Subject and objectives of history teaching methods. Modern methods of teaching history and social studies The purpose of teaching history at school

1. The subject of methods of teaching history as a science.

2. Connection of the methodology with other sciences.

The word “methodology” comes from the ancient Greek word “methodos”, which means “path of research”, “way of knowledge”. 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 for teaching history arose with the introduction of teaching the subject as a response to practical questions about the purposes of teaching, the selection of historical material and methods for its disclosure. Methodology as a science has gone through a difficult path of development. Pre-revolutionary methodology developed a rich arsenal of teaching techniques and created entire methodological systems that united individual techniques with a common pedagogical idea. We are talking about formal, real and laboratory methods. Soviet methodology contributed to the development of a scientific system of knowledge about the process of teaching history, about the tasks, ways and means of its improvement; its goal was to educate the builders of communism.

The post-Soviet period posed new challenges for methodology and required scientists, methodologists, and practicing teachers to rethink the basic provisions of methodological science.

Education system at the turn of the 20th and 21st centuries. does not satisfy society. Discrepancies between learning objectives and outcomes became apparent. A reform of the entire education system, including history, was needed. The teacher faced the question with renewed vigor: what and how to teach a child? How can we scientifically determine the truly necessary and appropriate composition and volume of historical knowledge? We cannot limit ourselves only to improving the content of education; we must strive to improve the cognitive process, relying on its internal laws.

Today, the question of whether a technique is science or not is not relevant. It was decided in principle - the methodology of teaching history has its own subject. This is a scientific discipline that studies 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 connections that exist between education, development and upbringing of students. It is based on the teaching of schoolchildren. The methodology studies the educational activities of schoolchildren in connection with the goals and content of teaching history, methods of guiding the assimilation of educational material.

Teaching history, as already mentioned, is a complex process that includes interconnected and in motion components: learning goals, its content, transfer of knowledge and guidance in its assimilation, educational activities of schoolchildren, learning outcomes.

Teaching goals determine the content of learning. The optimal organization of teaching and learning is selected in accordance with the goals and content. The effectiveness of the organization of the pedagogical process is verified by the obtained results of education, upbringing and development.

Regularities of the process of school history teaching

The components of the learning process are historical categories; they change with the development of society. The goals of teaching history, as a rule, reflect the changes that occur in society. A clear definition of learning goals is one of the conditions for its effectiveness. The definition of goals should take into account the general objectives of teaching history, the development of 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 training. The development of history, pedagogy and psychology, and methodology also affects the content of teaching, its volume and depth. Thus, in teaching history in modern conditions, a civilizational approach prevails instead of a formational one, and much attention is paid to historical figures. The teacher teaches children to be able to distinguish between the process of learning the past and the process of moral assessment of people’s actions, etc.

Movement in the learning process is carried out by overcoming internal contradictions. These include contradictions between learning goals and results already achieved; between optimal and practical teaching methods and means.

The process of teaching history aims to develop the student’s individuality and personal qualities. It ensures the harmonious implementation of all its functions (development, training, education). The concept of educational teaching contains the concept of training that lays the foundations for independent thinking of students. The unity of teaching, upbringing, and development is achieved only if the students themselves intensify their work at all stages of the learning process. Training is also educational in nature in connection with the formation of value orientations and beliefs of students based on personal understanding of the experience of history, perception of the ideas of humanism, respect for human rights and democratic values, patriotism and mutual understanding between peoples. Correct solution of educational and educational tasks of school history teaching is impossible without taking into account the psychological and age characteristics of students in various concentrations.

Thus, a junior schoolchild strives to accumulate historical knowledge and asks the teacher a lot. He is interested in the details of the knights’ clothing, valor and courage in campaigns; they immediately start gladiator fights or knightly tournaments during breaks. A high school student strives not so much to accumulate historical facts as to comprehend and generalize them; he strives to establish logical connections between historical facts, reveal patterns, and theoretical generalizations. In high school, the proportion of knowledge that students acquire independently increases. This is due to the further development of logical thinking. At this age, interest in those elements of knowledge that relate to issues of politics, morality, and art grows. There is a differentiation in the interests of schoolchildren: some are interested in exact disciplines, others in the humanities. Various types of educational institutions: gymnasiums, lyceums, colleges, secondary schools - realize this interest. At the same time, you need to be able to attract cognitively valuable material, maintaining and developing the interest of schoolchildren.

Thus, to solve these problems, it is necessary for the teacher to systematically work on developing the historical thinking of students, on developing in them a scientific understanding of history. When setting educational and educational objectives for teaching history, determining the content of history courses, outlining ways to transfer knowledge to schoolchildren, it is necessary to expect to obtain certain results: so that students learn historical material and develop their own attitude towards historical facts and phenomena. All this is ensured by the methodology of teaching history. When determining the objectives of the school history teaching methodology, it is necessary to take into account that they arise 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, the necessary means for effective historical education, education 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 the relationship between facts and theoretical generalizations, the formation of historical images and concepts, and the disclosure of the essence of the historical process.

As already mentioned, the most important task of teaching methods is the development of students’ thinking as one of the goals and one of the conditions for teaching history. The tasks of developing students’ historical thinking and developing their mental independence 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. When developing a history teaching system, 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 selection of material); c) what educational activities are necessary for schoolchildren?; d) what types of teaching aids and what methodological structure of them contribute to achieving optimal learning results?; e) how to teach?; f) how to take into account the learning outcome and use the information received to improve it?; g) what inter-course and inter-subject connections are established in training?

Now, when history 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 goals and priorities of educational policy. In recent years, the question of the right of teaching staff and teachers to creativity has been 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 scientists believe that the main problem that is slowing down reform is teacher training. (International seminar of the Council of Europe, Ministry of General and Professional Education of the Russian Federation, Department of Education of the Government of the Sverdlovsk Region (Sverdlovsk, 1998); International scientific conference “The place and role of history teachers in school and their training in universities” (Vilnius, 1998. The ongoing discussion confirms the idea that the most difficult thing is to destroy 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 patterns, peculiar only to it. These patterns are discovered based on identifying the connections that exist between learning and its results. And another regularity (which, unfortunately, is completely insufficiently taken into account) is that in understanding its laws, a technique cannot be limited only to its own framework. Methodological research, studying the process of teaching history, is based on related sciences, primarily history, pedagogy and psychology.

History as an academic subject is based on historical science, but it 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 so that students, through historical content, receive the most optimal and effective education, upbringing and development.

Epistemology considers the formation of knowledge not as a one-time act that gives a complete, as if photographic, reflection of reality. The formation of knowledge is a process that has its own stages of strengthening, deepening, etc., and teaching history will be scientifically sound and effective only if its entire structure, content and methodology correspond to this objective law of knowledge.

Psychology has established objective laws of development and functioning of various manifestations of consciousness, for example, memorizing and forgetting material. Training will be scientifically based if its methodology complies with these laws. In this case, not only the strength of memorization is achieved, but also the successful development of memory function. History cannot be mastered by students if the logic of revealing the historical process and the laws of logic are not observed during teaching.

The subject of pedagogy is the study of the essence of human development and formation and the definition on this basis of the theory and methodology of teaching and upbringing as a specially organized pedagogical process. Teaching history will not achieve its goal if it does not take into account the achievements of didactics.

Being a branch of pedagogical science, enriching its general theory, the methodology of teaching history is directly based on this theory; Thus, the unity of the theoretical basis and practical activities in teaching history is achieved.

Cognitive activity will be incomplete if teaching history does not meet the modern level of historical science and its methodology.

The methodology is designed to highlight and designate, process, synthesize the entire body of knowledge about the process of cognition and education and discover new patterns - patterns of teaching history. These are objective, significant, stable connections between the tasks, content, ways, means of teaching, education and development, on the one hand, and the results of learning, on the other.

Methodology as a science arises where there is evidence of connections between the laws of cognition, teaching methods and the positive results achieved, which are manifested through forms of educational work.

The methodology faces the task of studying the patterns of the history teaching process with the aim of further improving it and increasing its effectiveness.

The teacher precedes each lesson with careful preparation, which is strategic, intermediate and current in nature. Strategic preparation contains general, basic guidelines that are important for preparing and implementing history teaching. It is carried out before the start of teaching school history courses. Strategic preparation includes: studying the state educational standard (federal, national-regional); studying the curriculum and thematic plan for the history course; studying textbooks, workbooks, reading books that will be used during the academic year; development of goals and objectives of the course. Intermediate preparation ~ preparation that is carried out during the holidays in order to adjust the teacher’s previously drawn up planning. It includes: adjusting the goals and objectives of the entire course of studying history; compiling a regular list of terms for study that carry a high semantic load; compiling a regular list of the most important events, facts and dates that must be studied; selection of academic disciplines and forms of work to ensure interdisciplinary connections; adjustment of thematic planning. Current preparation - preparation, which is carried out on the eve of each lesson and includes the development of a plan for its conduct. The plan takes into account: the type, type, form of the lesson; lesson objectives; basic methods of conducting a lesson; backup methods for conducting classes (in case students are unprepared to work according to the main method); didactic materials on lesson content; a summary of the material for presenting the lecture; diagnostic material, etc.

Each stage of preparation for a lesson implements a number of functions. Gnostic function provides: comprehension of the content of educational material; formulation of didactic goals; determining the type of lesson; identifying the structure of the lesson; selection of educational material. Construction function involves: analysis of the characteristics of the composition of students in a particular class; selection of teaching methods and means; determination of the dominant nature of students’ activities (levels of knowledge: reproducing, transformative, creative-exploratory). Realizing organizational function, the teacher thinks through: how to start the lesson; what students will do during the lesson; how to target them to perceive new material; what activities will arouse students' interest; what cognitive tasks to give; 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 used in the lesson; what teaching aids to use when presenting the material, what questions should students pay special attention to, etc. Control and accounting the function involves thinking through: how knowledge will be tested and consolidated: how students will be able to express their own opinion and attitude to what is being studied; how to evaluate knowledge and skills. Corrective function summarizes 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 and whether the type of lesson, methods, techniques, and forms of work were chosen correctly; what the students learned in the lesson; what are the reasons for poor assimilation of the material; What is the assessment of the level of knowledge and skills acquisition?

Method - Methods of teaching history -

subject of the methodology Object

Key Learning Factors

learning outcomes.

1. History teaching goals

Techniques for studying chronology.

The teacher helps the students understand how people measure time. The teacher conducts a conversation, finding out what events the students remember from the past year, what has changed in the life of their family during that time. Then he leads them to understand the duration of their life - 10-12 years: what do you remember the very first thing in life, what is the most important thing that happened over these years?

The teacher draws on the blackboard time line. This is a straight line divided into equal segments representing 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 noted on the timeline. At home, students should find out in which years the most memorable events in the lives of their parents took place.

Having mastered decades, students move on to centuries. The historical duration of this period is measured by the number of generations that have changed during this time.

The teacher tells how to determine the age.

When practicing primary chronological skills, one should go not only from year to century (1540 - 16th century), but also from century to year. The teacher finds out with the students what events happened at the beginning, first half, second half, and at the end of a century. Each new date is linked to the previous one. To do this, the teacher asks: “how many years have passed? 6...","when it was". Having named the year, the student explains which century it belongs to.

In the process of explaining something new, the main and reference dates are recorded on the board. The main ones are written larger and placed in a frame. Consecutive dates are placed in a vertical column, and synchronous dates are written on the same horizontal level. Students write dates on chronological cards or make chronological tables. The illustrated timeline was proposed 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 time tape, where applications with the most striking facts of the century or the names of events and their dates are inserted in chronological order.

Where there are computers, it can be used computer programs for chronology. Understanding the duration of historical periods and highlighting what is common helps synchronistic tables. They reflect the simultaneity (synchronicity) of events or phenomena of social life from the history of ancient civilizations. The teacher explains, and the students listen and fill out the table, that is, they work on a transformative level.

Techniques for memorizing chronology(main facts and related historical dates). Memorization based on semantic connections (essentially) and connections with the event, when the date is learned purely mechanically. With a good knowledge of the main facts and cause-and-effect 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 technique of comparing event dates is used. Another memorization technique is to establish the duration of events. It is also possible to compare events that have an internal connection. Memorization is helped by the poetic form of presentation of historical events given in a clear chronological sequence. All these techniques help students master knowledge of chronology. At the first stage of training, the sequence and duration of historical events are established based on their dates. Then students become familiar with Roman numerals, relate the year to the century, learn about the events of our era and those that took place before our era, and relate the century to the millennium. In grades 6-7, they learn to establish the duration and synchronicity of events. In high school, they correlate historical processes with a period, an era, based on knowledge of the periodization of history courses. Specially selected tasks and games contribute to the development of chronological skills.

Games and competitions are held to test the knowledge of historical dates: in the form of a relay race by dates

Cartography games

When working with historical maps, it is possible to use games. So, during the game of “silence”, one student silently shows an object on the map, the other silently raises his hand, goes to the board and writes the name of the object. If someone says the word, they are eliminated from the game.

Chainwords contribute to the development of cartographic knowledge. These are strings of words arranged so 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 simulating historical reality. computer programs, reproducing the most essential features of historical eras and sociocultural complexes.

The computer provides enormous opportunities for modeling historical processes, as well as for working with a database - a huge amount of information stored in a form suitable for automatic processing. It is easy for the student to search, systematize 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 should be securely: textbook. supporting literature, tso.

The office hosts classes on the subject, electives, extracurricular activities and methodological work with students.

Cabinet tasks:*Organization of primary and additional activities for students. *Methodological And didactic support. Educational process. *Creating the necessary conditions for high-quality teaching of the subject. *Improving the pedagogical skills of history teachers.

The office operates in accordance with the long-term plan and the plan for the current year.

The classroom should have: Symbols, Curricula and thematic plans, teaching methods. complexes (textbooks, anthologies), methodological recommendations of the Ministry of Education. RB., method. recommendations for conducting political information., didactic material, TSO, visibility, maps, methodological developments of the lesson, periodical magazines (BGCh, Hist. Prabl. Vkladannya), book fund (dictionaries, old textbooks), material about the area where the school is located, card index methodical And didactic literature., development of extracurricular activities, History week.

Office requirements:Office documentation (office work plan, schedule, inventory book (list of office equipment), office passport, safety instructions. Office design (compliance with sanitary standards, appearance (walls should be in cool colors - where are the windows) , and on the north side it is used. Yellow, pink., teaching staff, student work, additional and reference literature). Cabinet Council (subject teachers, students). . Museum, press department.

Subject and objectives of history teaching methods.

“Methodology” translated from ancient Greek means “way of knowledge”, “path of research”. Method - This is a way to achieve a goal, to solve a final problem. Methods of teaching history - this is a pedagogical science about the tasks, content and methods of teaching history. She studies and researches the patterns of the history teaching process in order to improve its efficiency and quality. The methodology is designed to improve the learning process, its organization and main factors.

Methodist K.A. Ivanov noted that the most important tasks of the methodology are to identify, describe and evaluate teaching methods that lead to a better formulation of this science as an educational subject. The methodology examines and studies questions about how history should be taught. subject of the methodology is the pedagogical process of learning - teacher teaching and students learning history. Object the same will be the content, organization, forms and methods of teaching.

The process of educational work between teachers and students is complex and multifaceted. Its effectiveness is determined by the nature of the students’ activities. No matter how much a teacher knows his subject, if he fails to arouse interest and organize the creative activity of students, he will not achieve much success.

The methodology of the subject provides 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, methodological techniques, teaching and learning tools);

cognitive abilities of students;

learning outcomes.

1. History teaching goals changed at different stages of development of the Russian state. In the pre-revolutionary school these were: the formation of a full-fledged historical consciousness of students; studying history in the process of development, evolution of society; adoption of democratic values ​​and institutions; getting to know the past to understand the present and anticipate the future; studying the cultural heritage of our ancestors and humanity as a whole; education in the learning process, the formation of civic skills (law-abiding subject) and the foundations of patriotism; development of interest in history as a science and a subject of study.

In our time, the goals of historical education have also been defined: students’ mastery of the basic knowledge about the historical path of mankind from ancient times to the present day;

development of the ability to comprehend events and phenomena of reality on the basis of historical knowledge;

the formation of value guidelines and beliefs of students based on the ideas of humanism, historical experience, and patriotism;

developing interest and respect for the history and culture of peoples.

The development of history teaching objectives continues. These include: raising a person who is a patriot of his country, who respects national and universal values, who is 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 understand the social and 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 national and world culture; defend the right of students to freely choose opinions and beliefs, taking into account the diversity of ideological approaches, orient them towards humanistic and democratic values;

develop the ability to apply historical knowledge and techniques, analytically and critically evaluate information, analyze new sources of social thought, and argue for one’s position.

The main factors of teaching history in the educational process are manifested comprehensively, 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 internal integrity of learning factors leads to the emergence of new qualities that positively influence the learning process.

Some problems of teaching history in a reformed school

The main purpose 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 presupposes, first of all, the formation of creative thinking, the ability to critically analyze the past and present, and draw one’s own conclusions based on independent study of historical sources. History should confront the student with problems of moral choice, honestly showing the complexity and ambiguity of moral assessments of historical events. The student receives the right to subjectivity and partiality in justifying his decisions on the moral problems of history.

History lessons should teach students not so much passive memorization of facts and their assessments, but the ability to independently navigate the mass of historical information, find cause-and-effect relationships between historical phenomena, and separate what is essential in the historical process from what is secondary.

It is necessary to cultivate historicism - the ability to understand and evaluate the events of the past in their interrelation, unique for each individual historical moment, to realize the constant variability of the world and society in their integrity, the process of 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 an individual, his understanding of his place in society, his historical roots.

Teaching history at school should contribute to the formation of the student’s value orientations and the solution of moral problems. The goal of historical education in this regard isorientation, first of all, to 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.

True patriotism is unthinkable without familiarity with 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 world civilization.

Why is it necessary to teach history in school?

According to popular belief, the study of history should provide students with the necessary stock of knowledge about the past and the necessary set of skills in studying past events. But our children do not always understand the real value of knowledge about the past.

What does the concept of history mean? History is a science. The fundamentals of history - science are the core of the school subject of history. To study the basics of history at school, you must first of all have a clear and precise idea of ​​why a student needs to study the past (and not know about the past). And here the key is not the concept of the past, but the concept of the present (and even the future). Scientific research of the past allows us to better understand the present and at least slightly predict the future. This should be the core of school history education and the motivation for educational activities. And if this is formed, then children will understand that history, first of all, teaches them not to be a blind and pathetic toy, a means in the hands of politicians, and will learn to make their own conscious choice.

The second problem: what to study in history lessons?

The problem of the content of school history courses has become more acute today. Changes in ideology required students to develop a broader, more complete understanding of historical processes and phenomena. In addition, the realities of today require the education of patriotism in our children. And this task, first of all, is carried out by history lessons, using examples of heroism, courage, etc. Life itself is pushing 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 intensify the mental activity of students and aim them at solving certain problems. Consequently, the organization of 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 conditions of democratization of society, various schools and directions in education have formed. And at the same time, the teaching methods themselves for individual subjects are not 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. It is not uncommon for a student to forget what he has learned in previous lessons even before he learns what results the cause-and-effect relationship will lead to. If the material of the entire topic is simply conveyed in several lessons through a story or lecture, then this confuses the student, and a “porridge forms” in his head from many subtopics. But the same events and facts, arranged in a single visual chain, clearly understood by the student, with the main key sub-questions and subtopics 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.

Consideration of events in a generalized form with a conscious rejection of minor details allows the student to remember the main causes, the sequence of events as a whole, key dates, concepts, the main characters of a historical event, its results and consequences. In the mind of even a weak student, an image of 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 extraordinary inference, for working at the level of the second signaling 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, and elements of a unified nature. Students' work in parallel with educational material and supporting notes allows them to develop abstract thinking. This technique allows you to include all aspects of mechanical and logical memory in your work.

This lesson method encourages calm confidence in one’s successes, and the student has no fear of failure. It goes from small victories to big ones, from success to success. Confidence breeds freedom of thought.

Ancient world history coursecontains rich and colorful material also for unleashing 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, fosters respect for work.

The story about the exploitation and hopeless life of slaves helps to foster a sense of hatred for injustice and sympathy for the oppressed.

The selfless struggle for the independence of their homeland, legendary feats in wars against invaders evoke in children a feeling of admiration, a 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, and the education of feelings are inextricably linked with the development of thinking, imagination, and memory of schoolchildren. This is a multi-faceted, unified process. At the same time, the more active and independent students are in educational activities, the more effectively children develop and their skills 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 worst of all. The strength of memorization of factual 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: images of historical figures are better remembered if they are perceived specifically and in connection with event material. Chronological dates are more likely to be forgotten. In cases where, when studying new material, previously covered and forgotten material is repeated, not only the old is revived in the memory, but also the entire complex of knowledge is qualitatively strengthened and enriched. Very important for consolidating previously acquired knowledge is how often students encounter this knowledge when studying other school subjects, reading books, periodicals, watching movies and television shows. In those cases when such 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 the 6th grade, repeatedly repeated in subsequent history courses, turn out to be the most persistent element of knowledge, while the event-based material of these courses, to a small extent, “fits” with literature, geography and history in other classes is forgotten.

The most difficult thing for 6th grade students is the perception of historical processes and cause-and-effect relationships.

Methodological studies have proven that the majority of students satisfactorily master individual complex processes and the reasons that caused them.

As mentioned above, the specificity of history as an educational subject determines a hugethe role of the living wordin the formation of students' knowledge. The teacher’s colorful, fascinating story makes it possible to recreate vivid pictures of the past in the student’s mind’s eye, to concretize the educational material to the extent that it is possible to form reliable figurative ideas, as well as to carry out an emotional impact on the student, which is extremely necessary for solving educational problems. During the oral presentation of the material, the teacher gives students examples of reasoning and explanations of the relationship between historical events.

Vivid, figurative presentation takes on special significance in grades 5-6, where eras distant from us are studied. Here, the task of recreating events and phenomena as completely and concretely as possible, “bringing them closer” to the student, is especially relevant. Despite the importance of organizing active cognitive activity of students in the classroom, methodological science and the experience of advanced teachers convince us that independent work and activity of students cannot be opposed to the teacher’s oral presentation

In practice, two ways have emerged for organizing active cognitive activity of students in the process of oral presentation of material by the teacher.

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, “internal activity” of students arises, associated with their intense attention and increased interest.

The following concretization techniques have been developed and used in the process of oral presentation of material:

a) a picture story, including vivid episodes (for example, about the life of feudal lords);

b) a story in the form of a “journey to the past”, which helps students to be mentally transported to an era distant from us by creating the “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 technique of dramatizing historical processes and phenomena, when typical facts are presented in the form of a collision of several historical or fictional persons;

e) introduction into the presentation of entertaining details and details that make the described events and phenomena more specific and “close”.

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, when answering, convey, even after a long period of time, typed dialogues, biographical information, and interesting details that the teacher included in his story.

Second way of organizationactive cognitive activity of students in the process of oral presentation of material - this is a problematic presentation based on the creation of problem situations and the formulation of problem tasks. These techniques increase the productivity of teaching work because they combine oral presentation with independent work of students.

Problematic learning is often combined with the setting of problematic tasks. Observations and checking of the textbook made it possible to establish the features of their use in the 6th grade. It is advisable to complete problem tasks orally, especially at the beginning of the school year, 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 problems for “solving such that the answer contains no more than 2-3 conclusions; the student can retain such an answer in its entirety in memory. More often, problematic tasks are assigned to one point in the presentation plan, and not based on the material of the entire lesson.1

To enhance cognitive activitystudents must include history tasks in their lessons. The purpose of using these tasks is to promote the formation of solid and deep knowledge of history and teach students to apply it.

The lessons organize various types of work with historical sources.. The use of the “collision of sources” technique, when several sources devoted to one event are compared, causes great activity among students. Tasks to determine the authorship of a source are also very useful.1

The peculiarity of tasks in comparison with other types of tasks is the presence of a specially designed condition and a question for it, to answer which it is necessary to perform certain mental and practical actions. The conditions of the tasks can be presented in the form of a fact or a group of facts, signs of a phenomenon, elements of reasoning, etc.

Problem solving - This is one of the possible ways to individualize learning. Therefore, some tasks are designed to ensure that, in the course of solving them, 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 the rest of the students should gradually master the ability to solve them.

Working with visual aids, especially with textbook illustrations, it is necessary to form an attitude among schoolchildren towards them as the most important source of knowledge. Assignments for illustrations should also be aimed at this. The most typical tasks for the current 6th grade textbook require analyzing illustrations, comparing them and formulating a conclusion as a result of such comparison, establishing 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 incorporate these means into the living fabric of the lesson. It should be borne in mind that by using a filmstrip, film or transparencies, we significantly expand the scope of use of visuals in the lesson and, as a rule, enhance the impact of educational material on emotions

The purpose of the lesson is to clarify methodological ways to prepare a teacher for a lesson. You need to learn how to create a lesson plan for learning new material.
Plan: Lesson preparation:
a) analysis of textbooks and programs;
b) determination of the pedagogical intention of apricots;
c) structural and functional analysis of the lesson. Stages and functions of teaching history. Planning students' cognitive activities for
lesson. Lesson plan and notes.
Literature
Topical issues of methods of teaching history in secondary school / Ed. A.G. Koloskova. - M., 1984. - P. 216-242.
Vagin A.A. Methods of teaching history in high school. - M., 1968.
Mountain P.V. Increasing the effectiveness of teaching history in high school. - M., 1988. - P. 64-71.
Gritsevsky I.M., Gritsevskaya S.O. From the textbook to the creative concept of the lesson. - M., 1990.
Dairy HS. Modern requirements for a history lesson. - M., 1978.
Historical education in modern Russia: A reference manual for teachers / Comp. HER. Vyazemsky, O.Yu. Strelova, M.V. Korotkova, I.N. Ionov. - M., 1997. - P. 78-120.
Korotkova M.V., Studenikin MS. Methods of teaching history: Theoretical course: Book of authorized presentation. - M., 1993. - P. 162-167.
Methods of teaching history in secondary school: A manual for teachers. / Rep. ed. N.G. Dairy. - M., 1978. - Part 2. - Chapter XIX.
Methods of teaching history in secondary school: Proc. manual for pedagogical students. Institute for specialties 2108 “History” / S.A. Ezhova, A.V. Druzhkova and others - M., 1986. - Chapters XII-XIII.
Ozersky I.Z. Beginning history teacher. - M., 1989.
Lesson content:
1-2. The first part of the lesson examines questions about ways to prepare a teacher for a history lesson, the stages of teaching history, and the implementation of the teaching function at various stages of preparation for a lesson.
Questions and tasks: I. Analyze two programs for preparing a teacher for a lesson. What are their positive and negative sides?

Program I Analysis of textbooks and school curricula. Determining the educational goals of studying sections and major topics. Drawing up thematic planning of lessons on the topic. Thinking through the pedagogical concept of the lesson and its goals. Identification of educational, educational, developmental objectives of the lesson. Development of a lesson plan with the following content:

The summary also includes: instructions on the use of manuals, questions for the picture and document, tasks on the map, additional questions for repetition in the thematic sequence of what was previously studied. The time for implementing each stage of the lesson is indicated. Feedback can be reflected in the notes - the expected answers of students are briefly reproduced.
Program II Studying the content of historical material to prepare for the lesson. Structural analysis of lesson material, drawing up a plan. Functional analysis of each part of the lesson - a sketch of the lesson's objectives. Determining methods for studying the material of each part of the lesson, supplementing them with the necessary teaching aids. Predicting the cognitive activity of students in the classroom: cognitive tasks and questions at all levels of cognitive independence; planning students' work - answering questions, drawing up a plan, tables, other notes in notebooks, working with the textbook text; forms of organization of students' cognitive activity; forms of control and self-control of students in the process of learning a new topic. Checking the compliance of methods and techniques with the educational and developmental objectives of the lesson, their optimal combination. Formulation of lesson objectives. Preparation of a lesson plan according to the form:

Is the teaching and presentation of educational material identical? What functions of teaching history do you know and how are they related to each other? How does ignoring one or another function affect the quality of learning? 4. What is the difference between the gnostic and design functions? How does a teacher implement the gnostic and constructive functions of teaching at the stage of preparation for a lesson? 5. What functions of teaching are carried out in the lesson in the joint activities of the teacher and students? What is the difference between the organizational and control and accounting functions of teaching? 6. What stage of teaching do you consider decisive in the work of a history teacher? 7. Fill out the table “Functions of teaching history”:
Preparation for the lesson Teacher’s activities Analysis of quality (plan-note) and students in the lesson and effectiveness
lesson work What is the essence of the corrective function of teaching? Give examples, write the results in column 3 of the table. The issue of planning the cognitive activity of students is considered in the process of more in-depth acquaintance with the organizational, control and accounting functions of teaching, based on the teacher training program for a history lesson. First of all, it is necessary to find out the essence of the lesson plan and its difference from the lesson plan. When developing a note, it is determined whether this lesson requires testing of knowledge, skills, learning new things, consolidation and repetition, and homework assignments; what is the sequence of arrangement of these training links; how much time should be allocated for each stage of work. The teacher selects the optimal combination of methods, techniques, means and organizational forms of teaching. These can be verbal, printed, visual or practical methods, problem-search or reproductive, independent activities or work under the guidance of a teacher. You need to clearly understand the strengths and weaknesses of the methods and their combinations. Each method solves some problems better and others worse, complicates or simplifies the perception of new material. Therefore, we can only talk about their appropriate combination. The teacher selects certain methods and techniques of work after selecting the content and planning the objectives of the lesson, taking into account the specifics of the class and his own style of work. The state of the students and their possible mood are also taken into account (for example,
on pre-holiday days) and performance (what kind of lesson), the capabilities of the history classroom, the available time (for all stages of the lesson, taking into account the tasks performed by students). As psychologists have established, students learn the greatest amount of information in the first half of the lesson, and in the second half of the lesson only half of the new information is mastered.
In the notes, the teacher gives the wording of questions for questioning students, 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 during the lesson and teaching methodology are also outlined. The teacher outlines questions and assignments for students as they present something new, ways to work with pictures, maps, illustrations, and provides for recording terms and diagrams on the blackboard. All this allows you to achieve clarity and expressiveness in the lesson, making the story bright, emotional and convincing. Verbatim recording makes it possible to prepare for a free (without notes) presentation of the material in class.
The summary includes the name of the lesson topic, purpose, list of equipment, content of educational material and methods of studying it. The latter is given in the form of the table given earlier.

The first column “Progress of the lesson” lists the main issues of the lesson content in the form of a brief plan: the topic of testing knowledge and skills; topic of learning new things, plan; issues of consolidation; homework. For all types of work, the time allocated for them is indicated. Significant losses of time occur when interviewing students due to delays and inept questioning.
The second column, “Content and methods of the teacher’s work,” records the content of the new educational material, presented in the form of a plot story, figurative description, generalizing characteristics, etc. The teacher’s work methods, means of learning new things, conclusions and final generalizations are also indicated here; cognitive tasks are recorded; Instructions are given on the place and methods of working with sources of knowledge.
The third column, “Content and methods of student work,” reveals the cognitive activity of students on each of the questions of the new topic. It records the students' expected answers during the knowledge test; results of completing tasks while learning new things; students' answers when

consolidation and repetition; performing tasks on drawing up diagrams, tables, diagrams. The content of this column will help the teacher give an explanation of incorrect, incomplete answers from students during the lesson.
If part of the lesson or the lesson as a whole is devoted to recording and summarizing knowledge, then the summary page takes on the following form:

Questions and assignments for students	Approximate content of answers
1	2

In the first column, next to the questions and assignments, the teacher makes notes about the location and content of the techniques: “at the map”, “per frame 12 of the filmstrip”, “depict on the board”, “draw up and fill out a diagram”. Here you can also indicate the names of the responding students. If only part of the lesson is devoted to generalizing knowledge, then the content of the new lesson is written down in a full-page summary.
Questions and tasks: I. Determine what place this lesson occupies in the topic, section, course. How is the topic of the lesson related to the previous material and subsequent material in the course? How are you going to implement intra-subject, intra-course and inter-course connections in the lesson? 2. List the facts on which your choice of teaching methods depended. How to check the optimality of the choice of techniques, their compliance with the educational and developmental objectives of the lesson? How varied are your lesson techniques? 3. How are you planning to include students in activities to learn new material? How will you evaluate it? Will their levels of cognitive independence be taken into account? Are the proposed forms of work optimal: do they meet the content, goals and cognitive capabilities of students? 4. Check the technical support of your lesson by writing separately in a column the teaching aids that you are going to use. “Design” the board by writing on it everything you need for the lesson. The following chalkboard layout is possible: topic, plan, terms, concepts, dates, names, geographical names, graphic works, drawings. 5. What are the main factors in the process of teaching history that are reflected in the lesson notes?
Perspective tasks: Develop a detailed lesson plan; abstract. 2. Read the textbook paragraph; identify the main, fundamental issues. What questions can students study independently?