Method - History teaching method -
subject of methodology Object
Key learning factors
learning outcomes.
1. History learning objectives
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 a 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.
While practicing the 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 a 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 (essentially) 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 setting 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 high school, 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, contests are held on the knowledge of historical dates: in the form of a relay race by dates
Cartographic games
When working with historical maps, it is possible to use games. So, during the game of "silence" one student silently shows the object on the map, the other silently raises his hand, goes to the board and writes the name of the object. If someone says a word, they are out of the game.
The development of cartographic knowledge is facilitated by teawords. These are strings of words, arranged so that the last letter of each word must be the same as the initial letter of the next word.
Computer programs.
The computer has great capabilities to imitate historical reality and computer programs,reproducing the most essential features of historical eras, socio-cultural complexes.
The computer provides tremendous opportunities for modeling historical processes, as well as for working with a database - a huge amount of information stored in a form suitable for automatic processing. It is easy for the student to search, organize and process historical information... In the process of work, events are easily remembered, as well as historical and geographical names, names, dates.
History cabinet.
Specialized room in the school, which should be secured: textbook. auxiliary literature, tso.
In the office, classes on the subject, electives, extracurricular work and methodological work with students are conducted.
Cabinet tasks: * Organization of the main and additional activities of students. * Methodical. And didactic support. The educational process. * Creation of the necessary conditions for high-quality teaching of the subject. * Improvement of pedagogical skills of a history teacher.
The cabinet works in accordance with the long-term plan and plan for the current year.
The office should have: Symbols, Curricula and thematic plans, educational method. complexes (textbooks, anthologies), methodical recommendation Ministry of Arr. RB., Method. recommendations for conducting political information., didactic material, TSO, clarity, maps, methodological developments lessons, periodicals (BGCh, Gist. Prabl. Vykladannya), book fund (dictionaries, old textbooks), material about the area where the school is located, card index methodical. And didactic literature., The development of extracurricular activities, History weeks.
Cabinet requirements: Cabinet documentation (office work plan, schedule, inventory book (list of equipment kaab.), Passport kaab., Safety memo. Kaab design. (Compliance with sanitary standards, appearance (walls should. Be in cold colors - where there are windows, and on the north side use. Yellow, pink., didactic staffing., student work, additional and reference literature). Cabinet council (subject teachers, students). He works on several. Direction: consultations, "skillful hands", created. Museum, press department.
The subject and objectives of the teaching methods of history.
"Methodology" in translation from ancient Greek means "a way of knowing", "a way of research." Method - it is a way to achieve a goal, to solve a specific problem. History teaching method - it is a pedagogical science about the tasks, content and methods of teaching history. She studies and researches the patterns of the history teaching process in order to increase its efficiency and quality. the technique is designed to improve the learning process, its organization and the main factors.
Methodist K.A. Ivanov noted that the most important tasks of the methodology are the identification, description and assessment of teaching methods that lead to a better formulation of this science as an academic subject. The methodology examines and examines questions about how history should be taught. subject of methodology is the pedagogical process of learning - teaching by a teacher and the study of history by students. Object there will be content, organization, forms and methods of teaching.
The process of educational work of the teacher and students is complex and multifaceted. Its effectiveness is determined by the nature of the students' activities. No matter how much the teacher knows his subject, if he failed to arouse interest and organize the creative activity of students, he will not achieve great success.
The methodology of the subject provides answers to the questions: why teach? What to teach? How to teach?
Key learning factorsstories are connected with answers to these questions: goals determined by the state and society;
scientific and methodological organization of the learning process (forms, methods, methodological techniques, teaching and learning tools);
the cognitive capabilities of students;
learning outcomes.
1. History learning objectives changed at different stages of the development of the Russian state. In the pre-revolutionary school these were: the formation of a full-fledged historical consciousness of students; study of history in the process of development, evolution of society; assimilation of democratic values \u200b\u200band institutions; acquaintance with the past in order to understand the present and anticipate the future; study of the cultural heritage of our ancestors and humanity in general; education in the learning process, the formation of civic skills (law-abiding subject) and the foundations of patriotism; development of interest in history as a science and a subject of study.
In our time, the goals of history education have also been defined: mastering by students the basics of knowledge about the historical path of mankind from ancient times to the present day;
development of the ability to comprehend the events and phenomena of reality on the basis of historical knowledge;
the formation of value orientations and beliefs of students based on the ideas of humanism, the experience of history, patriotism;
development of interest and respect for the history and culture of peoples.
The development of history teaching goals continues. These include: educating a person - a patriot of his country, respecting national and universal values, realizing the value of culture, nature and the need to protect environment; to acquaint students with the life of society and humanity both in the past and in the present, to help them understand the social, moral experience of previous generations; to form a person who is integrated in modern society and aimed at improving it; promote the integration of the individual into national and world culture; defend the right of students to freely choose their opinions and beliefs, taking into account the diversity of worldview approaches, orient them towards humanistic and democratic values;
to develop the ability to apply historical knowledge and techniques, to evaluate information analytically and critically, to analyze new sources of social thought, to argue their position.
The main factors of teaching history in the educational process are manifested in a complex, in the system. A system is a whole, consisting of parts, "a set of elements that are in relationships and connections with each other and form a certain integrity, unity" (91, p. 212). The property of the internal integrity of learning factors leads to the emergence of new qualities that positively affect the learning process.
| Learning objectives | Learning content | Organization of the learning process | Learning outcomes | |
| Teacher activities | Student activities | |||
| Three groups of goals are formulated: 1.1. Educational- they are aimed at the formation of knowledge about historical facts. To formulate the teaching goal of a lesson means to determine its main idea and the main events that reveal it, phenomena that must be assimilated by students. At the same time, it is important to think over and take into account the level of knowledge at which the assimilation of each historical fact will take place (the level of ideas, the level of concepts, the level of ideas and patterns of the historical process). Developing - the formation of general and subject skills. When determining the developmental goals of the lesson, one should rely on the list of required skills defined by the program and at the same time take into account what skills the students of this class actually possess and what opportunities the lesson material gives for their development, the formation of a new skill at a certain level of complexity. Educational - the formation of morality, i.e. the formation of value relationships (knowledge, feelings, value judgments). | - a system of historical facts set out in chronological sequence; - establishment of cause-and-effect relationships between historical facts; - establishment of local connections; - establishment of temporary connections; - establishment of laws of the historical process (theoretical level); - determination of scientifically based criteria for the selection of content, the depth of their disclosure, the logic of presentation (principles of building courses). | - ways of transferring educational information; guidance of its assimilation by students; - mastering of professional skills by a teacher: · as a history teacher (speech, text, etc.); · As an organizer of students' activities. | The activities of students can be organized at three levels: -reproductive; -partly search; creative; The activities of students are aimed at mastering knowledge, skills, and assigning value relationships. | Criteria for evaluating the methods and the learning process as a whole: - volume; - scientific character; - depth; - the strength of historical knowledge; -the ability of students to operate with knowledge and skills; - the ability to acquire knowledge from different sources; - the ability of students to navigate in historical reality and in modern life; - the level of historical thinking (the degree of development of creative and recreational imagination, memory, speech, etc.); |
So, results training is provided:
Correctly set goals;
Scientific selection of content;
Optimal organization of the learning process.
Criteriathe effectiveness of school history education can be the components of school history education:
· Formation of knowledge;
· The formation of skills;
· The formation of value relationships, which reflect the level of education and general development of schoolchildren.
Thus, the methodology explores all the components of the history teaching process in order to provide the teacher with answers to three main questions:
1. Why teach history to schoolchildren, i.e. what goals should and can be set taking into account the age characteristics and cognitive capabilities of students?
2. What to teach in history lessons, i.e. what is the optimal selection of the content of the material and what is the structure of the history course at school?
3. How to teach stories to students, i.e. what are the most effective ways to carry out educational activities?
Tasksthe methods of teaching history follow from its content and place in the system of pedagogical sciences and are as follows:
Arming the teacher with the content of the school subject, the rules for selecting the content;
Selection of optimal teaching methods for schoolchildren (taking into account age);
Revealing the methodological conditions for the development of students' thinking in the process of teaching history;
To reveal the moral potential of history courses, to determine the methodological conditions for the implementation of the moral education of students;
Identification of methodological conditions for solving three goals in unity: training, education, development.
1. 2. The connection between the teaching methods of history and psychological, pedagogical and special sciences.
Pedagogy, psychology, methodology, history and other sciences will help the teacher to become a master of pedagogical work, to find his own path.
Let us consider the connection between the methods of teaching history as a science and historical science ... It should be borne in mind that historical science is not the same as teaching history at school. History as an academic subject is based on historical science, but it is not a diminished model of it. The school history course does not include all sections of this science: all historiography, ethnology, auxiliary historical disciplines, discussion questions are not included, the course is devoid of details. The school history course offers the basics of the historical process. At the same time, one should not forget about the social meaning of history. The American historian Herbert Aptecker wrote that “there is no more sensitive sphere of intellectual activity than historical science. Lying in the interpretation of the past leads to failures in the present and prepares the catastrophe of the future. "
General between the teaching methods of history and historical science:
- methodological basis- the theory of knowledge, i.e. a single path of knowledge (from specific facts to generalization and to the knowledge of new facts).
Differences:
- subject of study (history as a science as a subject studies the process of development of society; history teaching methodology - the process of teaching history at school);
- tasks (the main task of historical science is to reveal the laws historical development, and the task of the methodology of teaching history is to reveal the laws of the process of teaching history, education and development of students);
- research methods (for example, historical science involves the study of sources, documents, and the methodology of teaching history - observation, experiment).
History teaching methodology is closely related to pedagogy ... Pedagogy is the science of education. As an integral part of pedagogy, didactics studies the general laws of the learning process at school. History teaching methodology studies these patterns and applies them to a specific subject. The methodology is called private didactics, that is, the methodology belongs to the pedagogical sciences.
General methods of teaching history with didactics: goals, pedagogical laws (see components of the process of teaching history), research methods. However, it should be borne in mind that methodology is such a branch of pedagogical science that builds a "bridge" from theory to practice. But this is a "two-way bridge" (EE Vyazemsky), since the study of pedagogical experience is of great importance for the methodology. Describing and generalizing pedagogical experience, the methodology receives empirical material for theoretical research, finds in practice approaches to solving urgent problems. Thus, by combining together the knowledge of a specific science with its own specific laws, the methodology develops methods for the optimal teaching of schoolchildren.
Data is no less important for teaching history. psychology. In the process of teaching the history of knowledge, abilities, skills, value attitudes of students are formed on the basis of their receipt of certain information from the outside and internal processing of it in activities, imagination, memory. “Knowledge, abilities and skills are the forms and results of reflective and regulatory processes in the human psyche. This means that they can arise in a person's head only as a result of his own activity. They cannot be received. But they should be obtained as a result of the mental activity of the student himself ... "(Age and pedagogical psychology / edited by AV Petrovsky. - M., 1973. p. 173). Only what has gone through such processing is assimilated by the student, leaves a certain mark in his consciousness, forms his knowledge and personality.
When studying the educational activities of schoolchildren, the methodology takes into account the patterns of their mental development... However, these patterns are manifested in different ways in teaching history and other academic subjects, and even in the assimilation of historical material of different nature - factual, conceptual, chronological.
Common to the methodology of teaching history and psychology is the methodological basis - the theory of knowledge. But psychology studies the general laws of human psychological activity. The methodology studies these patterns in relation to a specific subject. The methodology is based on the mental activity of students to the extent that it is associated with the assimilation of historical material (with the formation of historical ideas, concepts). It is possible to reveal the patterns of the history teaching process based on the data of developmental psychology.
The methodology of teaching history is also associated with other sciences, for example, with philosophy and its section - ethics. This science provides knowledge about values, and the methodology offers ways to form value relationships among schoolchildren. Logic focuses on causal relationships, and the methodology offers methodological conditions for leading students to an understanding of cause and effect relationships.
So, the methodology of teaching history develops at the intersection of many sciences. But at the same time it is an independent pedagogical science.
Course Description
Program for teachers of history and social studies
The field of professional activity of a student who has been trained in this program includes a set of means, methods and methods of activity aimed at ensuring the teaching of history.
The professional retraining program was developed on the basis of the Federal State Educational Standard higher education in the direction of training "Pedagogical education", "History of higher vocational education"And the professional standard" Teacher ".
Program objectives
The purpose of the program is to form students professional competenciesnecessary for professional activities in the field of teaching history.
A student who has successfully completed training on PPP must solve professional problems in accordance with the types of professional activities: teaching; educational; socio-pedagogical; scientific and methodological, taking into account the requirements of the Federal State Educational Standard and the professional standard "Teacher".
Planned learning outcomes
The listener should know: priority directions of education development in Russia; laws governing educational activities; the convention on the rights of the child; FSES on history; the main content of the discipline being studied.
As a result of mastering the program, the student must master the following professional competencies:
- Know the driving forces and laws of the historical process, the place of man in the historical process
- Know the basic provisions of pedagogy, didactics; psychology
- Be able to implement basic and advanced programs, elective courses
- To be able to implement a system-activity approach in teaching history
- Possess modern techniques and technologies, including information
- Own modern methods diagnosing student achievement
in research activities:
- To be able to use basic knowledge in the field of general and national history in historical research
- Able to understand, analyze and use basic scientific information
- Able to work in museums, libraries, possess the skills to find the necessary information in network resources
Duration of training
The duration of training is 530 academic hours. The calendar training schedule of the program (typical training period) is 4 months. Since the program is implemented using distance learning technologies, you can choose the most appropriate mode and schedule of training.
How will the classes take place?
The form of study for this program is part-time, with the use of distance learning technologies. You will be provided with text lectures and additional materials... You can always discuss the questions that have arisen with your curator and teacher.
Main sections of the program
- Pedagogy
- Pedagogy as a science
- Patterns and principles of teaching
- Technology of design and implementation of the pedagogical process, formation evaluation tools
- Pedagogical rhetoric
- The relationship between pedagogical science and practice
- Socio-cultural environment and multicultural education<.li>
- Communicative culture teacher
- Educational Psychology of Interpersonal Communication
- Age psychological characteristics students, crises of personal development and socialization
- Psychodidactics as a methodological basis for studying the personality of a student
- Main legislative documents regulating legal relations in the field of education
- FSES as a system of requirements for organization and implementation educational activities In the organisation
- Safety and protection of a person in an emergency
- The content of work programs in history based on the Federal State Educational Standard (History of Russia; General History)
- Targets and planned results of studying the subject "History" according to the Federal State Educational Standard
- Place and role of UUD in teaching the subject "History"
- Technologies for teaching social disciplines, development of social projects
- Implementation of a new concept Patriotic history... Cultural approach to teaching history
- New teacher competencies included in the professional standard
- Self-educational activities of a teacher. Self-assessment of the quality of the teacher's pedagogical activity based on the professional standard.
- National Teacher Growth System
- History of Russia (Ancient Russia and the Middle Ages, Russia in modern times, Contemporary history)
- Of the general history (History of the Ancient World, History of the Middle Ages, New History of Europe and America, Recent History of Europe and America)
Assessment of the quality of education:
- intermediate certification in the form of credits and practical work;
- compulsory final certification.
Final certification takes the form of a final exam. Final certification is carried out remotely.
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| № | Names of sections and topics | Clock |
|---|---|---|
| 1 | The main legislative acts and regulations governing legal relations in the field of education | 12 |
| 2 | FSES as a system of requirements for the organization and implementation of the educational process | 18 |
| 3 | General pedagogy | 66 |
| 4 | General psychology | 64 |
| 5 | Fundamentals of Special Pedagogy | 20 |
| 6 | Pedagogical technologies in educational process | 30 |
| 7 | Educational technologies | 30 |
| 8 | Life safety | 18 |
| 9 | ICT in education | 24 |
| 10 | History as an academic subject | 24 |
| 11 | Content of history courses | 30 |
| 12 | Teaching and education methodology (history) | 30 |
| 13 | Design and research activities in history courses | 20 |
| 14 | Social studies as an academic subject | 20 |
| 15 | The main content lines of social science | 28 |
| 16 | Methods of teaching and upbringing (social studies) | 30 |
| 17 | Design and research activities in the course of social studies | 20 |
| 18 | Methodology for preparing students for the State Academy of Arts in History and Social Studies | 18 |
| 19 | Professional standard of a teacher of history and social studies: a growth trajectory | 18 |
| 20 | Final control | 10 |
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History teaching methodology as a science and academic subject. The subject and objectives of the teaching methods of history, methods of scientific research used in methodological science.
The method of teaching history is a pedagogical science about the tasks, content and methods of teaching history. Explores the patterns of teaching history in order to improve its effectiveness and quality.
The subject of the methodology is history as a school discipline, the process of teaching history.
The main components are learning objectives, content and structure.
Provides answers to the questions of what to teach, why to teach and how to teach. Tasks: scientific and methodological organization of the educational process, the organization of the student's educational activities, learning outcomes.
Objectives: mastering by students the basics of knowledge about the historical process of the development of society from ancient times to the present day. The development of the ability to comprehend the events and phenomena of reality on the basis of historical knowledge, the formation of values \u200b\u200band beliefs of students based on the ideas of humanism, the experience of history, patriotism, the development of interest and respect for the history and culture of other peoples.
The tasks are to determine the content and structure of history education, which are enshrined in standards and programs and, on the basis of them, are set out in textbooks (selection of basic facts, terms, concepts).
Scientific and methodological organization of the learning process (forms, methods, methodological techniques, teaching and learning tools).
Development of students' cognitive abilities (they develop in the process of teaching history, learn to understand, assimilate and apply historical knowledge).
Methods of Historical Knowledge
Historical and genetic method. Gnoseological essence and logical nature. Functions of the historical-genetic method in historical research. Character traits. Descriptiveness, factography and empiricism. Application experience in concrete historical research.
Historical and comparative method. Understanding historical development as repetitive, internally conditioned, natural process... Cognitive value and possibilities of comparison as a method of scientific knowledge. Analogy as the logical basis of the historical-comparative method. The use of the historical-comparative method in the practice of concrete historical research. The role of the historical-comparative method in the formation of historical concepts.
Historical and typological method. The relationship between the individual, the particular, the general and the general in the historical process as the ontological basis of the historical-typological method. Typologization as a method of scientific knowledge and essential analysis. The experience of using the historical-typological method in historical research in domestic and foreign historiography.
Historical and systemic method. The systemic nature of the historical process. Causal and functional connections in the socio-historical process. Variants of determinism in social systems. The experience of applying the historical-systemic method in concrete historical research.
Education paradigm
Education - carried out in educational institutions or independently the process of mastering the system of knowledge, human culture as a whole, the process of development and formation of the personality, as well as the result of this process - a certain level of mastery of culture (education), development of the personality in the context of culture.
The paradigm of education is an initial conceptual scheme, a model for posing problems and solving them, research methods that dominate during a certain historical period in the scientific community.
Methodology [column methodike] - in the meaning we are interested in, it is "a branch of pedagogical science that studies the laws of teaching a certain subject"
The scientific status of the methods of teaching history. Object and subject of scientific research
Among some scientists and university history teachers there is a skeptical attitude towards the methodology as scientific theory... However, those who have dedicated their lives to it do not doubt its scientific status and the special sphere of its functioning.
The object of the study of the methodology is the learning process, and the subject is the internal laws of the interaction of the main factors of the process of teaching history as an academic subject.
In the first lecture, when characterizing the structure of school history education as a system, these factors were already named. The genesis of their content and interaction is disclosed in detail in our textbook, and consistently repeating connections that combine the main factors of the educational process into an organic and "living complex" are presented in Scheme 1.
Scheme 1 Main factors and patterns of the history teaching process
In connection with the question of the object and subject of the methodology as a science, let us draw the attention of course students to questions that are of fundamental importance in modern society:
The goals of teaching history or the goals of history education;
Learning outcomes of history or results of history education.
Without delving into comparative analysis concepts and the learning and educational processes behind them6, we note that terminological difficulties with the leading concepts of general pedagogy and private methods require readers and users of teaching aids, in particular, in history, to always clearly define the methodological position of their authors and self-define in the object , purposes and functions of the technique.
Methodological foundations of history teaching methodology
The question of the scientific status of the methodology of teaching history, as well as the methodology of other academic subjects, was at the center of active pedagogical discussions in the 1950s – 1980s. last century. Then it was referred to the number of both historical (A.I. Strazhev) and pedagogical (P.V. Gora, S.A. Ezhova, etc.) disciplines. In the modern pedagogical community, the second point of view dominates, but when discussions about history as an academic subject arise periodically, it seems that not all specialists have decided on the scientific status of the methodology of teaching history.
In close connection with the question of the scientific nature of the methodology of a particular academic subject, the question of its methodology is being resolved. Thus, for example, A.I. Strazhev, considering the methodology of teaching history to be both historical and pedagogical science, argued that it is guided by dialectical and historical materialism as a methodological basis. But at the same time, he showed the methodological significance of pedagogy in more detail and concretely in his works. Another well-known methodologist, V.G. Kartsov, rhetorically asked: “Isn't the methodology of teaching history supposed to be based on the methodology of historical science itself?”, And the title of his article definitely answered the question posed: “For the organic connection of the method of teaching history with the essence the subject itself. " A.A. Vagin, consistently defending the pedagogical nature of the methodology, emphasized that “the direct methodological basis of the methodology of teaching history ... is the Marxist-Leninist pedagogical theory... ". All these ideas led to the conclusion that the methodology of teaching history is of a class, party nature (S.A. Ezhova and others).
In the 1990s. the methodology of not only the historical and pedagogical sciences, but also private (subject) methods, especially the methodology of teaching history and social science, has undergone a fundamental revision. “In teaching social disciplines, all the contradictions of Russian society, which is going through a transitional period of its development, are focused. The de-ideologization of school social science education in practice meant only its decommunization, the rejection of Marxist ideology. The crisis in society affected the state social sciences, school social studies and did not allow formulating a new positive strategy for school social studies ... "(" Strategy for the development of historical and social science education in educational institutions ", No. 24/1 of 28.12.1994). In the operative part of this document, it was recommended to continue developing a new the concept of historical education based on the achievements of modern science, historical synthesis, a combination of sociological, geographic-anthropological, cultural and psychological approaches.
In the modern archives of teaching methods, there is more than one project of concepts of the educational field "Social Studies", the academic subject "History" and individual courses, which for various reasons did not receive the status of an official document.
The theoretical and methodological basis of work in the field of school history education in last years there are various conceptual approaches that synthesize the ideas of the philosophy of history and philosophy of education, humanistic pedagogy and psychology, the theory of upbringing, personality-oriented and developmental education. A new impetus to the development of scientific and methodological knowledge is given by specialists' appeal to the ideas of pedagogical axiology, pedagogical praxeology, and pedagogical mythology.
Functions of the methodology of teaching history as a science
There is a figurative definition of the methodology as a reliable "bridge from theory to practice."
An extremely important function of any science is to express its attitude to experience, to solved and especially unsolved problems of education from the perspective of its own, specific aspect vision. In this sense, any science begins with practice.
Therefore, the first function of science is descriptive, ascertaining, focused on an objective presentation of the real facts of educational activity available for this science, empirical data of experience, practice.
But the empirical basis of science is not a simple set of facts, therefore the second most important function of science is diagnostic, contributing to the selective assessment of the obtained facts, their comparison, correlation with criteria, systematization, classification, etc.
The empirical basis of science can claim to a certain completeness only if the data of practical experience have received their own scientific explanation. From this it follows that the third function is explanatory, aimed at detecting cause-and-effect relationships in the phenomena under consideration, at identifying trends and certain patterns in them.
However, it is important not only to describe and explain this or that experience that has a purely local significance, but also to substantiate the possibility of using this experience in new conditions, making it the property of more mass practice. The transformation of practical experience and facts into abstracted knowledge, capable of discerning the typical, regular and natural in phenomena, leads to the formation of theoretical knowledge, theory. Theoretical knowledge accumulates data from different sciences, therefore any theory in the field of education is interdisciplinary. (Remember in this connection about the general theoretical foundations of the methodology and its dangerous connections with other sciences!)
Along with the inductive movement of knowledge (from practice to theory), a deductive flow of ideas and information is possible and urgently needed, which makes it possible to assimilate the data of other sciences and a wide international experience in this or that educational theory. In this regard, the fourth function of science plays an important role - forecasting, which allows one to foresee the possible consequences of the practical use of concepts, doctrines, and innovative technologies.
In turn, theoretical knowledge can and should be presented in practice not only in the form of strictly scientific texts, but also in the form of methodological knowledge adapted to it. It is wrong to believe that the transformation of scientific knowledge into methodical knowledge is a kind of purely mechanical, routine interpretation, devoid of creativity.
This process is associated with the following functions:
Projective-constructive, with the help of which theoretical projects are translated into real educational constructions;
Transformative - translating the parameters of practice, from which scientific research is based, to a higher quality level;
Criteria-evaluative - engaged in the development of criteria and assessment of the changes that took place;
w correctional - ensuring the continuous development of educational and pedagogical activities.
The corrective-reflexive function of science, in essence, begins the next, new cycle of movement of the entire system "practice - science - practice", sets the dynamics and vital energy to the entire educational process.
Hence it follows that it is deeply mistaken to evaluate methodological knowledge only as an auxiliary, intermediate knowledge, necessary only for servicing a theory, translating it into the language of practice. The formation of workable methodological knowledge, according to BS Gershunsky, “requires the highest scientific qualifications, since a true methodologist is not only a specialist who knows the true and constantly evolving needs of practice, but is also capable of assessing the true possibilities of science, capable of“ joining ”scientific proposals with practical demand, to make them complementary and mutually enriching. "
Method properties
In the praxeological (significant for practice) aspect, the essential characteristics of the technique are manifested in such properties as determinism, mass character, selectivity, effectiveness, procedurality, variability and heuristicity.
The property of determinism means that the methodology consists of “elementary” operations (procedures) of pedagogical activity, for which the conditions for their implementation are known, as well as the unambiguous sequence of these procedures or acts of activity.
One of the properties of the technique is its massiveness. Each separate type of methodology of pedagogical activity, being by its nature an algorithm, is a solution to a typical problem that constantly exists in mass pedagogical practice and is characterized by certain parameters and their combinations.
Various combinations of parameters as initial data that determine the specifics of the pedagogical process form pedagogical tasks, in the solution of which the use of appropriate techniques helps. The property of mass character has a methodological and praxeological consequence associated with the concept of selectivity.
The main praxeological property of the technique is efficiency. The question of the effectiveness of the methodology is the question of how much the use of the algorithm for the design of pedagogical activity makes it possible to achieve such a quality of its organization, which provides optimal conditions for the formation of a personality.
The procedurality of the methodology is ensured by personalization, i.e. an indication of specific possible performers of certain actions.
Pedagogical activity is characterized by a constant desire to search for new, non-standard solutions, corresponding to the uniqueness of the moments of pedagogical activity. Hence, the methodological description assumes variability, the ability to improvise to a certain extent.
Variability combined with expediency makes it possible for the practitioner to understand and realize the principle of selecting the most effective ways of action. The information inherent in methodological knowledge, being transformed in the consciousness of the person perceiving it, begins to produce generalized knowledge, which subsequently makes it possible to independently design the process of organizing activities in variable circumstances. This property can be referred to as heuristic.
Finally, the technique is designed to be effective. Efficiency is understood as the ability to be directly guided in practice by the proposed model of activity with the expected minimum losses from the influence of introduced circumstances and subjective factors.
The properties listed here both bring the technique closer to technology, and at the same time distinguish it from technology, as a system sequence of methods (in their applied meaning) that provide the most accurate, standardized transition from a goal to a planned result.
The methodology of pedagogical activity is subjective and subjective in nature. Speaking about it, we mean someone who directly designs, implements, organizes some kind of activity, to whom the instructions about it are addressed. The subjectivity of the technique is manifested in the fact that each performer brings something of his own into its interpretation and implementation.
In general, we have to state that in the pedagogical sciences and in the very methodology of teaching history, a variety of interpretations of its content and meanings remains due to the complex and multi-level nature of the phenomenon itself.
The relationship of teaching methods of history with other sciences
In connection with a significant update and expansion of the methodological base of methodological research, the question of the connection of the methodology of teaching history with other sciences is subject to fundamental revision. In previous years, the circle of adjacent sciences was limited to history, pedagogy and psychology.
Obviously, "the organic connection between the methodology of history and the essence of the subject being taught" (VG Kartsov) at any time will be carried out in the content of educational material, the formation of which is based on the data of historical science. At first, the Methodists denied that this connection also exists in the forms, methods and means of studying the historical process used by science and school. Later, under the influence of the idea of \u200b\u200b“activating the educational process”, it was recognized that “the research method used in teaching history in high school allows, in accessible forms and forms, to partially introduce students into the scientist's laboratory” (S.A. Ezhova). Today, the interaction of teaching methods of history with fundamental science is considered much broader, extending to conceptual foundations and methods of activity.
In the system of pedagogical sciences, methodology is closely related to didactics and is based on general provisions on the design of educational content, forms, methods, techniques and teaching aids. Based on the principles of education, the methodology reveals the goals of teaching a specific academic subject, its significance for the spiritual and moral formation of the student's personality. The methodology is also based on the data of educational psychology and physiology of higher nervous activity. When substantiating the system of school education in a specific subject, knowledge on the logic and history of the corresponding science, science of science is used.
Of course, this is not a complete list of sciences related to the methodology of teaching history in modern school... For example, the appearance in the content of history courses of questions on the history and culture of the peoples of Russia, everyday life, religion, economics, social movements in different countries of the world, and other things, presupposes the establishment of links with ethnography and ethnology, religious studies, sociology, political science, economic theory and other sciences. Regionalization of school history education makes the appeal to conceptual apparatus regional studies and related sciences. Designing the content of history education on profile level further expands the range of sciences, the foundations of which merge into its content.
Subject and objectives of the course "Methods of teaching history"
The word "methodology" comes from the ancient Greek word "methodos", which means "way of research", "way of knowing." Its significance was not always the same; it changed with the development of the methodology itself, with the formation of its scientific foundations.
The initial elements of the methodology of teaching history arose with the introduction of teaching the subject as an answer to practical questions about the goals of teaching, about the selection of historical material and methods of its disclosure. Methodology as a science has gone through a difficult path of development. The pre-revolutionary methodology developed a rich arsenal of methods for the work of a teacher, created whole methodological systems that combined individual methods with a common pedagogical idea. We are talking about formal, real and laboratory methods. Soviet methodology contributed to the development of a scientific system of knowledge about the process of teaching history, about the tasks, ways and means of improving it; its goal was to educate the builders of communism.
The post-Soviet period set new tasks for the methodology and demanded from scientists, methodologists, and practicing teachers to rethink the main provisions of methodological science.
The education system at the turn of the XX and XXI centuries. does not satisfy society. The discrepancy between goals and learning outcomes became apparent. It took a reform of the entire education system, including the historical one. The teacher faced the question with renewed vigor: what and how to teach the child? How to scientifically determine the really necessary and expedient composition and volume of historical knowledge? It is impossible to confine oneself to the improvement of the content of education, one must strive to improve the cognitive process, relying on its internal laws.
Today the question of whether or not the methodology is a science is not relevant. It was solved in principle - the methodology of teaching history has its own subject. It is a scientific discipline that explores the process of teaching history in order to use its laws to increase the effectiveness of education, upbringing and development of the younger generation. The methodology develops the content, organization and methods of teaching history in accordance with the age characteristics of the students.
Teaching history at school is a complex, multifaceted, not always unambiguous pedagogical phenomenon. Its patterns are revealed on the basis of objective links that exist between education, development and upbringing of students. It is based on the teaching of schoolchildren. The methodology studies the educational activities of schoolchildren in connection with the goals and content of teaching history, methods of guiding the assimilation of educational material.
Teaching history, as already mentioned, is a complex process that includes interrelated and in motion components: learning objectives, its content, knowledge transfer and guidance for its assimilation, schoolchildren's learning activities, and learning outcomes.
The teaching objectives determine the content of the teaching. In accordance with the goals and content, the optimal organization of teaching and learning is selected. The effectiveness of the organization of the pedagogical process is verified by the results of education, upbringing and development.
The components of the learning process are historical categories, they change with the development of society. The goals of history teaching tend to reflect the changes that are taking place in society. A clear definition of training goals is one of the conditions for its effectiveness. The definition of goals should take into account the general tasks of teaching history, the development of students, their knowledge and skills, ensuring the educational process, etc. The goals must be realistic for the conditions that exist in a particular school.
Content is an essential component of the learning process. The historically conditioned restructuring of goals also changes the content of training. The development of history, pedagogy and psychology, methodology also affects the content of teaching, its volume and depth. Thus, in the teaching of history in modern conditions prevails civilizational approach instead of formational, much attention is paid to historical figures... The teacher teaches children to be able to distinguish between the process of learning the past and the process of moral assessment of people's actions, etc.
Movement in the learning process is carried out by overcoming internal contradictions. These include the contradictions between the learning objectives and the already achieved results; between the best and applied in practice methods and means of teaching.
The process of teaching history aims to develop the individuality of the student, his personal qualities. It ensures the harmonious implementation of all its functions (development, training, education). The concept of upbringing education contains the concept of education, which lays the foundations for the independent thinking of students. The unity of teaching, upbringing, development is achieved only under the condition of activating the work of the students themselves at all stages of the learning process. Teaching has an educational character also in connection with the formation of value orientations and beliefs of students on the basis of a personal understanding of the experience of history, perception of the ideas of humanism, respect for human rights and democratic values, patriotism and mutual understanding between peoples. The correct solution of the educational and upbringing tasks of school history teaching is impossible without taking into account the psychological and age characteristics of students at various concentra- tions.
So, junior student strives for the accumulation of historical knowledge, asks the teacher a lot. He is interested in the details of the knights' clothing, valor and courage in campaigns, they immediately start gladiatorial fights or knightly tournaments during breaks. A high school student seeks not so much to accumulate historical facts as to comprehend and generalize them; he seeks to establish logical connections between historical facts, to reveal patterns, and theoretical generalizations. In the senior grades, the proportion of knowledge that students acquire on their own is growing. It's connected with further development logical thinking... At this age, there is a growing interest in those elements of knowledge that relate to issues of politics, morality, art. There is a differentiation of the interests of schoolchildren: some are interested in exact disciplines, others in humanitarian ones. different types educational institutions: gymnasiums, lyceums, colleges, secondary schools - realize this interest. At the same time, you need to be able to attract cognitively valuable material, supporting and developing the interest of schoolchildren.
Thus, in order to solve these problems, the teacher must systematically work on the development of students' historical thinking, on developing their scientific understanding of history. When setting tasks for teaching history - educational and educational, defining the content of history courses, outlining ways of transferring knowledge to schoolchildren, it is necessary to count on obtaining certain results: so that students learn historical material and have their own attitude towards historical facts and phenomena. All this is provided by the methodology of teaching history. When defining the objectives of the methodology school education history must be taken into account that they follow from its content and place in the system of pedagogical sciences.
The methodology equips history teachers with content and pedagogical teaching aids, knowledge and skills necessary for effective history education, upbringing and development of students.
In modern conditions, when there is a complex, contradictory process of modernization of school history and social science education, the task is to further improve its structure and content. Among the problems, an important place is occupied by questions of the correlation of facts and theoretical generalizations, the formation of historical images and concepts, and the disclosure of the essence of the historical process.
As already mentioned, the most important task of teaching methods is the development of students' thinking as one of the goals and one of the conditions for teaching history. The tasks of developing students' historical thinking, the formation of their mental independence, also require appropriate methods, techniques and teaching aids.
One of the tasks is to reveal the methodological conditions for a successful solution in the unity of the main goals of upbringing, education and development in teaching history. Developing a system of teaching history, the methodology solves a number of practical questions: a) what goals (intended results) should and can be set before teaching history ?; b) what to teach? (course structure and material selection); c) what learning activities schoolchildren needed ?; d) what types teaching aids and what is their methodological structure contributes to the achievement of optimal learning outcomes ?; e) how to teach ?; f) how to take into account the learning outcome and use the information obtained to improve it ?; g) what intercourse and interdisciplinary connections are established in training?
Now, when history education in Russia is gradually becoming personality-oriented, pluralistic and diverse, the history teacher is faced with problems not only of a didactic or informational nature. The school independently overcomes the ideological and moral-value vacuum, participates in the search and formation of goals and priorities of educational policy. In recent years, the question of the right of teaching collectives and teachers to creativity has been raised, innovative technologies, which cover modern trends and directions of education development. In the last years of the 20th century, the issue of the place and role of the history teacher in the educational process has been discussed. Many scholars believe that the main problem holding back reform is teacher training. (International seminar of the Council of Europe, the Ministry of General and Vocational Education of the Russian Federation, Department of Education of the Government of the Sverdlovsk Region (Sverdlovsk, 1998); International Scientific Conference "The place and role of history teachers in schools and their training in universities" (Vilnius, 1998. The unfolding discussion confirms the idea that the most difficult thing is to destroy the stable stereotypes of thinking and behavior that have developed in the conditions of unified education, authoritarian teaching, and directive control.
The methodology of teaching history operates with its own, inherent only to it laws. These patterns are discovered on the basis of identifying the links that exist between training and its results. And another regularity (unfortunately, it is completely insufficiently taken into account) is that in the knowledge of its laws, the methodology cannot be limited only by its own framework. Methodological research, studying the process of teaching history, is based on related sciences, primarily on history, pedagogy and psychology.
History as an academic subject is based on historical science, but it is not a diminished model of it. History as a school subject does not include absolutely all sections of historical science.
The teaching methodology has its own specific tasks: to select the basic data of historical science, to structure the teaching of history so that students, through the historical content, receive the most optimal and effective education, upbringing and development.
Epistemology considers the formation of knowledge not as a one-time act that gives a finished, as it were, a photographic reflection of reality. The formation of knowledge is a process that has its own stages of consolidation, deepening, etc., and the teaching of history will be scientifically grounded and effective only if its entire structure, content and methodology correspond to this objective law of cognition.
Psychology has established the objective laws of development, functioning of various manifestations of consciousness, for example, memorizing and forgetting material. Teaching will be scientifically based if its methodology complies with these laws. In this case, not only the strength of memorization is achieved, but also the successful development of the memory function. History cannot be assimilated by students if the logic of revealing the historical process and the laws of logic are not observed during teaching.
The subject of pedagogy is the study of the essence of human development and formation and the definition on this basis of the theory and methodology of teaching and upbringing as a specially organized pedagogical process. History teaching will not achieve its goal if it does not take into account the achievements of didactics.
As a branch of pedagogical science, enriching its general theory, the methodology of teaching history is directly based on this theory; thus, the unity of the theoretical basis and practical activity in teaching history is achieved.
Cognitive activity will be inadequate if the teaching of history does not correspond to the modern level of historical science and its methodology.
The methodology is designed to highlight and designate, process, synthesize the entire body of knowledge about the process of cognition and upbringing and to discover new patterns - patterns of teaching history. These are objective, essential, stable links between tasks, content, ways, means of teaching, education and development, on the one hand, and learning outcomes, on the other.
Methodology as a science arises where there is evidence of links between the laws of cognition, teaching methods and the positive results achieved, which are manifested through the forms of educational work.
The methodology is faced with the tasks of studying the patterns of the history teaching process with the aim of further improving and increasing its effectiveness.
Methodological foundations of teaching history in schools and universities.
The modern social situation requires fundamental research in the field of teaching methodology for social and humanitarian disciplines. In the modern content of history education, there are processes of "emasculation" of figurative historical representations, consideration of the system of historical concepts as tools of thinking, school and university textbooks are becoming increasingly impoverished from the perspective of personification, and tasks for independent work of schoolchildren and students appear more and more monotonous.
The work of the Rostov scientific school under the guidance of Doctor of Pedagogical Sciences, Professor, Honored Teacher of the Russian Federation V.V. Shogan is aimed at researching a qualitatively new approach to the learning process. It is based on new categories for the teaching of history: eventfulness, common educational space, intentions, invariant forms, microgroups. The new categorical apparatus reflects the tendencies existing in modern teaching methods, and in general, the scientific school has put the algorithm as the basis of its work: image - analysis - meaning - action - reflection. This, in turn, gives rise to a new typology of methods and forms of teaching at school and in the university, including a lesson (lecture) image, a lesson (lecture) thinking, a lesson (lecture) mood, special forms of independent work, as well as reflective and preaching methods of addressing to the meanings of life, culture and history.
The school has two fundamental directions:
Modular organization of the learning process in the context of an anthropological approach;
Organization of inclusive liberal arts education.
Both directions are united by an event-based approach and the creation of a condition for the emergence of deep dialogues between teacher and student, teacher and student.
The school creates special educational complexes, creative laboratories on the basis of secondary schools, in which the problems of spiritual and moral education, education of citizenship, patriotism are studied, as well as special laboratories with special courses, integrated professional, psychological trainings, with stage-based classes. movements, voice development, tempo-rhythm.
The most multifaceted experience of the scientific school is reflected in the scientific monographs of Shogan V.V. “Recollection of the future. Prospects for the education of the third millennium "," Methods of teaching social and humanitarian disciplines in the university "," Methods of teaching history at school ", as well as in the research of Storozhakova E.V. "High school student in dialogue with eternity", "Deep dialogue in higher pedagogical education." Interesting is the direction investigated by Candidate of Pedagogical Sciences, Assoc. Mkrtchyan N.M. "Modular organization of pedagogical practice in the university", which is also represented by monographs and teaching aids.
Among the active participants of the scientific school: Ph.D., Assoc. Belavkina M.A., developing the problems of interest in teaching history, Kovneva M.I., researching the problems of tolerance in teaching history.
results scientific research also found reflection in hundreds of articles in the central and local press, in scientific collections of young teachers, graduate students and undergraduates.
Young scholars are actively involved in research on the methodological problems of teaching history, including:
Kuzhelev I.A. "Dialogue as a factor in the social and personal development of children with disabilities in an inclusive educational space"
Marakhonko Yu.S. "Theatricalization as a factor in the spiritual and moral development of schoolchildren"
Zubkova N.N. "Sign-symbolic space of a history lesson as a factor in the spiritual and moral development of schoolchildren"
Yushchenko D.E. "New Methods for Developing Thinking in History Lessons"
Chudakov E.G. "Extracurricular excursion work on history as a factor in the development of the spiritual and moral attitude of a senior pupil."
Scientific results are actively broadcast with the help of the scientific and educational center for modular organization of the learning process on the basis of the Eureka - Development school, as well as at scientific and practical international conferences, pedagogical readings in Volgograd, Rostov-on-Don, Maykop, in St. Petersburg ...
A special role in scientific school plays an inclusive direction in the aspect of working with autistic children, headed by Ph.D., Assoc. Storozhakova E.V. on the basis of the Center for Curative Pedagogy and Social Therapy "SVECHA", two collective monographs and about fifty scientific articles are devoted to this direction.