The teaching of history at the school is intended for the formation of personal civic qualities among the younger generation, preparation for life in society, and legal adaptation of graduates in the world. Significant changes have occurred in recent years in Russian education. Currently, the solution of educational, educational, developmental tasks within the framework of personality-oriented training is aimed at self-development and self-improvement of each individual person.
That is why the nature of the relationship between children and the teacher is changing. The gradual transition from help to support and independent activities of the child has led to the fact that the teaching of history in the modern school has changed significantly.
Receptions and methods of work
Currently, to stimulate the development of cognitive interest among students, the following techniques and working methods are used:
pedagogical assistance involving censure and encouragement, game organization of educational activities;
support consisting in a reasoned choice of the content of the training session, sources, reporting option, mode of activity, identifying the best way to solve the problem;
pedagogical promotion is a self-assessment according to the scheme, plan, self-assessment of their achievements, drawing up schemes for a specific event, the selection of classes to correct identified problems.
Teaching history at school involves building the educational process so that it has the maximum amount of objective reality, various relationships and connections. Thanks to this educational option, the teacher not only accelerates the pace of development of each child, but also instills in the younger generation love and interest in his subject.
Building an individual educational path for each student is a task whose solution is an indicator of the true professionalism of the teacher.
High-quality teaching of history and social studies at the school allows you to educate active citizens of their country who are proud of its cultural heritage.
Methodology Objectives
Optimum learning can only be achieved through management organized on the basis of the use of modern teaching methods and forms.
The teaching of history at school is based on a special program, the object of which is the content, forms, organization and teaching methods.
The learning process is built on the ability to organize students' creative activity in such a way as to form their interest in the subject. Only a teacher who has high-quality knowledge of his subject can do this.
Using the methodology of studying history, you can answer several questions:
why teach (defines the developmental, educational, educational goals of society and the state, depending on the topic, class and age);
what to teach (the structure and content of historical education is indicated in the Federal State Educational Standard);
how to teach (methods, means, methods of organizing educational activities).
Factors
The teaching of history at school is based on several factors, each of which deserves a detailed study and consideration.
The objectives of the study of the subject changed at various stages of the formation of the state. Teaching history in high school is connected with the evolution of society. In particular, in pre-revolutionary Russia the following goals were set for teaching children of history:
the formation of harmonious consciousness;
assimilation of democratic values;
development of civic qualities (law obedience, devotion to the motherland) and the foundations of patriotism;
the formation of interest in history as an object.
Realities
Currently, linear teaching of history at school is associated with the following objectives:
mastering by schoolchildren of basic knowledge about the historical path of mankind from ancient times to the present;
the formation of skills to analyze the phenomena and events of reality based on historical information;
the establishment of value guidelines and beliefs of students on the basis of humanism, historical experience, patriotism;
development of respect and interest in the culture and history of their people.
The linear system of teaching history at school is a new educational concept that allows you to educate a patriot person who respects universal and national values, focused on a careful attitude to the environment.
Selection of the content of history teaching in the Russian Federation
A change in the content of instruction is associated with the development of historical science. The technique allows you to select the main facts, key events, phenomena of general and domestic history, generalizations and theoretical definitions.
The selected content is drawn up as Gosstandart, fits into textbooks, manuals, reference books. It is this material that students learn through methodological work, which involves not only lesson activities, but also extracurricular activities.
Working methods
To implement the requirements of the Federal State Educational Standard on the educational discipline "History", teachers use certain working methods:
With a well-thought-out methodological organization of the training and development process, the younger generation of Russians forms the correct idea of specific historical events, and develops cognitive skills. The children learn to defend their point of view on the basis of historical facts.
The forms of training (group, individual, frontal), types of training sessions (new material, consolidation of ZUN, combined, systematization and control) are also associated with methods. Means of academic work are all materials that contribute to the organization of the process: workbooks, textbooks, historical films, maps.
To summarize
The learning outcomes indicate the extent to which the teacher realized the goals. The methodology of teaching history is interconnected with other sciences, in particular, with geography, biology, and philosophy. Unfortunately, modern realities are such that by no means all history and social science teachers work on the basis of specific techniques and are responsible for their professional activities.
Many of them are “one-sided” regarding historical events, which negatively affects the perception of historical information by the younger generation. That is why at present close attention is paid to the subject “History”, a new textbook content is being developed for secondary schools, secondary and higher educational institutions. The unity of theoretical material, general methodological techniques - all this should increase the cognitive interest in the subject among modern schoolchildren.