The subject and objectives of the methodology of teaching history. The subject and objectives of the methodology for teaching history The purpose of teaching history at school
1. The relationship between the goals and content of school history education 3
2. Goals of school history education and their content in Russian methodological science 8
3. The main trends in resolving the issue of the goals of school
historical education abroad 11
References 14
1. Relationship between the goals and content of school history education
Although the main factors of the learning process are constantly present in it, they do not remain unchanged. The genesis of the goals and content of school education demonstrates the historically changeable nature of these categories especially clearly and convincingly. Not only are these learning factors the first to feel the consequences of social revolutions and political reforms, they can vary within one historical period, one local civilization. For example, a socio-oriented goal, external to the individual, characterized the Spartan system, and humanistically (personally)-oriented - the Athenian system of education and upbringing. “The features of the Spartan system: the state “order”, a single content, compulsion, mass-authoritarianism will invariably (albeit to varying degrees) be repeated in the history of educational practice, especially under totalitarian regimes. In turn, the attitudes of Athenian education: meeting the educational interests of various segments of the population, the diversity of educational institutions, focusing on individual needs, opportunities, abilities of the pupil - in the history of European education are associated with the actualization of democratic options for social and state development, implemented in the educational systems of developed countries of the modern world” (7, p. 40).
In Soviet times, the global tasks of history as an academic subject were defined in the resolutions of the Communist Party and the Soviet government of 1934, 1959, 1965. In general, they represented a triune task of education, upbringing and development of students on the basis of the Marxist-Leninist understanding of history and communist morality. The course of history in the secondary school was designed to:
♦ “to equip students with deep and solid knowledge about the development of society from ancient times to the present day, both in the USSR and in foreign countries; based on the analysis and generalization of scientifically reliable factual material, consistently reveal the role of the masses as the true creators of history, the 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 conditionality and significance of the activity of the individual in history; develop a scientific understanding of the patterns of development of society, a class approach to all events of the past and present; to form a scientific worldview, the belief in the inevitability of the death of capitalism and the victory of communism;
♦ to educate young people in the spirit of communist ideology and morality, intolerance towards 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;
♦ develop the thinking of students, their cognitive activity, independence, cultivate readiness and respect for work, stimulate interest in science and art, instill the ability to independently supplement their knowledge, correctly navigate the events of modern political life.
In the 30s - 80s. methodologists applied and concretized these attitudes in courses, topics and history lessons, compiled curricula, textbooks, teaching aids and recommendations on their basis.
The crisis of communist ideology, which caused negative processes in Russian society, in the humanities and education, destroyed the nationwide system of spiritual values, made it necessary to reconsider the goal setting of school history education that had existed for decades. However, a new understanding of the goals of teaching history is being formed, on the one hand, in the complex conditions of political contradictions, the ideological and social split of society, the methodological crisis of history and pedagogy, on the other hand, in an unprecedented atmosphere of ideological pluralism, the prestige of democratic traditions and institutions of civil society, open influence of Western ideas and theories (2, p. 62).
At present, the following priorities can be identified in the Russian pedagogical community: “The education system should give a holistic vision of the world, scientific ideas about the most important problems facing humanity ... It is necessary that the content of school historical and social science education be aimed at educating feelings of patriotism, citizenship, contributed to the formation of national identity, respect for the historical and cultural heritage of the peoples of Russia and the world, for the human person, human rights ... Historical education should help each person to master three circles of values: ethno-cultural, national (Russian) and universal ( planetary) ... Society is in dire need of an informed and competent person who makes independent decisions and is able to take responsibility for his actions.
Learning objectives are fixed and embodied in the second factor of the learning process - its content. This category is also historically changeable, its content depends on the degree of awareness of the goals of education, the composition of education, as well as on the level of development of pedagogical science. In the content of education, the most obvious element is represented by the totality of knowledge about nature, man, society, technology and methods of activity. Other elements of the content of education are less conscious: “experience in the implementation of methods of activity, embodied in skills and abilities; experience of creative, search activity, expressed in readiness to solve new problems; the experience of upbringing needs, motives and emotions that determine the attitude to the world and the value system of the individual. Therefore, in world and domestic practice, the experience of the “school of study” has been reproduced for centuries and continues to exist, which is characterized by a precisely defined range of knowledge, skills and abilities fixed in standards of various kinds.
In historical education, knowledge, represented by a set of basic facts and theoretical provisions necessary for a full and comprehensive study of the past by schoolchildren, unfortunately, is often considered as the primary, and sometimes the only component of the content. Social disciplines are traditionally considered to be among the subjects in which the fundamentals of science dominate, while in language disciplines, physics, mathematics, subjects of the aesthetic cycle, a significant role is given to activity components (the formation of schoolchildren's methods and skills of educational work, the experience of independent activity).
In the 90s. 20th century in connection with socio-political and ideological reforms, the main attention in historical education was paid to the revision and reassessment of the system of facts, concepts, conclusions that formed the basis of its content, and the issues of teaching schoolchildren the methods of educational work, the formation of their active experience, creative activity, emotional and valuable attitude to the world. Not the last role in the revival of the "school of study" was played by the practice of publishing Temporary requirements for the content of education in the educational field "Social Science" (2).
In 1998 - 1999 the pages of the pedagogical press published only a list of facts and concepts that constitute the mandatory minimum of subject knowledge of students in basic and complete secondary schools. At the same time, another component of state educational standards, which is no less, and possibly more significant today, remained unknown. These are the requirements for the level of preparation of graduates in history, which determines the range of cognitive skills with which students will be able to critically perceive information from a wide variety of sources, operate with the knowledge gained, formulate and defend their own point of view.
In addition to the fact that the composition of the content of education in different historical and pedagogical conditions is considered either wider or narrower, the content of its elements is also subject to changes. In Soviet pedagogy, it was directly associated with the class character of society, and this dependence was especially pronounced in the content of school history education: “The tasks of communist education require that the historical epochs closest to us be studied in as much detail as possible. From this follows the need for a particularly economical selection of facts and concepts on the history of distant epochs and the desire to more fully elucidate the history of society in the period of capitalism and socialism. Particular attention is paid to the formation of the communist formation ... the current stage of the confrontation between socialism and capitalism, the strengthening of the main revolutionary forces of our time ... ”(2, p. 64).
However, not only a change in historical perspective can make huge layers of the past irrelevant, which until then were the foundations of scientific theory, the true images of bygone centuries. “An additional impetus to the direction that replaced historical sociology with historical culturology was given by the activation of non-European civilizations ... There was an urgent need to understand not only the patterns of development of European civilization, which acted as a prototype of a universal, world civilization, but also the logic of the evolution of other civilizations, cultural values, dynamics and direction development of which differed sharply from European ...
In the second half of the XX century. these trends more and more clearly extended to historical education, in which cultural studies, the theory of local civilizations, began to play an increasingly important role. School history was “anthropologized”, a person returned to it, but not a role model hero, but a person in his cultural and historical diversity, as a bearer of certain ideals and values, as a side of the developing global dialogue of cultures ... Adaptation to a changing world began to take place not through awareness of its change (the idea of progress entered mass culture), but through knowledge and perception as one's own basic values and norms of the dominant culture.
Thus, the development of the modern world, the formation of new values of Russian education leads to the conclusion that “students should be told what has a universally human, generally significant content, and not at all what the specialist himself hardly keeps in memory.
It makes no sense to give students knowledge that they will immediately forget. All that remains in memory is that over time it will grow with the student, telling him something about himself, forcing him to look at the world differently and putting before him questions and riddles that cannot be solved immediately, during the same lesson.
Before the methodology of teaching history as a pedagogical science, this poses the difficult task of finding a consistent model of the content of school history education that is adequate to the modern goals of teaching history.
2. Goals of school history education and their content in Russian methodological science
When formulating the general goals of teaching history at school in the methodology of the Soviet years, it was customary to refer to the directive materials of party congresses and plenums, resolutions of the Central Committee of the CPSU and the Soviet government, and other documents devoted to the problems of education and upbringing of young people. Correlating school-wide goals with the peculiarities of the content of educational subjects, the methodologists formulated the goals of education specifically, fixing them in explanatory notes to the curricula and expounding them in detail in scientific and theoretical works. When compiling course lesson recommendations, they were specified in accordance with the characteristics of the educational material and the age-related cognitive abilities of students. Finally, when preparing individual lessons, the teacher independently formulated the target setting of the lesson, taking into account the real pedagogical situation, but always adhering to party and government instructions.
In the process of many years of development of the Soviet school and historical education, the following areas of goals for teaching history have been formed: full-fledged historical education; ideological and political, labor, economic, moral, international and patriotic, scientific and atheistic, aesthetic, environmental education of students; the formation of a high political culture and political consciousness, an irreconcilable attitude towards bourgeois ideology and morality; the ability to assess the social phenomena of the past and the present from clear class positions, to uphold the ideals and spiritual values of socialist society; motivational-volitional and emotional development of students. At the same time, the formation of a scientific, Marxist-Leninist worldview in schoolchildren was proclaimed the main goal of teaching history. In the course manuals and lesson plans, the goals were combined into three groups: educational, educational and developmental.
The last one in the 20th century The school reform, which led to a change in the entire educational paradigm, dealt particularly tangible blows to historical education. In connection with the change in social foundations and state ideology, the reassessment of national spiritual values, teachers and methodologists, without waiting for stabilization in historical science and pedagogy, had to urgently look for new answers to fundamental questions: what are the goals and objectives of historical education in modern Russia? Why should modern schoolchildren study history? What are the modern priorities of Russian historical education? What is the role of the school subject of history in the upbringing and development of students? and etc.
I emphasize that the state and scientific institutions involved in political struggle and economic survival did not respond for a long time to the proposal of the pedagogical community to hold an All-Russian discussion on national priorities and values of historical education. Therefore, the discussion of this topical problem unfolded in the mid-1990s. spontaneously, on the pages of the pedagogical press, in political skirmishes and in ideological debates. It was no coincidence that the peak of the discussion fell on 1994-1997, since it was during this period that the most radical transformations were carried out in the structure and content of school history education, a new set of textbooks was being formed, and draft state educational standards were being prepared. At the same time, the information environment was changing dramatically in the country, the sources and methods of perceiving historical information were significantly updated, and the spiritual conflict between the generations of “fathers and children” was growing. Historical education has become an instrument of political struggle; ideological opponents have speculated on its problems.
Intensifying the situation, these factors increased the significance of the discussion of the goals of school history education, revealed a diverse and contradictory palette of opinions, approaches, and proposals. It seems useful to get acquainted with the main ideas of the discussion in order to assess the trends emerging in Russian pedagogy in resolving this issue and correlate them with Western European approaches.
3. Main trends in resolving the issue of the goals of school history education abroad
What are the goals of modern historical education in countries with stable democratic traditions and well-established civic institutions? What is the special significance of history as a school subject?
“First of all, this discipline is unique in its influence on the formation of a system of thinking, it enables a person to move freely in the historical space, equips him with knowledge of historical experience, which ultimately allows a correct assessment of modern political and social processes.
In addition, historical knowledge contributes to the formation of a person's own point of view, his independent assessments, but at the same time they teach to value and respect the opinions of others.
History is also in many ways the basis for teaching other disciplines: social science, state and law, creating a basis for understanding and implementing the fundamental principles of life in modern Europe, such as human rights and democracy.
Historical disciplines bring up such important qualities for life in modern society as the breadth of thinking and worldview, tolerance, civic courage, and creative imagination.
As a result, historical knowledge prepares young people for independent life in the modern world full of contradictions, creates favorable conditions for mutual understanding between people representing different cultural, ethnic, linguistic and religious traditions, helps a person to realize himself not only as a representative of a certain country and region, but also as a citizen of Europe and peace” (5, p. 6).
An expert from the UK, Harry Brace, using the example of his country, showed how the goals of teaching history are formulated in the spirit of European approaches:
“to equip students with knowledge of the past, which should help them better understand the characteristics of the modern society in which they live, and feel the possible prospects for its further development;
History should help students to understand the differences that existed between countries and societies in different periods of evolution, and teach them to understand them. The ability to recognize and accept this “otherness” of others in the historical past will contribute to the development of such an important quality as tolerance, which is necessary for life in the world on the eve of the 21st century;
History as an academic subject is designed to explain to students the complexity of such a concept as historical experience, and to provide an opportunity to realize the diversity of manifestations of modern life in the social, cultural, economic, technical and political spheres;
Knowledge of history should equip students with the ability to analyze information, understand the processes in their historical development;
The study of history should contribute to the formation of independent assessments and independent thinking of the younger generation.”
Summarizing the statements of foreign experts, it can be noted that the main goal of historical education in the countries of Western Europe is the formation of a well-informed personality capable of critically perceiving and analyzing information, defending their point of view and at the same time being tolerant of otherness, tolerant of other ideas and representations. In foreign methods, the goals of patriotic education of students are not emphasized. The formation of civil and democratic values is conceived not in a national, but in a broad global context, which is associated with the orientation of the leading countries of Western Europe towards integration and life in a pluralistic, multicultural society.
Bibliography
1. Topical issues in the methodology of teaching history in high school.- M .: Higher school, 1984.
2. Vyazemsky E.E., Strelova O.Yu. Theory and methods of teaching history: Proc. for stud. higher textbook establishments. - M.: Humanit. ed. center VLADOS, 2003.
3. Zaporozhets N.I. Development of skills and abilities of students in the process of teaching history. - M .: Presveshchenie, 1978.
4. Methods of teaching history in secondary school / S.A. Ezhova, I.M. Lebedeva, A.V. Druzhkova and others - M .: Presveshchenie, 1986.
5. Minkina-Milko T. Council of Europe and teaching history at school // Teaching history in a multicultural society and border areas: Materials of the international seminar. - Khabarovsk, 1999.
6. Development of general educational skills and abilities of schoolchildren / / Teaching history at school. - 1985. - No. 1. - P. 31-36.
7. Stepashko L. A. Philosophy and history of education: Textbook for students. - M, 1999.
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Topic 22. Preparing a teacher for a history lesson
Functions and stages of preparation for teaching history. History lesson requirements.
Preparing the teacher for the history lesson. Summary of the combined lesson.
Ways of formulating the topics of the history lesson.
Preparation for lessons begins even before the start of the school year with the study of the state standard and programs for all classes. Only in this case, the teacher will give not separate lessons, but a system of lessons on the topic and the course as a whole. On the basis of these documents, the teacher identifies a system of facts and concepts, the study of which will be deepened and refined as students acquire knowledge, skills and abilities, their development as individuals. Then he traces how this system is reflected in school textbooks, what is their structure and content, the nature of the presentation of historical material, and the methodological apparatus. Analysis of textbooks will provide an opportunity to identify interconnected lessons, their role and place in the course being studied. A more detailed view of the state standard, the textbook and the program "allows you to outline the educational" educational goals of studying the sections and topics of the course.
After that, you can compose thematic planning lessons - a system for combining them, taking into account historical and logical connections, forms and types of classes. The teacher determines the topics, the content of which will be disclosed by the teacher himself and the topics available for independent study by students. the basis of thematic planning is "by lesson.
Teaching cannot be identified with the presentation of the material. Teaching presupposes the unity of all stages of the teacher's activity, starting with preparing for the lesson and ending with the analysis of its results.
Each stage of preparation for the lesson implements a number of functions. At the first stage, there are two functions - Gnostic and constructive.
1. Gnostic function provides for the implementation of the following stages of lesson preparation: 1) understanding the content of the educational material, 2) formulating a didactic goal in
in accordance with the objectives of studying the section and topic, the course as a whole, 3) determining the type of lesson, 4) identifying the structure of the lesson, 5) selecting educational material. Thus, the teacher, having selected the content, thinks over the type of lesson, the structure that corresponds to the logic of the educational and cognitive activity of students.
At the same stage, it is determined what skills of schoolchildren and how to form them; what feelings to evoke. Having chosen the sources of knowledge, the teacher thinks over ways to combine them. The sources of knowledge include the text of a textbook, a teacher's story or lecture, a document, an educational picture, an educational film, etc.
Preparation for a new lesson includes an analysis of the homework of the previous lesson. It is on this basis that the survey of students will be built. Questions and tasks are designed to comprehend, deepen and systematize knowledge. They may include elements of the problematic. The wording of the question should guide students to the presentation of the main, basic, to the comparison and analysis of facts, the assessment of historical phenomena. Questions on the previous material should be related to the survey material or to the content of the new topic.
2. constructor function involves: 1) analysis of the characteristics of the composition of students in a particular class, 2) selection of techniques
and means of teaching and learning, 3) determining the dominant nature of students' activities, which includes three levels of cognition - reproducing, transforming, creative "exploratory". The simplest, most primitive is the reproducing level. The student only reproduces everything that the teacher gives in the lesson (repeats the reasoning; draws a table after the teacher; shows the object that the teacher has just shown). A more complex transformative level of cognition (the student listens to a lecture and draws up a plan; fills in a table according to several paragraphs of the textbook; shows an object on the map according to a verbal description). The most difficult is the creative "search level" (the student analyzes documents
and makes independent conclusions and forecasts; thinks through alternative situations in the development of historical events).
The methods of work of the teacher in the lesson will depend on the chosen level of activity of the students. In a poorly prepared class, you will have to shorten the survey and allocate more time for explaining the new, in a strong class, increase the number of logical tasks, etc. The pace of presentation of the material depends on the activity and preparedness of the students "of the class. You should have
in mind that in the lesson the presentation of the material is slower than the pace of spoken speech.
Lessons that are identical in content may differ significantly in the method of their conduct, taking into account the cognitive abilities of the students in the class. The more the students' skills are improved, the wider the independence they represent in choosing the forms, means, ways and time for completing the assigned tasks. The free choice of preferred types of activity reveals the inclinations and feelings of the treatment of students, their interests, shows the level of mastery of educational skills.
The third, fourth and fifth functions are implemented both during the preparation of the lesson and during its implementation.
3. organizational function closely related to the previous ones. Realizing it, the teacher thinks over: how to start the lesson; what students will do in the lesson; how to aim them at the perception of the new; what types of work to involve all students; what activities will arouse the interest of students; what cognitive assignments to give; what assignments for expressing personal opinions; how to pose a problematic question; how to organize homework and how it will take into account the assimilation of the knowledge of the lesson; what skills students learn and which continue to improve.
4. Informative or stating functionconcerns the educational content of the lesson: what methods of presenting the content will be in the lesson; what methods to use when presenting teaching aids. Developing the content, the teacher determines what material - basic, additional - in what form, volume to give; develops techniques for disclosing new content; selects teaching aids for the lesson.
In the lesson, the teacher will not just retell the textbook material, but state the main, main issues of the topic, explain in detail what is difficult for students. The teacher outlines what should be highlighted from the program material, what to emphasize, what to state in more detail or in short . Based on the specific facts of the textbook, he will reveal and concretize new concepts, colorfully and figuratively present the dry material of the textbook (if this material is important in the educational and educational sense). genealogical tables. The teacher often comes
Xia to give the material brighter, more interesting and more specific than in the textbook.
5. control and accounting functionprovides for thinking over: how knowledge will be checked, consolidated; how students will be able to express their own opinion, attitude towards the student; how to evaluate knowledge.
What are the criteria for assessing students' knowledge? N.V. Kukharev identifies the following of them: 1) objectivity, when the assessment corresponds to the knowledge, skills and attitude of students to learning; 2) the comprehensiveness of the assessment, when the knowledge, skills and abilities of students, depth, scientific character are taken into account
and meaningfulness of the disclosure of historical content, imagery and emotionality, culture of speech; 3)publicity and clarity in grading, when its validity is brought to the student, the moral tone is maintained to achieve success, and ways to overcome shortcomings in work are indicated.
The third stage is the analysis of quality and efficiency work in the lesson as a result of introspection and testing of students' knowledge.
6. Corrective function sums up the lesson: is it correct, but is the material selected, are the facts interesting and meaningful, are the problems significant; whether the didactic goal of the lesson is correct and to what extent it has been achieved; whether the teacher took into account the "features" of the class; whether the type of lesson was chosen, whether the teaching methods, techniques, forms of teaching; whether cognitive tasks are interesting and accessible; what and why is learned poorly; what can be the assessment of the level of knowledge assimilation.
The teacher performs a corrective function after each lesson, identifying his successes and mistakes, outlining changes in his subsequent work. In the summary or lesson plan, the teacher makes brief notes: “strengthen the theoretical part of the lesson”, “remove unnecessary facts”, “introduce a table for the survey.” These comments are taken into account when preparing for the lesson in the next academic year.
Methodist O.Yu. Strelova considers the wording of the topic of the lesson to be an important issue, which should be thought through in preparation for it. The traditional way is to indicate the place and time of the event under study in the title. In the title of the lesson, the plan may be hidden, according to which the study of those "we will go. Or the direction of movement is indicated - from which point
everything will start and how it will end. The most popular formulations are quotes from works of art. They immediately enliven the topic. A vivid emotional expression can present the whole topic in a new perspective or create a problem situation.
Having thought over the content and methodology of the lesson, the novice teacher develops a summary. In it, the teacher records everything that he came to as a result of studying special and methodological literature, structures, but "functional analysis and his thoughts on the upcoming lesson. The summary reflects the pedagogical intent of the lesson and is its model, scenario, revealing the course of the lesson, the activities of the teacher and students at all its stages. The summary is needed to prepare for the lesson, since working on it helps to organize educational material, a logical sequence his presentation, determine the ratio of the links "ev lesson, clarify the wording and concepts. In the lesson, one should be guided by a detailed plan.
When developing a summary, the teacher finds out whether this lesson needs a test of knowledge of skills and abilities, learning new things, consolidating and repeating, homework; what is the sequence of the location of these learning links; how much time should be devoted to each stage of work. He selects the optimal "combination of methods, techniques, tools and organizational forms of teaching. These can be verbal, printed, visual or practical methods, problematic" search or "reproductive", independent activities or under the guidance of a teacher. It is necessary to clearly imagine the strengths and weaknesses of methods and their combinations. Each method solves some problems better and others worse, complicates or simplifies the perception of a new one. Therefore, we can only talk about their appropriate combination. The teacher decides on the methods and techniques of work after selecting the content and planning tasks, taking into account the specifics of the class and his style of work. It also takes into account the state of the students, their possible mood (for example, on the holidays) and working capacity (what lesson), the possibilities of the history room, the available time (for all stages of the lesson, taking into account the tasks performed by the students).
In the abstract, the teacher gives the wording of the questions for the survey, "prescribes the transition to the beginning of the presentation of the new material"
la, writes conclusions, formulations and generalizations. One or another type of teacher's story is also presented in the lesson, the method of teaching. The teacher outlines questions and tasks for students in the course of presenting the new, ways of working with a picture, map, illustration, provides for writing terms, diagrams on the blackboard. All this allows you to achieve clarity and expressiveness in the lesson, make the story bright, emotional and convincing . Verbatim recording makes it possible to "prepare for a free (without abstract) presentation of the material" in the lesson.
The abstract includes the name of the topic of the lesson, the purpose, the list of equipment, the content of the educational material and the method of studying it. The latter is given in the form of a table.
Having mastered teaching, the teacher instead of the abstract uses "is in the lesson detailed plan. It spells out the structural elements of the lesson, points out what is included in each link of the lesson and what is the activity of the teacher and students. The work plan outlines the procedure for explaining new material, indicates the volume of the main and non-main material, highlights key provisions, concepts, and persons. Here are notes on how to correlate the oral presentation of the new with the textbook.
In the form of a complex plan, the teacher writes down the main and additional questions for repetition. Next to the questions and tasks, he marks the methods of verification: “frontal conversation”, “writing on the board”, “detailed answer”, “question to a strong student”, “a task for those interested in history”, etc. Instructions are also given on the use of lesson equipment, teaching aids, documents, tasks are listed.
The lesson plan should be feasible for students, real. It is necessary to think about how to adapt the theoretical and methodological content of the lesson to a particular class, what the situation is for the lesson, how students will be stimulated, what are their possible achievements in the lesson. In a good way, there is not much verbal information, but a lot of graphic and schematic symbols, there are also various arrows, underlines, instructions for conducting a lesson. This is a program for managing the learning process. It is important to determine how much work the students do at all stages of the lesson, what each student will do.
FUNCTIONS AND STAGES OF PREPARATION AND TEACHING OF HISTORY
I GNOSTIC function
Learning about programs Planning goals
Selection of educational
material
IV INFORMATION function
Presentation of the material in the lesson with the help of techniques and means Selection and methodological construction
PREPARATION FOR A HISTORY LESSON
II CONSTRUCTION function
P lanning of stages Selection of methods and means
Definition
forms of activity of cognitive tasks
ACTIVITIES OF THE TEACHER AND STUDENTS IN THE LESSON
III ORGANIZATIONAL function
Organizational and cognitive activity Questions and tasks
A N A L I Z of the effectiveness of the history lesson
V CONTROL ACCOUNTING function
Consolidation of the studied material Systematically
sky check
knowledge and skills of students
VI CORRECTION FUNCTION
Positive successes and lessons learned, quality of organizational effectiveness
HISTORY LESSON REQUIREMENTS
completeness |
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Conformity |
Scientific |
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pedagogical |
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Conformity |
Reliability |
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lesson type |
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funds and |
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Motivation and |
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chief, |
differentiated |
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conscious |
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Cognitive |
Upbringing |
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activity |
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interest |
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students |
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Unity |
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activities |
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and students |
TEACHER PREPARATION FOR A HISTORY LESSON
Type, structure, lesson form
Activity planning |
Predictive Cognitive |
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activities of students |
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Cognitive tasks and vop |
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new topic |
dew to students |
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The ratio of empirical and |
Forms of organization cognizant |
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theoretical levels |
body activities and techniques |
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Means of education WAYS OF FORMULATION OF LESSON TOPICS Method - History teaching methodology - subject of methodology object Key Learning Factors learning outcomes. 1. Objectives of teaching history Methods of 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 their life expectancy - 10-12 years: what do you remember the very first thing in life, what is the most important thing that happened over the years? The teacher draws on the blackboard time line. This 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. Students work with the time line in their notebooks. Then the teacher moves on 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 decades, students move on to 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 determine the century. When working on 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 century it belongs. In the process of explaining the new, the main and key dates are recorded on the board. The main ones are written larger and framed. Sequential dates are placed in a vertical column, and synchronous dates are written on the same horizontal level. Students write the dates on time cards or make up chronological tables. The illustrated timeline was suggested by I.V. Gittis. It looks like a wide strip, divided into segments (centuries), and within each of them - into five years. Slots are made on the timeline, where applications are inserted in chronological order with the most striking facts of the century or the names of events and their dates. Where there are computers, it is possible to use computer programs chronologically. Understanding the duration of historical periods and highlighting the general help sync tables. They reflect the simultaneity (synchronism) of events or phenomena of social life from the history of ancient civilizations. The teacher explains, and the students listen and fill in the table, that is, they work at a transformative level. Chronology Memorization Techniques(main facts and related historical dates). memorization based on semantic connections (essentially) and connections with the event, when the date is memorized purely mechanically. Knowing well the main facts and causal relationships, students can easily place events in time that are 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 method of matching the dates of events is applied. Another memorization technique is to determine the duration of events. It is also possible to match events that have an internal link. 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. At the first stage of training, the sequence and duration of historical events are 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 correlate historical processes with a period, an epoch based on knowledge of the periodization of history courses. The development of skills of a chronological nature is facilitated by specially selected tasks and games. Games, competitions are held for 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 blackboard and writes the name of the object. If someone says a word, he is out of the game. Chainwords contribute to the development of cartographic knowledge. These are chains of words arranged in such a way that the last letter of each word must be the same as the initial letter of the word following it. Computer programs. The computer has great potential for imitating historical reality and computer programs, reproducing the most essential features of historical eras, sociocultural complexes. The computer provides great 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 a 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 premises in the school, which d.b. secured: textbook. auxiliary literature, tso. Classes on the subject, electives, extracurricular work and methodical work with students are held in the office. Cabinet tasks:*Organization of the main and additional activities of students. *Method. And didactic support. The educational process. *Creating the necessary conditions for high-quality teaching of the subject. *Improving the pedagogical skills of a history teacher. The Cabinet works in accordance with the long-term plan and the plan for the current year. The office should have: symbols, curricula and thematic plans, teaching method. complexes (textbooks, anthologies), methodological recommendation of the Ministry of Arr. RB., method. recommendations for conducting political information., didactic material, TSO, visualization, maps, methodological developments of the lesson, periodicals (BGCh, Gist. Probl. Vykladannya), book fund (dictionaries, old textbooks), material about the area where the school is located, file cabinet methodical And didactic literature., the development of extracurricular activities, the week of History. Cabinet Requirements: Cabinet documentation (work plan of the office, schedule, inventory book (list of equipment of the office), passport of the office, safety memo. , and on the north side use Yellow, pink., didactic staffing, student work, additional and reference literature). Museum, press department. The subject and objectives of the methodology of teaching history. "Method" in translation from ancient Greek - "way of knowledge", "way of research". Method - it is a way to achieve some goal, to solve a particular problem. History teaching methodology - it is a pedagogical science about the tasks, content and methods of teaching history. It studies and investigates the regularities of the process of teaching history in order to improve its efficiency and quality. the methodology 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 evaluation of teaching methods that lead to a better formulation of this science as an academic subject. The methodology considers and studies questions about how history should be taught. subject of methodology is the pedagogical process of learning - teaching by the teacher and the study of history by students. object the same will be the 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, but if he has not managed to arouse interest and organize the creative activity of students, he will not achieve great success. The methodology of the subject gives answers to the questions: why teach? What to teach? How to teach? Key Learning Factors stories are related to the answers to these questions: goals determined by the state and society; scientific and methodological organization of the learning process (forms, methods, teaching methods, means of teaching and learning); cognitive abilities of students; learning outcomes. 1. Objectives of teaching history 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; the study of history in the process of development, the evolution of society; assimilation of democratic values and institutions; familiarity with the past in order to understand the present and foresee the future; study of the cultural heritage of our ancestors and humanity as a whole; upbringing 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 historical education are also 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 on the basis of the ideas of humanism, the experience of history, patriotism; development of interest and respect for the history and culture of peoples. The development of goals for teaching history is ongoing. These include: to educate a person - a patriot of his country, respecting national and universal values, aware of the value of culture, nature and the need to protect the environment; to acquaint students with the life of society and humanity both in the past and in the present, to help them comprehend the social, moral experience of previous generations; to form a person integrated in modern society and aimed at its improvement; promote the integration of the individual into the national and world culture; to defend the right of students to freely choose their opinions and beliefs, taking into account the diversity of worldview approaches, to orient them towards humanistic and democratic values; develop the ability to apply historical knowledge and techniques, evaluate information analytically and critically, analyze new sources of social thought, and argue one's position. The main factors of teaching history in the educational process are manifested in a complex, in a 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. The teacher precedes each lesson with careful preparation, which is of a strategic, intermediate and ongoing nature. Strategic preparation contains general, basic guidelines important for the preparation and implementation of the teaching of history. It is carried out before the beginning of the teaching of school history courses. Strategic preparation includes: study of the state educational standard (federal, national-regional); study of curricula and thematic plan for the course of history; the study of textbooks, workbooks, anthologies on which to work during the school year; development of goals, objectives of the course. Intermediate preparation ~ preparation that is carried out during the holidays in order to correct the teacher's previously drawn up planning. It includes: adjusting the goals and objectives of the entire course of the study of history; compilation of the next list of terms for study that carry a high semantic load; compilation of the next list of the most important events, facts and dates required for study; the choice of academic disciplines and forms of work to ensure interdisciplinary connections; adjustment of thematic planning. Current training - preparation, which is carried out on the eve of each lesson and includes the development of a plan for its implementation. The plan takes into account: type, type, form of the lesson; lesson objectives; basic methods of conducting a lesson; spare methods of conducting a lesson (in case of unpreparedness of students to work according to the main method); didactic materials on the content of the lesson; summary of the material for the presentation of the lecture; diagnostic material, etc. Each stage of preparation for the lesson implements a number of functions. Gnostic function provides for: comprehension of the content of educational material; formulation of didactic goal; determining the type of lesson; identifying the structure of the lesson; selection of educational material. constructor function involves: analysis of the characteristics of the composition of students in a particular class; selection of methods and means of teaching; determination of the dominant nature of students' activities (levels of knowledge: reproducing, transforming, creative-search). Realizing organizational function, the teacher thinks: how to start the lesson; What will the students do in class? how to aim them at the perception of new material; what activities will arouse the interest of students; what to give cognitive tasks; how to pose a problematic question; how to organize homework; what skills students learn and what skills they continue to improve. informative function concerns the educational content of the lesson: how much material to give in the lesson; what methods of presenting the content will be in the lesson; what teaching aids to use when presenting the material, what questions should be paid special attention to schoolchildren, etc. Control and accounting the function provides for thinking through: how knowledge will be tested, consolidated: how students will be able to express their own opinion, attitude towards what is being studied; how to evaluate knowledge and skills. Corrective function sums up the lesson: is the material selected correctly, are the facts interesting and meaningful, are the problems significant; whether the didactic goal of the lesson is correct and to what extent it has been achieved; whether the teacher took into account the characteristics of the class, whether the type of lesson, methods, techniques, forms of work were chosen correctly; What did the students learn in the lesson? what are the reasons for the poor assimilation of the material; what is the assessment of the level of assimilation of knowledge of skills. Some problems of teaching history in a reformed school The main goal of teaching history at school- development of the student's personality based on knowledge of the past and the ability to navigate the most important achievements of world culture. The development of a personality presupposes, first of all, the formation of creative thinking, the ability to critically analyze the past and present, to draw one's own conclusions based on an independent study of historical sources. History should confront the student with the problems of moral choice, honestly showing the complexity and ambiguity of moral assessments of historical events. The student receives the right to be subjective and biased in substantiating his decisions on the moral problems of history. History lessons should teach the student not so much passive memorization of facts and their assessments, but rather the ability to navigate independently in the mass of historical information, to find cause-and-effect relationships between historical phenomena, to separate the essential in the historical process from the secondary. It is necessary to educate historicism - the ability to understand and evaluate the events of the past in their interconnection, unique for each individual historical moment, to realize the constant variability of the world and society in their integrity, the process of the emergence, development and disappearance of social phenomena. An important goal of history lessons is to promote the socialization of a person entering life, that is, his self-determination as a person, his understanding of his place in society, his historical roots. The teaching of history at school should contribute to the formation of the student's value orientations and the solution of moral problems. The purpose of historical education in this regard isfocusing primarily on universal human values, education of humanism. The main task of history is to educate a citizen of Russia, active, capable of social creativity, principled in defending his positions, capable of participating in democratic self-government, feeling responsible for the fate of Russia and human civilization, a patriot of his native culture. Genuine patriotism is not conceivable without getting to know the history of different peoples, their culture, understanding the constant nature of the interaction and mutual enrichment of different cultures and their close connection with each other. The student must understand that his people are part of the world civilization. Why teach history in schools? According to popular belief, the study of history should give students the necessary stock of knowledge about the past and the necessary set of skills in the study of past events. But our children do not always understand the real value of knowledge about the past. What does history mean? History is science. The basics of history - sciences are the core of the school subject of history. To study the basics of history in school, it is necessary, first of all, to have a clear and precise idea of why the student needs to study the past (and not know about the past). And here the key is not the concept of the past at all, but the concept of the present (and even the future). The scientific study of the past allows you to better understand the present and at least a little bit to predict the future. This is what should be the core of school history education and the motivation for learning activities. And if this is formed, then the children will understand that history, first of all, teaches them not to be a blind and miserable toy, a tool in the hands of politicians, and they will learn to make their own conscious choice. The second problem: what to study in history lessons? The problem of the content of the school history course has become more acute today. Changes in ideology required the formation of a broader, full-fledged understanding of historical processes and phenomena among students. In addition, the realities of today require the education of patriotism in our children. And this task, first of all, is carried out by the lessons of history, using the examples of heroism, courage, etc. Life itself pushes for a radical revision of the very approach to the content of the school history course. Hence, the content must be arranged and transformed in such a way as to activate the mental activity of students, to aim them at solving certain problems. Consequently, the organization of the content should be subject to the logic of solving educational problems through the implementation of educational tasks available to each student, as well as the development of students' creativity, a creative approach to solving them. This leads us to the next problem −how to study history? Today, in the context of the democratization of society, various schools and directions in education have been formed. And at the same time, the methods of teaching individual subjects have not been sufficiently developed. One of the most acceptable, in our opinion, is the block system of teaching history using reference notes. Historical teaching at school often suffers from fragmentation of material and events. Not infrequently, a student forgets what was learned in previous lessons even before he knows what results a causal relationship will lead to. If the material of the whole topic is simply transmitted in several lessons through a story, a lecture, then this confuses the student, in his head “ porridge is formed” from a variety of subtopics. But the same events and facts, built into a single visual chain, clearly understood by the student, with the main key sub-questions and sub-topics highlighted, leads to a new, high-quality result. A holistic view of a historical event, a single chain: “cause - events - consequences”, highlighting key problems and events - this is the main thing. Considering events in a generalized form with a conscious rejection of minor details, enables the student to remember the main causes, the sequence of events as a whole, key dates, concepts, the main characters of the historical event, its results and consequences. In the mind of even a weak student, an image of the historical space is formed, in which certain changes have occurred over time. For a strong student, a reference note is the basis for strengthening the coordination of visual, auditory, motor memory, and most importantly, a hint for an extraordinary conclusion, for working at the level of the second signal system. The development of supporting notes should be based not on verbal-conceptual signals, but on the principle of a minimum of words and a maximum of signs, figurative symbols, elements of a unified nature. The work of students in parallel with the educational material and the reference notes allows the development of abstract thinking. This technique allows you to include in the work all aspects of mechanical and logical memory. In this method of the lesson, calm confidence in one's successes is stimulated, the student does not have fear of failure. He goes from small victories to big victories, from success to success. Confidence breeds freedom of thought. Ancient History Coursecontains rich and colorful material also for unleashing the important educational tasks of the school The great labor feat of people who transformed river valleys and deserts with their labor, laid canals and built dams, built majestic structures, brings up respect for work. The story about the exploitation and hopeless life of slaves helps to instill a sense of hatred for injustice, sympathy for the oppressed. The selfless struggle for the independence of their homeland, the legendary feats in the wars against the invaders evoke a feeling of admiration in children, the desire to inherit the example of heroes, and contribute to the education of patriotism. Outstanding monuments of literature and art of antiquity provide great opportunities for the aesthetic education of students. The conscious assimilation of knowledge, the formation of ideas, the education of feelings are inextricably linked with the development of thinking, imagination, and memory of schoolchildren. This is a multilateral single process. At the same time, the more activity and independence of students in educational activities, the more effectively children develop, their skills and abilities are formed. One of the most important tasks of the history course in the 6th grade is the formation of the foundations for further work on the development of students' thinking, skills and abilities of independent work Event material is preserved the worst. The strength of memorization of the actual material is insignificant; forgetting occurs especially intensively during the first year after assimilation. The strength of knowledge on various components of historical material is different: the images of historical figures are better remembered if they are perceived concretely and in connection with the event material. More and more likely chronological dates are forgotten. In those cases when, when studying new material, what was previously covered and forgotten is repeated, there is not only a revival in the memory of the old, but also a qualitative strengthening and enrichment of the entire complex of knowledge. It is very important for consolidating previously acquired knowledge how often students come across this knowledge when studying other school subjects, reading books, periodicals, watching movies and TV shows. In cases where such a mobilization of the studied material or the establishment of new connections with it does not occur, knowledge is lost without a trace. Naturally, the concepts and patterns associated with the study of the first three formations in grade 6, repeatedly repeated in subsequent history courses, turn out to be the most persistent element of knowledge, while the event material of these courses, to a small extent, "joins" with literature, geography and history in other classes is forgotten. The most difficult for 6th grade students is the perception of historical processes and cause-and-effect relationships. Methodological studies have shown that the majority of students satisfactorily assimilate separate complex processes and the causes that caused them. As mentioned above, the specificity of history as an academic subject determines a hugethe role of the living wordin the formation of students' knowledge. A colorful, captivating teacher's story makes it possible to recreate vivid pictures of the past in the mind of the student, to concretize the educational material to the extent that it forms reliable figurative representations, and also to exercise an emotional impact on the student, which is essential for solving educational problems. During the oral presentation of the material, the teacher gives students examples of reasoning and explanation of the relationship between historical events. A vivid, figurative presentation takes on special significance in grades 5-6, where epochs far from us are studied. Here, the task of recreating events and phenomena as fully and concretely as possible, "bringing" them closer to the student, is especially relevant. Despite the importance of organizing the active cognitive activity of students in the classroom, methodological science and the experience of leading teachers convince us that it is impossible to oppose the independent work and activity of students to the oral presentation of the teacher. In practice, two ways of organizing active cognitive activity of students in the process of oral presentation of the material by the teacher have been outlined. First way - this is giving the story a form that, as it were, turns students from listeners into "witnesses" and even "participants" of events and phenomena. In this case, there is an "internal activity" of students associated with their intense attention and increased interest. The following methods of concretization used in the process of oral presentation of the material have been developed: a) a picture story, including vivid episodes (for example, about the life of feudal lords); b) a story in the form of a "journey into the past", which contributes to the fact that students are mentally transported to an era far from us due to the creation of an "illusion of participation" (for example, a story about the culture of Byzantium); c) the method of personification of historical processes and phenomena, when typical facts are embodied in the fate of a historical person; d) the method of dramatization of historical processes and phenomena, when typical facts are presented in the form of a collision of several historical or fictional persons; e) introduction to the presentation of entertaining details and details that make the described events and phenomena more specific and "closer". Testing the effectiveness of these techniques showed the great power of their impact on the imagination and memory of sixth graders. Students remember well and, answering, transmit, even after a long period of time, typed dialogues, biographical information, entertaining details that the teacher included in his story. The second way of organizingactive cognitive activity of students in the process of oral presentation of the material - this is a problem presentation based on the creation of problem situations and setting problem tasks. These techniques increase the productivity of pedagogical work, as they combine oral presentation with independent work of students. Problematic learning is often combined with the setting of problematic tasks. Observations and verification of the textbook made it possible to establish the features of their application in the 6th grade. Problematic tasks, especially at the beginning of the school year, should be performed orally, since sixth-graders write slowly and cannot simultaneously listen to the teacher's story, mentally formulate conclusions and immediately write them down. Therefore, it is advisable to put forward such tasks for “solving such problems that the answer contains no more than 2-3 conclusions; the student can keep such an answer in memory in its entirety. More often, problem tasks are set to one point of the presentation plan, and not according to the material of the entire lesson. To enhance cognitive activitystudents in the classroom should include tasks on history. The use of these tasks aims to promote the formation of a solid and deep knowledge of history and teach students how to apply it. The lessons organize various types of work with historical sources.. Greater activity of students is caused by the use of the "collision of sources" method, when several sources dedicated to one event are compared. Quite useful are also assignments to determine the authorship of a source.1 The peculiarity of tasks in comparison with other types of tasks is the presence of a specially designed condition and a question to it, for the answer to which it is required to perform certain mental and practical actions. The condition of the tasks can be represented as a fact or a group of facts, signs of a phenomenon, elements of reasoning, etc. Problem solving - this is one of the possible ways of individualization of education. Therefore, some of the tasks are designed to ensure that in the course of their solution, previously acquired knowledge and skills are only consolidated and repeated, while others require an independent search for a method of action and solution; they are designed for more advanced students. But gradually the rest of the students should also master the ability to solve them. Working with visual aids, especially with textbook illustrations, it is necessary to form in schoolchildren an attitude towards them as the most important source of knowledge. Tasks for illustrations should also be aimed at this. The most typical tasks for the current textbook of the 6th grade require the analysis of illustrations, their comparison and the formulation of a conclusion as a result of such a comparison, the establishment of a connection between the illustrations and the text. A modern lesson is unthinkable without the use of technical teaching aids. Their use is associated with the ability to organically include these tools in the living fabric of the lesson. It should be borne in mind that using filmstrips, filmstrip or transparencies, we significantly expand the scope of visualization in the lesson and, as a rule, strengthen the impact of educational material on emotions. 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