The subject and objectives of the methodology of teaching history. Modern methods of teaching history and social science Subject and objectives of the methodology of teaching history
1. History lesson as a learning activity.
Given that the term paper is a kind of methodological manual for the specialty 0304, let's focus on the history lesson as a learning session.
Training sessions are considered in Russian as “training exercises, lessons, lectures. They represent the main organizational form of studying history as part of a class (group) in the system of general educational institutions and higher educational institutions; they are conducted with a constant composition of students (students) according to a specific program under the guidance of a teacher (teacher).
The purpose of the history lesson is to ensure that students master historical knowledge, help them master effective teaching methods, promote the development of moral qualities, and develop skills in analyzing historical experience in relation to modernity.
Training sessions (lessons) are classified, differentiated by types, forms and types. All of them have a specific purpose, play a specific role, expressed in functions - educational, educational, methodological and practical. The main feature of the lesson is to ensure the unity of the implementation of these functions in achieving the intended goals.
Dictionaries and encyclopedias contain various definitions of the term "lesson". There are five interpretations in the Dictionary of the Modern Russian Language alone. It:
1. "Work given for a certain period";
2. "Educational work, assignment, which are given to the student to prepare for the next lesson";
3. “That from which conclusions can be drawn, something instructive for the future; conclusions, knowledge useful for the future”;
4. "Instruction, instruction".
The Soviet Encyclopedic Dictionary interprets the term "lesson" as follows: "the main form of organizing training sessions with a class-lesson system of education in general education schools, vocational schools and secondary specialized educational institutions. It is characterized by a strictly established amount of educational work and the order of its implementation within a certain time (usually 45 minutes).
The lesson is also defined as “a dynamic and variable main form of organizing the educational process, in which, within the framework of a precisely set time, teach with a certain composition of students - with a class - according to a fixed schedule, using a variety of teaching methods and means to solve the tasks of education, development and upbringing. Depending on the dominance of certain methods and means, the same type of lesson can have several varieties. For example: lesson type - explanation of new material; types: lesson - conference, lesson - lecture.
The structure of the lesson is a set of elements that ensure the integrity of the lesson in any variant of its structuring. These classics include:
1. Organizational beginning of the lesson;
2. Determination of the goals and objectives of the lesson;
3. Fixing the material homework;
4. Explanation of new material;
5. Consolidation of new material (fragmentary);
6. After-school task (homework;
7. Summing up the lesson.
Thus, the “lesson” in question is a “training session”, “the main form of organization in the class-lesson teaching system”.
However, the term "lesson" is no less firmly established in linguistic usage in completely incompatible or modified senses.
2. General requirements for a modern history lesson. Peculiarities
history lesson.
At present, the words have become more relevant than before: good, high-quality, effective lessons. Every teacher strives to carry them out. But do they always work? What does it depend on? And what is a modern, good (quality) lesson?
Giving a good (quality) lesson is not an easy task even for an experienced teacher. It depends on a number of factors:
1. Understanding and fulfillment by the teacher of modern requirements for the lesson, which are determined by the social order.
2. Goals, as well as educational, educational and developmental tasks.
3. Patterns and principles of the educational process.
4. Orientation of education to national priorities, the values of historical education and public education.
5. The focus of history lessons on students mastering the language of national and world culture, the spiritual experience of mankind, the education of a holistic picture of the world and the formation of a system of thinking.
6. Optimal balance in the content of the lesson of the components of world, national, regional and local history.
7. A comprehensive assessment of historical factors, which involves introducing students to different points of view on the same event or phenomenon, and creating conditions for the formation of students' own, motivated point of view.
8. Teaching students techniques that formulate a critical attitude to sources of information, and the ability to work with them independently, making own conclusions.
9. Creative, emotional atmosphere based on students' interest in the content of the lesson and types of educational work.
The definition of a high-quality modern lesson, general and specific didactic, educational and developmental requirements is reflected in I. P. Podlasy.
Which of the general requirements should a high-quality modern history lesson meet? What are the main characteristics of this lesson?
The main feature of a quality history lesson and the main requirement for teaching history in general is a high scientific and theoretical level, the correspondence of teaching to the current state of historical and pedagogical science, best practices, and the laws of the educational process. At the same time, the school course of history as a subject in a general education school should be oriented, first of all, to mastering by students the basics of knowledge about the historical path of mankind, its social, spiritual, moral experience, the formation of specific historical ideas about the historical era, equipping students with methods of solving practical tasks, the ability to work with historical sources. In no case should we allow the complication of the school history course and the overload of students with unnecessary extra-curricular material.
The most important requirement for a lesson, a characteristic feature of each lesson is the clarity of the educational goal, the inextricable connection in solving the main educational, educational and developmental tasks and their clear, consistent implementation during the lesson.
Of great importance is the definition by the teacher of the main essential for each lesson, so that it is understood and assimilated by all students in the class. The content of the curriculum (for a specific lesson), the educational, educational and developmental tasks of the lesson, the age of the students, the level of their knowledge, skills and abilities - all this determines the selection of material, highlighting the main thing in it, as well as the methods and techniques used by the teacher in the lesson, the content, educational, educational and developmental tasks of the lesson, the age of students, the level of their knowledge, skills are of decisive importance in the selection of material for the lesson, planning its type and structure, in choosing the most appropriate and effective methods and techniques for this lesson.
Expedient, taking into account modern approaches, the choice of means and methodological techniques for each part of the lesson; most appropriate to its content and objectives, the effectiveness of the methods and techniques used is a characteristic feature of a quality history lesson.
The figurativeness, brightness of facts is a prerequisite for emotional perception, involuntary memorization, and active mental activity of students. Moreover, without imagery there is no concrete image of what is happening.
When covering historical events, it is necessary to use the entire arsenal of figurative and emotional means, remembering that excessive emotionality suppresses the rational, rational, preventing the knowledge of historical patterns, understanding the meaning of history. On the contrary, an insufficient emotional impact gives rise to a certain simplification, an excessive sociology of the historical process.
The rational use of the entire arsenal of figurative and emotional means is a characteristic feature of a quality lesson.
The combination of individual and collective work in the process of learning new material, questioning, repetition and consolidation, the ability to take into account the individual characteristics of each student, strengths and weaknesses in their knowledge and skills is also one of the most important characteristic features of a quality lesson.
The establishment of intra-subject and inter-subject connections in teaching, which are realized by students, is also a feature of a high-quality history lesson. The teacher has a fairly large selection of forms, methods and techniques for the implementation of intra-subject and inter-subject communications. It is only important to take into account the age characteristics of students, the level of preparedness and constantly maintain their interest in identifying these relationships. Information should also be carefully selected from other subjects, keeping in mind that other additional information does not overload the lessons and “do not obscure” the content of the history teaching material.
An essential feature of a quality history lesson is its integrity and organizational clarity, the close connection of all its elements, a certain thematic and structural completeness. It depends on the preparation of the teacher and students. An indispensable condition for organizational clarity in the conduct of the lesson is the ability of the teacher to create the necessary creative learning atmosphere, the keen interest of the whole class and each student in the work that is carried out in the lesson.
A typical feature of a quality lesson is its effectiveness, that is, the assimilation by students of the main material being studied in the classroom, in the lesson, the skillful combination of learning new material with the repetition of what was previously studied, preparing students during the lesson for subsequent independent work. Finally, careful diagnosis, forecasting, design and planning of each lesson is its qualitative sign.
These are the basic characteristics of every good history lesson. Its main features are a high scientific-theoretical and methodological level, a combination of the leading role of the teacher and active learning activities of students.
A quality lesson is characterized by joint active work and close creative interaction between the teacher and students, on the basis of which the triune goal can be achieved: to educate, educate, develop. With this in mind, the general requirements for a high-quality, modern lesson are specified in didactic, educational and developmental requirements.
3. Preparing the teacher for the history lesson.
Preparation for lessons begins even before the start of the school year with the study 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 of history 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, develop them as individuals. Then it is traced how this system is reflected in school textbooks, what is their structure and content, character presentation of historical material, 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 review of the state standard, textbook and program will allow you to outline the educational goals of studying the sections and topics of the course.
After that, you can draw up the thematic planning of 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. Only after finding out the cognitive abilities of students in a particular class, the teacher draws up lesson planning based on thematic planning.
It is impossible to equate teaching with the presentation of the material. Teaching involves the unity of all stages of the teacher's activity, from preparation for the lesson to the analysis of its results.
Each stage of preparation for a history lesson implements a number of functions. At the first stage, two functions are gnostic and constructive.
1. The gnostic function provides for the implementation of the following stages of lesson preparation:
1) understanding the content of educational material;
2) Formulation of the didactic goal in accordance with the goals of studying the section and topic, the course as a whole;
3) Determining the type of lesson;
4) Revealing the structure of the lesson;
5) Selection of 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.
Preparing for a new history lesson includes reviewing the homework from the previous lesson. This is what the student survey will be based on. 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. The constructing function involves:
1) analysis of the characteristics of the composition of students in a particular class;
2) selection of methods and means of teaching and learning;
3) determination of the dominant nature of the activity of students, which includes three levels of cognition - reproducing, transforming, creative and 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 the lecture and draws up its plan; fills in the table for several paragraphs of the textbook; according to the verbal description, shows the object on the map). The most difficult is the creative-exploratory 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 history lesson will depend on the chosen level of activity of the students. In a poorly prepared class, it will be necessary to shorten the survey and allocate more time for explaining the new, in a strong class, increase the number of logical tasks. The pace of presentation of the material depends on the activity and preparedness of the students in the class. It should be borne in mind that in the lesson the presentation of the material is slower than the pace of speaking.
History lessons that are identical in content may differ significantly in the method of their conduct, taking into account the cognitive capabilities of the students in the class. The more the students' skills are improved, the greater their independence in choosing the forms, means, ways and time of accomplishing the assigned tasks. The free choice of preferred activities reveals the inclinations and hobbies 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 will the students do in class? how to aim them at the perception of the new; in what types of work to involve all students; what activities will arouse the interest of students; what to give cognitive tasks; what will be the tasks for expressing personal opinions; how to pose a problematic question; how to organize homework and how it will take into account the assimilation of knowledge of the lesson; what skills students learn and what skills continue to improve.
4. Informative or expository function concerns the educational content of the lesson: what methods of presenting the content will be in the lesson; what teaching aids to use when presenting. Developing the content, the teacher determines what material - basic, additional - in what form, volume to give; develops methods for revealing new content; selects teaching aids for the lesson.
At the history lesson, the teacher will not just retell the material of the textbook, but state the main, basic questions of the topic, explain in detail what is difficult for students. The teacher outlines what should be highlighted from the program material, what should be stated in more detail or briefly. 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 sense). The teacher often has to give the material brighter, more interesting and more specific than in the textbook.
5. Control - accounting function provides for thinking through: how knowledge will be checked, consolidated; how students will be able to express their own opinion, attitude to the studied; 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, the depth, scientific character and meaningfulness of the disclosure of historical content, imagery and emotionality, culture of speech are taken into account;
3) publicity and clarity in grading, when its validity is brought to the student, the moral tone for success is maintained, and ways to overcome shortcomings in work are indicated.
The third stage is an analysis of the quality and effectiveness of work in the lesson as a result of self-analysis and testing of students' knowledge.
6. 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; did the teacher take into account the peculiarities of the class; whether the type of lesson is chosen, whether the teaching methods, techniques, forms of education; interesting and accessible cognitive tasks; what and why is learned poorly; what can be the assessment of the level of assimilation of knowledge.
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 next year's lesson.
Methodist O. Yu. Strelova considers the wording of the theme of the history lesson to be an important issue, which should be thought through in preparation for it. Traditional way is an indication of the place and time of the event under study in the title. In the title of the lesson, a plan can be hidden along which the study of the topic will go. Or the direction of movement is indicated - from which point everything will start and how it will end. The most popular wording of the topics of history lessons are quotes from works of art. They bring the topic to life. A vivid emotional expression can present the whole topic in a new perspective or create a problematic situation.
Having thought over the content and methodology of the lesson, the novice teacher develops a summary. In it, the teacher fixes everything that he came to as a result of studying special and methodological literature, structural and functional analysis and his reflections on the upcoming lesson. The abstract 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 abstract is needed to prepare for the history lesson, since working on it helps to organize the educational material, the logical sequence of its presentation, determine the ratio of the lesson's links, and clarify the wording and concepts. In the lesson, you should be guided by a detailed plan.
When developing a summary, the teacher finds out whether this lesson needs to test knowledge, skills and abilities, learn new things, consolidate and repeat, homework; what is the sequence of location of these training links; how much time should be devoted to each stage of work. He selects the optimal combination of methods, techniques, means and organizational forms learning. These can be verbal, printed, visual or practical methods, problem-search or reproductive, independent activities or under the guidance of a teacher. It is necessary to clearly imagine the strengths and weaknesses of the methods and their combinations. 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. The condition of the students, their possible mood (for example, on the days before the holidays) and working capacity (what lesson is on the account), the possibilities of the history room, the time available (for all stages of the lesson, taking into account the tasks performed by the students) are also taken into account.
In the abstract, the teacher gives the wording of questions for the survey, prescribes the transition to the beginning of the presentation of new material, writes down conclusions, formulations and generalizations. This or that type of teacher's story in the lesson, teaching methods are also presented. The teacher outlines questions and tasks for students in the course of imposing a new one, ways of working with a picture, map, illustrations, provides for the recording of terms, diagrams on the blackboard. All this allows to achieve clarity and expressiveness in the lesson, to 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 methodology for studying it.
Having mastered teaching, the teacher, instead of taking notes, uses a detailed plan in the lesson. 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 main and non-main material, highlights key provisions, concepts, personalities. 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 basic and additional questions for repetition. Next to questions and tasks, he marks the methods of verification: “frontal conversation”, “writing on the board”, “detailed answer”, “question to a strong student”, “task for those interested in history”, and so on. Instructions are also made on the use of lesson equipment, teaching aids, documents, tasks are listed.
The lesson plan should be feasible for students, realistic. It is necessary to consider how to adapt the theoretical and methodological content of the lesson to a particular class, what situation has developed for the lesson, how the activity of students will be stimulated, what are their possible achievements in the lesson. In a good plan, there is little verbal information, but a lot of graphic and schematic symbols, there are also various arrows, underlines, instructions for teaching a lesson. This is a learning process management program. It is important to determine how much work the students do at all stages of the lesson, what each student will do.
Thus, the history lesson has all the requirements related to the modern lesson, but, nevertheless, the history lesson is a special lesson, and this is reflected in the proposed chapter.
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.
Personal development involves, first of all, the formation creative thinking, the ability to critically analyze the past, the present, draw their 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 the passive memorization of facts and their assessments, but the ability to independently navigate in the mass historical information, to find causal 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). Scientific research 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. Very important for consolidating previously acquired knowledge is how often students encounter this knowledge when studying others. 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 organizationactive 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 means learning. 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.
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 the 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.
It is impossible to identify teaching with the presentation of the material. Teaching implies the unity of all stages of the teacher's activity, from preparation for the lesson to 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 little 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 1. The subject of the methodology of teaching history as a science. 2. Communication of methodology with other sciences. The word "methodology" comes from the ancient Greek word "methodos", which means "way of research", "way of knowing". Its meaning 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 originated 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 passed a difficult path of development. Pre-revolutionary methodology developed a rich arsenal of teaching methods, created entire methodological systems that combined individual methods with a common pedagogical idea. We are talking about formal, real and laboratory methods. Soviet methodology has contributed to the development of a scientific system of knowledge about the process of teaching history, about the tasks, ways and means of its improvement; its goal was to educate the builders of communism. The post-Soviet period set new tasks for the methodology and demanded that scientists, methodologists, and practicing teachers rethink the main provisions of methodological science. The education system at the turn of the 20th and 21st centuries. society is not satisfied. The discrepancy between goals and learning outcomes became apparent. It took a reform of the entire education system, including history. In front of the teacher new force The question arose: what and how to teach a child? How to scientifically determine the really necessary and expedient composition and volume of historical knowledge? It is impossible to limit ourselves only to improving the content of education; we must strive to improve the cognitive process, relying on its internal laws. To date, 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. This is a scientific discipline that explores the process of teaching history in order to use its patterns to improve 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 students. Teaching history at school is a complex, multifaceted, and 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 teachings of the students. The methodology studies the educational activities of schoolchildren in connection with the goals and content of teaching history, methods of managing the assimilation of educational material. History teaching, as already mentioned, is a complex process that includes interrelated and moving components: learning objectives, its content, transferring knowledge and guiding its assimilation, schoolchildren's learning activities, learning outcomes. Teaching objectives determine the content of learning. 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 checked by the results of education, upbringing and development. Patterns of the process of school teaching history 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 learning objectives is one of the conditions for its effectiveness. The definition of goals should take into account the general objectives of teaching history, developing students, their knowledge and skills, ensuring the educational process, etc. Goals must be realistic for the conditions that exist in a particular school. Content is an essential component of the learning process. The historically determined restructuring of goals also changes the content of education. The development of history, pedagogy and psychology, methodology also affects the content of teaching, its volume and depth. So, in the teaching of history in modern conditions, a civilizational approach prevails instead of a formational one, much attention is paid to historical figures. The teacher teaches children to be able to distinguish between the process of knowing 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 conflicts between learning objectives and already results; between optimal and applied in practice methods and means of training. 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 nurturing education contains the concept of education, which lays the foundations for independent thinking of students. The unity of education, upbringing, development is achieved only if the work of the students themselves is activated at all stages of the learning process. Education has an educative character also in connection with the formation value orientations and beliefs of students on the basis of personal understanding of the experience of history, the 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 the school teaching of history is impossible without taking into account the psychological and age characteristics of students at various concentrations. Thus, the younger schoolchild strives to accumulate historical knowledge, asks the teacher a lot. He is interested in the details of the clothes of knights, valor and courage in campaigns, they immediately start gladiator fights or knightly tournaments during breaks. A high school student strives not so much for the accumulation of historical facts as for their comprehension and generalization; he strives to establish logical connections between historical facts, to reveal patterns, to theoretical generalizations. In the upper grades, the proportion of knowledge that students receive on their own is growing. This is due to the further development of logical thinking. At this age, there is a growing interest in those elements of knowledge that relate to issues of politics, morality, and art. There is a differentiation of the interests of schoolchildren: some are interested in exact disciplines, others in the humanities. Various types of educational institutions: gymnasiums, lyceums, colleges, general education schools - realize this interest. At the same time, one must be able to attract cognitively valuable material, maintaining and developing the interest of schoolchildren. Thus, in order to solve these problems, it is necessary for the teacher to work systematically on the development of students' historical thinking, on developing their scientific understanding of history. Setting tasks for the teaching of history - educational and educational, determining the content of history courses, outlining ways to transfer knowledge to schoolchildren, it is necessary to count on obtaining certain results: so that students learn historical material and develop their own attitude to historical facts and phenomena. All this is provided by the methodology of teaching history. In defining the objectives of the method of teaching history in schools, one must take 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 means for effective historical 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 methodology is the development of students' thinking as one of the goals and one of the conditions for teaching history. The tasks of developing the historical thinking of students, of forming 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. By developing a system for 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 do schoolchildren need?; d) what types of teaching aids and what their methodological construction contributes to the achievement of optimal learning outcomes?; e) how to teach?; f) how to take into account the result of training and use the information received to improve it?; g) what intercourse and interdisciplinary connections are established in training? Now, when historical education in Russia is gradually becoming student-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 the goals and priorities of the educational policy. AT last years the question of the right of teaching staff and teachers to be creative is raised, innovative technologies are being developed that cover modern trends and directions in the development of education. In the last years of the 20th century, the question of the place and role of the history teacher in the educational process has been discussed. Many scholars believe that the main problem hindering the reform is the training of teachers. (International Seminar of the Council of Europe, Ministry of General and Vocational Education 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 discussion that unfolded 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 laws, peculiar only to it. These patterns are discovered on the basis of identifying the links that exist between training and its results. And another regularity (which, unfortunately, is completely insufficiently taken into account) is that in the knowledge of its regularities, 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 this is not a reduced 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 in such a way that students receive the most optimal and effective education, upbringing and development through historical content. Epistemology considers the formation of knowledge not as a one-time act that gives a complete, as it were, photographic reflection of reality. The formation of knowledge is a process that has its stages of strengthening, deepening, etc., and teaching history will be scientifically based and effective only if its entire structure, content and methodology correspond to this objective law of knowledge. Psychology has established the objective laws of development, the functioning of various manifestations of consciousness, such as remembering and forgetting material. Education will be scientifically grounded 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 the disclosure of the historical process and the laws of logic are not observed during teaching. The subject of pedagogy is the study of the essence of the development and formation of a person and the definition on this basis of the theory and methodology of training and education as a specially organized pedagogical process. The teaching of history will not achieve its goal if it does not take into account the achievements of didactics. Being a branch of pedagogical science, enriching it general theory, the methodology of teaching history directly relies on this theory; thus, the unity of the theoretical basis and practical activities in the teaching of history is achieved. Cognitive activity will be inferior 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, rework, synthesize the entire body of knowledge about the process of cognition and education and discover new patterns - the patterns of teaching history. These are objective, essential, stable links between tasks, content, ways, means of training, 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 patterns of cognition, teaching methods and the positive results achieved, which are manifested through the forms of educational work. The methodology is faced with the task of studying the regularities of the process of teaching history with the aim of its further improvement and increase in its effectiveness. History lessons are classes that a teacher conducts in a class at school: they have the same duration, are held according to the schedule, and in total they must exhaust the study of the program. A history lesson is a semantic, temporal and organizational segment (stage, link, element) of the educational process that is completed. T lesson types: 1. A lesson in learning new material. The goal is the formation of new knowledge (representations, concepts). 2. A lesson in consolidating new knowledge. The goal is to consolidate new knowledge, ideas, concepts based on their application. 3. A lesson in repetition. The goal is to repeat what has already been learned. 4. Control lesson. Purpose - Control and evaluation of the formed knowledge. 5. Combined lesson. The teacher sets three goals: repetition of the past, the formation of new knowledge, the consolidation of new knowledge. Types of lessons: 1) Lesson - lecture. As a rule, these are lessons in which a significant part of the theoretical material of the topic under study is presented. 2) Lesson-seminar by independent study of program material by students and discussion in the lesson of the results of their cognitive activity. Seminars contribute to the development of cognitive skills of students, improving the culture of communication. 3) Lesson-test. Its main goal is to diagnose the level of assimilation of knowledge and skills by each student at a certain stage of learning. 4) Lesson discussion. The basis of the lessons-discussions is the consideration and study of controversial issues, problems, various approaches, when arguing judgments, solving tasks, etc. 5) Lesson-consultation. At the lessons of this type, purposeful work is carried out not only to eliminate gaps in the knowledge of students, to generalize and systematize the program material, but also to develop their skills. Students learn, in turn, to prepare for consultations, the dates of which will be agreed in advance, questions and tasks that cause them difficulty. In this case, it is possible to use not only the student, but additional literature. During the lesson-consultation, the teacher gets the opportunity to get to know the students from the best side, to replenish information about the dynamics of their progress, to identify the most inquisitive and passive, to support and help those who are experiencing difficulties. 6) Integrated lesson. Integration involves strengthening interdisciplinary connections, reducing student overload, expanding the scope of information received by students, and reinforcing learning motivation. 7) Lesson-competition. The basis of the lesson-competition is the competition of teams in answering questions and solving alternating tasks proposed by the teacher. 8) Lesson - a business game. In business games, life situations and relationships are modernized on the basis of a game plan, within which the best option for solving the problem under consideration is selected and its implementation in practice is simulated. Lesson structure - a combination of certain parts of the learning process, due to the didactic purpose of the lesson and implemented in a particular type of lesson. Structural components of the lesson: 1. The organizational moment consists of external (preparation of the workplace, greeting, checking absentees) and internal preparation of students for the lesson (it is desirable to find original words and techniques each time in order to set students up to study a specific topic, to participate in the planned work or emphasize the special significance of this lesson). 2. Preparing schoolchildren for the perception of a new topic is a microelement of the lesson, into which the internal organizational moment smoothly flows. On it, in the form of a brief introductory conversation or setting a problem task, previously acquired knowledge and skills are updated, the place of the lesson in the topic and course, its connection with previous lessons are indicated, learning tasks are reported. 3. The study of new material is the first of the listed components of the lesson, which has an independent and self-sufficient value. To master new knowledge and skills, to realize the educational and developmental potential inherent in them, the work of the teacher is directed in the classroom, where this component is the main or one of the main ones: in the lessons of studying new material and combined lessons. 4. Primary repetition and consolidation of new knowledge and skills at the level of reproduction. The task of this stage is to restore in the memory of students the main historical events, dates, concepts and theoretical conclusions of the lesson and to develop new cognitive techniques. Usually this task is solved with the help of a frontal, repetitive-generalizing conversation on the main points of the educational topic, training exercises, cartographic and chronological tasks, as well as some types of tests. 5. Systematization and generalization of new knowledge and skills at the transformative and creative levels. The content of this component of the lesson is the solution of cognitive tasks, including problematic and creative-figurative ones, where students get the opportunity to apply new knowledge and skills in a different educational situation, to determine their own attitude to the facts being studied, to subject existing assessments to reasonable criticism and formulate their own conclusions. 6. Organization of homework .. Within a few minutes at the right time of class, the goals of homework are explained to schoolchildren in detail, sources and methods of working with them are recommended, conditions and forms of verification are specified. 7. Testing knowledge and skills - the last of the seven components of the lesson, in a logical sequence closing the process of learning a new topic and, as a rule, presented at the beginning of the next lesson (combined lesson). However, in combination with component No. 5, it can form an independent type of lesson - repetitive-generalizing, and without it become the main content of the control lesson. You should clearly understand the stages of preparing a teacher for history lessons and the sequence of these stages: 1) analysis of the state standard, school programs, study of textbooks and lesson manuals; 2) development of thematic and lesson planning; 3) determination of the target settings of the section, topic; 4) analysis of the cognitive capabilities of the class; 5) choice of methodological version of the lesson; 6) selection of teaching methods and teaching aids in accordance with the target setting; 7) compiling a summary or a detailed lesson plan Analysis is a logical method of cognition, which is a mental decomposition of an object (phenomenon, process) into parts, elements or features, their comparison and sequential study in order to identify essential, i.e. necessary and certain qualities and properties. SCHEME OF THE LESSON ANALYSIS (based on the position of Konarzhevsky Yu.A.) 1. What basic principles of teaching were implemented in the lesson (scientific, accessible, visual, systematic, active, etc.); 2. What tasks were solved in the lesson: a) educational, b) educational, c) development tasks? Was their complexity ensured? relationship? What tasks were the main, pivotal? How are the characteristics of the class, individual groups of schoolchildren taken into account in the tasks? Were there research questions? 3. How skillfully the teacher set the tasks of the lesson to the students (the younger the students, the more exciting the form of setting the task should be). 4. How optimally the content of the educational material is chosen, the object of strong assimilation is singled out, i.e. main, essential. 5. The choice and use by the teacher of various sources of communicating knowledge to students, the validity of the choice. 6. Estimation of the optimality of the combination various forms and teaching methods during the lesson, the validity of the choice of method. Latest Articles |
