveal the role of the masses as 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 the activities of the communist parties - the vanguard of the working class and all working people; to highlight the class conditioning and the significance of the activity of the individual in history; to develop a scientific understanding of the laws of the development of society, a class approach to all events of the past and present; to form a scientific worldview, conviction in the inevitability of the death of capitalism and the victory of communism;
2. to educate young people in the spirit of communist ideology and morality, intolerance to bourgeois ideology, in the spirit of socialist patriotism and proletarian internationalism; to promote the transformation of acquired knowledge into convictions, into guidance for personal active participation in communist construction;
3. develop the thinking of students, their cognitive activity, independence, foster readiness and respect for work, stimulate interest in science, art, instill the ability to independently replenish their knowledge, correctly navigate the events of modern political life. "
FGOS LLC was adopted in 2010. Federal State Educational Standard of Basic general education (hereinafter - the Standard) is a set of requirements that are mandatory in the implementation of the main educational program of basic general education educational institutionswith state accreditation. FSES - 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 (systemic - activity approach)
Reasons for the introduction of the Federal State Educational Standard:
1. Economic sphere: overcome inefficiency in the economy
2. Social. Sphere: eliminate strong social. Bundle, weak state. Support
3. Polit. Sphere: eliminate the instability of the southern regions, not a solid democratic foundation
4. Spiritual sphere: smooth out the civilization gap (violation of the continuity of values \u200b\u200bbetween generations)
Value:
1. Preparation of generations of free, wealthy, cretically minded, self-confident
2. Achieving leading positions in global economic competition
3. Changing the social structure of the community in favor of the middle class
4. Strengthening the nat. Security and implementation of the constitutional rights of citizens.
The structure of the FGOS unit:
1. General Provisions. Part 1 of the Federal State Educational Standard explains the meaning and reasons for the adoption of this document, the duties of the physical. Persons interacting with each other.
2. Requirements that must be met in order for the education process to be productive. There is also a list of subjects that ensure the development of children, their skills and abilities in a particular 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 supplements clause 1. Comprehensive assessment of personality, events, etc.
The scientific methodological school that existed earlier in the USSR had a number of indisputable achievements, which was recognized throughout the world and therefore the new Russia, creating its own system of school history education, objectively cannot refuse from the inheritance received. In this regard, the problem of correlation of 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 the renewal of 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 variety of ideological positions, attitudes in the spiritual sphere affected the state of school history education. On the one hand, irrational concepts and constructions based on common sense were the winners. Unfortunately, one can clearly see a pragmatic approach to education, a striving to solve purely pragmatic tasks, which is fraught with the threat of depriving historical knowledge of its spiritual and value content. On the other hand, unique prospects for the reconstruction of the entire system of teaching history have arisen, 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 \u200b\u200bfrom teacher to students, for broad programmatic and methodological creativity of teachers ...
The diversification of modern education, the creation of a multidisciplinary, multi-level and multi-tempo system focused on meeting the various educational needs of students, require the definition of the place, role and function of history, adequate to the tasks solved by various educational institutions. Without specifying the goals of history education, it is hardly legitimate to start a serious conversation about its content and methodology.
At the same time, the analysis of the activities of history teachers, the content of the temporary state educational standard on history allows us to state the emergence of the danger of losing the subject of history as a science. Sometimes teachers turn to the study of cultural studies, philosophy, literature, thereby replacing the specific subject of history, which is associated with the study of the diverse historical process as a whole. The inclusion in the content of historical education of the body of knowledge of special social science disciplines in order to implement the ideas of integration in practice turns out to expand 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.
Humanization of history has become the guiding principle of building history education in secondary schools. Humanization is understood as the reorientation of the entire education system to the interests and needs of each specific student, the satisfaction of his cognitive, moral and ideological needs. It covers all major areas of teaching. Let us consider the leading directions of humanization of the content of history education, which are most visibly presented in the practice of history teachers. These should include:
"Humanizing history"when a person is viewed 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, his intellectual, emotional-sensual side of consciousness, recognition of the inherent value of the individual and freedom of will, expressed in increased attention to historical figures, to their social and psychological portraits; enrichment of educational material (with values \u200b\u200bof a universal nature; caution in the approach to the factors of transformation of the world and society; demonstration of alternative, multivariate paths of historical development;
strengthening personal, the emotional-value aspect of the content through consideration of issues of historical science that are "open", debatable, 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-value attitudes), and not be limited to one or two elements presented in the current curricula. History possesses tremendous emotional power, fosters in a person the ability to visualize an event of the past, to artistic thinking. The grandiose picture of human activity disclosed by historians over the centuries, the exciting spectacle of human destinies and accomplishments, cannot but amaze the imagination, but have an impact on feelings. However, in real conditions, a student develops an idea of \u200b\u200bthe existence of two stories, as it were: one, schematized, he learns at school, the other - alive - from books, films, through the media. It should be recognized that there is a contradiction in modern history education between the priority in the accumulation of knowledge and insufficient work to develop the emotional and sensory sphere of the student's personality.
In 1992, the Law of the Russian Federation "On Education" was adopted. The principle of personal priority has become the basis for reforming the educational system. In accordance with the strategy for the development of historical and social science education, the monopoly of the state-party ideology was abandoned and the transition to pluralism of ideologies began. An appeal was proclaimed to values \u200b\u200bassociated with the best national and world traditions. 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 concentrator consisted of the basic school (grades 5-9), the second - the complete secondary school (grades 10-11). The first concentrate introduced the study of national and general history from antiquity to the present day on the basis of a civilizational approach. The education strategy envisaged first the study of the history of Russia in the context of world history, and later the creation of a single course called "Russia and the World."
In the second concentrator the courses “History of Russia from ancient times to the present day”, “Major landmarks in the history of mankind”, “History of world civilizations” were introduced. For repetition and deepening at a higher theoretical level previously studied, it was supposed to study modular and integrated courses. At the present time, the need for the creation of historical and social science courses based on the problem principle is increasingly felt. In general, the structure of history education is as follows:
Propedeutic courses in Russian history and social studies.
Primary school
Grade 5 - history of the ancient world;
Grade 6 - Russia and the world in the Middle Ages;
Grade 7 - Russia and the world in modern times;
Grade 8 - Russia and the world in modern times; introduction to knowledge society;
Grade 9 - Russia and the world in modern times; introduction to knowledge society (legal course).
Complete high school
Grade 10 - 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 Science: The Modern World.
8. History education at school in 1990 and early 21st century.
The structure of history education in the 00s Curricula, courses, textbooks. In 1992, the Law of the Russian Federation “On Education” was adopted. The principle of the priority 1 PERSONALITY became the basis for reforming the educational system. 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, with 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. began compulsory (basic) nine-year education. The school began to move from a linear to a concentric structure of education. The first concentrator consisted of the basic school (grades 5-9), the second - the complete secondary school (grades 10-11). The first concentrate introduced the study of national and general history from antiquity to the present day on the basis of a civilizational approach. The education strategy envisaged first the study of the history of Russia in the context of world history, and later the creation of a single course called "Russia and the World." In the second concentrator, the courses “History of Russia from ancient times to the present day”, “Major milestones in the history of Mankind”, “History of world civilizations” were introduced. For repetition and deepening at a higher theoretical level previously studied, it was supposed to study modular and integrated courses. At the present time, the need for the creation of historical and social science courses based on the problem principle is increasingly felt. In general, the structure of historical education is as follows (30):
The programs began with an explanatory note that explained the goals of teaching history. In the main part, by sections and topics, the factual and theoretical material that constitutes the content of education was presented. At the end of the topics, the main ideas were given, the concepts that were mandatory for mastering were indicated, the links within the subject, inter-subject, inter-course 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, visual aids.
The programs were designed to provide the required uniform level of education. But, in. 90s TT. the significance of the role of traditional Russian programs as mandatory for the implementation of the state (Document. It was decided to introduce: up to the Western model, the state standard defining the mandatory minimum of historical education, quantitative criteria for assessing the quality of education. The explanatory note defined the goals of teaching history at school, the object of history study (the past of people and humanity) and the main system characteristics of the object (historical past, space, movement).
The beginning of the XX century in the world was marked by a sharp growth of industry, economy, social and global processes acquired a certain dynamism. Many European powers entered a new stage of their development, and the 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, more and more often it was possible to read in one or another newspaper about scientific developments in the field of mathematics, linguistics, chemistry, including in the field of historical science.
During this period, there are thoughts that history as a science has long been divided into professorial and school. The art of teaching history should be formalized into a separate science, first of all the 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."
The teachers of this period saw a variety of methods of 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, laying in this method the principle of independence, the ability to highlight the main thing. Still others believed that only work with a source can give 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 growth of the 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 the Methodists of the 19th century.
By this time, the very concept of methodology appears and spreads in a wide context. "Methodology is a pedagogical discipline aimed at clarifying the educational significance of history and finding, describing and evaluating the methods that lead to a better formulation of history as an academic subject."
One of the leading methodologists of that time - S.V. Farfarovsky proposed a laboratory method for teaching history. While still a young, novice teacher, he traveled abroad to France, Belgium and Germany, upon arrival from abroad to Russia, he began to develop a laboratory method of teaching history, which was based on the knowledge gained from a trip to Europe. The essence of the method he proposes is the direct study of the source by the students, and based on the analysis of the document, the answer to a number of questions on the topics covered. In the course of such classes, students develop an interest in material, for example, scribes, they are drawn into 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 Muscovite Rus from the collective comparison of a number of descriptions of individual farms for different years." At the same time, he attaches particular 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: interest in history awakens, assimilation of factual material is facilitated and, above all, this method is designed for the psychology of age, is that students begin to understand that all the conclusions of the textbook and the teacher are justified.
B.A. Vlohopulov published in 1914 a textbook entitled “Methods of History. “Course for the 8th grade of female gymnasiums”, which emphasizes one of the most important elements in teaching history, it is the teacher's homework. The general training at the university turns out to be insufficient for teaching history, and even more so the practical methods for many young teachers remain unknown. He puts the concentric principle at the heart of his methodology, first of all, proceeding from the fact that only when choosing a material one has to take into account what may most likely interest students: while boys are more interested in the history of the war, the details of battles, girls seem to be more entertaining descriptions cultural life of the era, domestic life, etc. He also formulates the subjective concentric method, mainly referring to the degree of development of the student. At the same time, dividing the entire course of history into two stages. In the first of them, events are considered in the form of separate, easily understandable and specific phenomena, in the second, students try to use the already acquired information to create a single general picture and replenish them with a number of new facts. Thus, the material is learned the best and is a colorful canvas of knowledge.
Another important point in teaching, he emphasizes the competent arrangement of the material and here formulates the following methods. One of the first is the method of arrangement - chronologically - progressive, as a result of which all facts go in the order in which they were in reality.
The second method is chronologically - regressive, in which events fall from the nearest to the farthest, as a result of its application in practice, one can be based on an opinion based on a better understanding of the nearest knowledge in time.
By the third method, he understands the material grouping system, i.e. "All facts are connected in such a way that if there were no one, there would not be others." Thus, the idea of \u200b\u200ba single connection of facts or events in time is traced.
In his last two methods: biographical and cultural B.A. Vlohopulov reflects the idea of \u200b\u200bthe high significance of the individual in history and the cultural successes that human civilization has generated. The unification of these two principles was based on the direct connection of the personality, as a continuation of man and civilization, of which it is a part.
Unfortunately, school practice shows that students most of the time in the classroom are in the position of listening to the teacher's story or reading the text of the school textbook. As a result, they develop a lack of confidence in their abilities, the process of historical development proceeds less effectively, and they assimilate historical knowledge worse.
Methodists of the pre-revolutionary school pointed to this. So, N.P. Pokotilo believed that students can acquire knowledge by listening to a lecture and studying a textbook, but he asked the question: “Is teaching history worth anything? After all, no matter how well the teacher expounded his subject, no matter how well the students prepare, they will all repeat what the teacher gave them, nothing of their own will happen. But to achieve such a result, is it worth working for so many years! "
The pre-revolutionary methodists considered it necessary to eliminate the "learning 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 presentation by the teacher of the material that is usually placed in the textbook.
The first who proposed to acquaint students directly with the sources, and then with the textbook, was Professor M.M. Stasyulevich. In 1863, he proposed a method that later became known as "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. In his deep conviction, "whoever has read Tacitus, Eingard, Froissard, he knows history, is more historically educated than the one who has mastered a whole historical guide."
Subsequently, the "real method" of studying history split into several directions, one of which was the "laboratory method". Initially, it was opposed to the formal method, which required students to memorize and reproduce the teacher's speech and the text of the textbook. The development of the laboratory method is usually associated with the names of S.V. Farforovsky and N.A. Rozhkova. They believed that it is possible to overcome the dogmatism of traditional teaching if the entire cognitive activity of students is brought closer to scientific research methods, because "there can be no 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, the 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 old document arouses a very lively and extremely intense interest in them." 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 very different sources: scribal books, excerpts from chronicles, legal acts, diplomatic documents, all kinds of letters, letters, etc. Some of the documents were explained by the author: he explained the most complex concepts, gave recommendations for studying this or that document. S.V. Farforovsky and his followers believed that the leading role in the lesson should belong to the student, because “in the middle grades, a critical ability, the need for analysis, is already awakening in the minds of students. It is necessary to give these abilities healthy food, and not drown them with the dogmatism of the textbook, unfounded and apodictic statements. Experience shows that students then work more intensively than in ordinary lessons. At the same time, the work of the class is notable for its great animation, it arouses active attention more than boring, monotonous, inactive, dogmatic teaching, which is tiresome in its monotony and fruitless in its results. "
The task of the teacher, according to S.V. Farforovsky, is to help the student to do in a lightweight form the same work that the scientist does, to induce him to repeat the whole train of thought leading to a predetermined position (since students should briefly familiarize themselves with the conclusions of scientists). However, students conduct all work with documents independently. The ideas of 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 acquaintance with historical facts more complete, thereby revitalizing the teaching of history, and also to organize the work of students' historical thought. In their opinion, “the textbook alone does not paint a vivid picture of the 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 happening. Lacking the necessary facts to judge a particular topic, students perceive the ready-made formulas of the textbook only by memory, which is highly undesirable from the point of view of rational pedagogy. " A. Hartwig defined one of the basic conditions for the correct, in his opinion, conduct of the teaching of history - the independence of the students' work. He wrote that “… our joint work will be much more productive if the students participate in this work“ actively and collectively ”. The teacher, however, must "... teach students to independently use historical material, teach them to read books of historical content, teach them to understand at least some historical meaning of what is happening ...".
A. Hartwig suggested dividing the class into groups of 5-6 people and giving them sources and aids for reading, after which a conversation was organized in the lesson. At the same time, one of the students presented the main material on his question, and the rest supplemented it, discussed with him. A. Hartwig considered it sufficient if each of the students knew only a fourth of all questions, but deep enough.
Supporters of the laboratory method include V.Ya. Ulanova, K.V. Sivkova, S.P. Singalevich. In their opinion, the age characteristics of students in grades 5-6, together with a small number of hours devoted 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, as they give students an idea of \u200b\u200bthe methodology, acquaint them with the sources and methods of research. They have the opportunity to apply the skills of historical analysis to the 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 carried out according to the anthology, but in conjunction with the 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 a reader to it. Method of documentation Ya.S. Kulzhinsky was perceived ambiguously. S.V. 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 has accumulated significant experience in organizing the study of history on the basis of various sources, including historical documents. It is to him that the attention of modern history teachers and methodologists has recently been again drawn. 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. aspired to a lesson structure that would stimulate independent cognitive activity of students, form their need for knowledge. Some saw this way 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, however, generally preferred the labor method of teaching.
When teaching history to schoolchildren, they tried to create specific images. For this, maps and pictures, books for reading 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 XX century. old forgotten teaching methods are introduced, new ones appear. Among them is a real, laboratory, method of dramatization. The real method is to work on the basis of historical sources. When introducing this method into practice, the systematic study of a history course, the use of a school textbook was ignored. It was supposed to be replaced with a short synopsis.
ON. Rozhkov and S.V. Farforovskiy proposed to introduce a laboratory teaching method, i.e. to bring all the cognitive activity of the student closer to the methods of researching historical science. In their opinion, this can be achieved if all education is built on the study of primary sources, following the same path as researchers of science. Thus, the student will be introduced into the research laboratory. The search for activating the ways of teaching also led to the improvement of the abstracting system developed by the methodologists B.A. Vlahopulov and N.P. Poured.
All these methods were aimed at improving the learning process, and more specifically at the goals, the main directions in teaching history, methods and means of forming historical thinking in students in history lessons in a Russian school at the beginning of the 20th century.
Since 1917, school history education in Russia has undergone fundamental changes. Both the old teaching methodology and the old textbooks are recognized as unsuitable for teaching the younger generation.
The first stage in the development of Soviet school history education - 1917-1930s. - was marked by the elimination of history as an academic subject and the replacement by the course of social studies. The teaching methodology is based on the “illustrative school of action” and the “labor school of work”.
Instead of civic history, it is proposed to study labor history and sociology. Proceeding from this, the implementation of revolutionary transformations in the field of history education begins. The first stage in the development of school history education begins in 1917 and continues until the early 1930s. At this time, the old content of history education was eliminated, and history was replaced as an academic subject by a course in social studies. Within the framework of social science, there are only individual elements of the history course with an ideological selection of facts and their Marxist coverage.
The new school canceled exams, penalties, student scores and homework. The transfer of students from class to class and graduation from school were to be carried out according to the feedback of the pedagogical council on the performance of educational work. Instead of classes, it was recommended to introduce small groups - "brigades"; instead of lessons - laboratory "studio" classes.
Teaching methods are being radically revised. It is based on the "illustrative school of action", which appeared for the first time in Western countries and has found application in our country. On the basis of this school, a "labor school of work" is being developed in the USSR. If in the bourgeois school there was a motto "from knowledge to action", then in the labor school everything became the other way around - "from action to knowledge." Concrete work pushed students to enrich their knowledge and develop educational skills.
In 1920, an attempt was made to introduce an approximate history program. However, it was not accepted even in a complex form with the inclusion of law, political economy and sociology, information on the history of class struggle and the development of the theory of scientific socialism. Since 1923, subject teaching was abolished and a brigade teaching method was introduced on the basis of complex programs that existed until 1931.
In the 30s. history is restored as an academic subject, the main form of organization of educational work is determined by the lesson (Resolution of the Central Committee of the CPSU (b) "On primary and secondary schools" of September 5, 1931 and "On curricula and the regime of primary and secondary schools" of August 5, 1932 .).
The situation with historical education changed in the 30s. A new stage begins, characterized by the restoration of history as an independent subject. The Central Committee of the All-Union Communist Party (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 schedule of classes (Resolutions of the Central Committee of the CPSU (b) "On primary and secondary schools" of September 5, 1931 and "On curricula and regime in primary and secondary schools" dated August 5, 1932). It was proposed to restore a systematic course of history in school in order to equip schoolchildren with a solid knowledge of the basics of science. To train the staff of teachers, history faculties in universities were restored, departments of methodology appeared.
In 1939, updated history programs were released. They also operated in the 50s. The programs were, as it were, 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 the elementary grades, then in the upper grades of secondary school in the form of a systematic course.
In the Soviet school 30-50-ies. a linear (since 1934) and partially concentric (since 1959) principle and structure of historical education are also introduced.
When considering the principles and structure of history education in the Soviet school of the 50s. attention should be paid to the allocation of partial concentrates in teaching history. There is a fundamental difference in these centers with the centers for teaching history in Russian gymnasiums. Concentrations in the former school pursued the goal of deep, conscious knowledge of history, applied in 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 the psychological and pedagogical sciences. The methods of teaching and learning were improved, recommendations were given on how to present material, how to talk, how to use a map, a picture. But, as before, the question of what the student is doing in the lesson, how he learns history, was almost never raised.
In the 60s and 70s. the study of the methodology of teaching history by such scientists as A.A. Vagin, D.N. Nikiforov, P.S. Leibengrub, F.P. Korovkin, P.V. Mountain, N.G. Dairi. The development of methods of teaching history proceeded from the development of teaching tools and techniques and the provision of methodological assistance to the teacher in finding effective ways of teaching students. The goal was to teach schoolchildren to independently acquire knowledge and navigate the growing flow of information. In didactics, the problems of enhancing the activity and independence of schoolchildren in the educational process, increasing the educational role of teaching, intensifying the lesson, and introducing problematicity in teaching were developed. In the 60-80s. in the first place is the goal of developing the activity and independence of students in history lessons. More and more attention is paid to the problem of enhancing the cognitive activity of students, the formation of their methods of work, skills, the issue of developing education is being raised. So, A.A. Yanko-Trinitskaya, N.I. Zaporozhets study the mental operations of students; employees of the department of Moscow State Pedagogical University - the levels of cognitive activity, methods of work, skills and methods of cognitive activity, develop a structurally functional approach to the selection of content, techniques and teaching aids. Specialists of the Institute of Content and Teaching Methods N.G. Dairi, I. Ya. Lerner raise questions about the problematic nature of teaching and the development of students' historical thinking and, in this regard, about the place and role of cognitive tasks. In solving these problems I. Ya. Lerner saw the most important path for the development of independent creative thinking of students. 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, the methods and techniques of teaching and learning were improved: recommendations were made on the use of clarity in presenting the material, the goal was to teach students to independently acquire knowledge, problems were developed to enhance the activation of the independent activity of schoolchildren in the educational process, etc. (60-70s).
The content of the article
METHODS,protestant denomination, guided by the doctrinal and organizational principles put forward by John Wesley in the 18th century. A small group of students who, with their self-discipline and methodology, stood out against the background of religious indifference and inactivity that reigned in the Church of England, were mocked as "Methodists". Today Methodist churches exist in 78 countries, with an estimated population of 18 million.
Creed and liturgical practice.
The doctrinal principles of Methodism are set forth in the form of 25 statements, which are an abbreviated version (made by J. Wesley) of 39 articles of the Anglican Creed. Methodists believe in a Triune God and see the Bible as the ultimate authority in matters of faith and practice. They acknowledge the reality of sin, but also the possibility of forgiveness and atonement. Wesley rejected the Calvinist doctrine of predestination, and the 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 man — through faith, repentance, and holiness — can grow in grace, striving for Christian perfection; this lifelong process Wesley called sanctification.