Non-traditional methods of teaching history in high school. Methods of teaching history in secondary school

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. Before the teacher with new force the question arose: what and how to teach the child? How to scientifically determine the really necessary and expedient composition and volume of historical knowledge? It is impossible to limit ourselves only to improving the content of education; we must strive to improve cognitive process based on its internal patterns.

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. Methodology studies learning activities 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, knowledge transfer and management of their 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, the civilizational approach prevails instead of the 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 results already achieved; between optimal and applied in practice methods and means of training.

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-centered, 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. In recent years, the issue of the right of teaching staff and teachers to be creative has been raised, innovative technologies have been 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 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.

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 achievements. positive results 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.

Introduction

1. Forms of extracurricular work and their features.

1.1. Mass forms of extracurricular work in history.

1.2. Group forms of extracurricular work.

1.3. Individual form of teaching history at school.

2.1. Using the problem-based method of teaching in teaching history.

2.2. Heuristic method of teaching in extracurricular work on history.

2.3. Application of the project method in extracurricular work on history.

Conclusion

List of used literature

Introduction

The requirement of modernity for general education schools is the education of people with a new type of thinking, initiative, creative, competent. In the process of reorganization of our society, such a concept as patriotic education has lost its former significance. Many students, future soldiers, have a negative attitude towards their Fatherland, they do not feel responsible for their fate. In addition, the constant change of curricula and the reduction of hours for the study of history at school reveals the urgent need to use other forms of education and education of future citizens. The importance of the problem of education makes it necessary to diversify the means of historical education, in particular, to use extracurricular work on history. It should be noted that there are enough materials for patriotic education, and the effectiveness of its impact on students depends on the teaching methods and personality of the teacher.

Another very important aspect of extracurricular work should be emphasized. A wonderful teacher of our time, V.A. Sukhomlinsky wrote: “The logic of the educational process is fraught with the danger of isolation and isolation, because at every step it is emphasized at school: achieve success through your own efforts, do not rely on anyone else - the results of mental work are evaluated individually. In order for school life to be imbued with the spirit of collectivism, it should not be limited to lessons. Extracurricular work unites students into friendly teams connected by common interests and hobbies. It helps to overcome negative traits character, as isolation, selfishness, indiscipline. Working in teams of young historians - circles, societies, sections - brings up students in the spirit of camaraderie, purposefulness, deep and active interest in science.

Questions of methods of teaching history, the use of various extra-curricular forms of education, their types and features were raised repeatedly in the research literature. Among the most famous authors are I.Ya. Lerner, A.F. Rodina, Yu.E. Sokolovsky, A.A. Vagina, A.A. Rudin and others.

So, I.Ya. Lerner in his works developed the theory of problem-based learning, revealed the didactic foundations and developed a system of teaching methods that includes information-receptive, instructive-reproductive, heuristic, research, problem presentation and the method of correlating each act of learning with the needs and motives of students. In addition, he revealed the relationship between teaching methods, organizational forms, means and methods of teaching and substantiated the composition and structure of the content of education, adequate to social experience, highlighting in them, in addition to knowledge, skills and abilities, the experience of creative activity and the experience of an emotional and value attitude to the world.

In A.F. Rodina "Mass forms of extracurricular work in history" the author set the task of revealing the content and methods of the most important types of mass extracurricular work in history. The author uses not only his personal experience and observation, but also refers to the best experience of teachers in Moscow, Krasnodar, Voronezh, etc. A.F. Rodina and Yu.E. Sokolovsky "Excursion work on history" summarizes the experience of excursion work on the history of advanced history teachers in organizing and conducting excursions with students.

A number of teachers considered various methods used in the process of extracurricular work in history, their positive pedagogical experience and bright examples allow modern teachers to use these studies in practice at the present time. Here it is necessary to note the works of such authors as G.V. Balayan, N.S. Kochetov, T.A. Novikova, A.S. Sidenko and others.

The theoretical developments and reports on extra-curricular activities carried out by practicing teachers, posted on numerous Internet sites and forums, individual pages of Russian teachers, significantly enrich and expand the research base. These articles emphasize the need to conduct extracurricular forms of education in historical disciplines for the education of modern schoolchildren.

Despite a significant amount of research literature written on this topic, it still remains relevant due to the transformations in society and the minds of schoolchildren, changes school programs in modern educational institutions.

object this study are the main forms of extracurricular work in history.

The purpose of the work is to show the process of teaching history in the course of extracurricular activities among schoolchildren. To solve it, it is necessary to solve a number of problems:

- highlight the main forms of extracurricular work on history at school and identify the features of each of them;

- show the most common methods used by teachers in extracurricular activities;

- to show the importance of extracurricular work in history for the development of the historical consciousness of schoolchildren.

1. Forms of extracurricular work and their features.

Extra-curricular work at school takes place in different forms, each of which is designed for a certain number of students and has its own qualitative characteristics and characteristics.

In pedagogical practice, general principles for the organization of extracurricular work have developed. The most general principle that determines the specifics of classes with students outside of school hours is voluntariness in choosing the forms and directions of these classes. It is important that the student is given a choice of circles or sections. To identify the range of interests of students at school, you can distribute a questionnaire about what the children would like to do after school. It is important that any type of occupation in which students are involved should have a social orientation, so that he sees that the work he is doing is necessary and useful to society. It is very important to rely on initiative and initiative, especially in the context of organizing events at school, where teachers do a lot for the children. If this principle is correctly implemented, then any business is perceived by schoolchildren as if it arose on their initiative.

A clear organization contributes to the success of extracurricular educational work. The implementation of an integrated approach to training and education requires that, when organizing all events, not only one core task be solved, it is important that each event solves a maximum of educational and educational tasks. When choosing content, organizing forms, it is always necessary to follow the principle of taking into account age and individual characteristics students. An important condition for the effectiveness of all types of educational work is to ensure their unity, continuity and interaction.

The following division of forms of extracurricular work is most common: mass, group (circle) and individual.

One of the forms is mass work, which makes it possible to immediately reach a large number of students as listeners. Mass forms are evenings, olympiads, quizzes, conferences, clubs, school local history corners, museums, meetings with participants in historical events, etc.

Group forms of extracurricular work - circles, societies, excursions, trips, expeditions, lectures, etc.

Individual work in history involves reading historical literature, working with documentary materials from the archive, material monuments of the museum, preparing essays, recording memories, etc. Forms of extracurricular work are closely interconnected. Out of mass work, circle work grows. The results of classes in the circle are often presented at social evenings, conferences. Individual work is a necessary element of both mass and group forms.

1.1. Mass forms of extracurricular work in history.

Forms of mass work are among the most common in the school. They are designed to cover many students at the same time, they are characterized by colorfulness, solemnity, brightness, and a great emotional impact on children. Mass work contains great opportunities for activating students. So a historical competition, an Olympiad, a competition, a game require the direct activity of everyone. When conducting conversations, evenings, matinees, only a part of the schoolchildren act as organizers and performers. In events such as visiting performances, meeting interesting people, all participants become spectators.

Empathy that arose from participation in a common cause, according to distinguished teachers, serves as an important means of team building. School holidays are a traditional form of mass work. They are dedicated to calendar dates, anniversaries of writers and cultural figures. During school year 4-5 holidays are possible. They broaden their horizons, evoke a feeling of familiarization with the life of the country. Contests, olympiads, reviews are widely used. They stimulate children's activity, develop initiative. In connection with competitions, exhibitions are usually arranged that reflect the creativity of schoolchildren: drawings, essays, crafts. School Olympiads are organized by academic subjects. Students take part in them from primary school. Their goal is to involve all children with the selection of the most talented ones. Reviews are the most common competitive form of mass work. Their task is to sum up and disseminate the best experience, to strengthen career guidance activities, to organize circles and clubs, and to foster a desire for a common search.

Another form of mass history work with children is Classroom hour. It is carried out within the allotted time and is an integral part of educational and educational activities. Any form of extracurricular work should be filled with useful content. A characteristic feature of extracurricular work is that it most fully implements the principle of mutual learning, when older, more experienced students pass on their experience to younger ones. This is one of the effective ways to implement the educational functions of the team.

A common form of mass extracurricular work in history is meeting interesting people. In modern conditions, this form of extracurricular work in history is used less frequently than before, but it occupies a special place. The image of a particular person, his actions are always more convincing for the students of the school. The participants of the meetings can be different people: war and labor veterans, participants and eyewitnesses of significant events, old-timers and experts in their native places, scientists, writers, artists.

Meetings of students with interesting people can be held at school, at enterprises, in museums. They should be well prepared: it is necessary to determine the topic and purpose of the meeting, the place and time of its holding, to preliminarily discuss with the invitee the range of issues discussed, the educational orientation of his story, to warn about the children of what age and educational level the meeting will be.

Competitions for the best performance of assignments in history during competitions, olympiads, and quizzes have become widespread among schoolchildren. They are held with the aim of identifying and developing the interests and abilities of students, stimulating their cognitive activity, fostering love for the subject, so these forms of extracurricular work acquire a pronounced educational and correctional value.

Both individual students and entire classes can participate in history competitions. The guys answer the questions posed, collect information about their native land, write essays about their city, village, describe historical monuments, make sketches, etc. Simultaneously with the assignments, the teacher indicates the sources that can be used during preparation, conducts consultations.

The Olympiads are held in several rounds with the elimination of those who did not score the required points. History quizzes are closer to a game form (in the methodological literature they are often referred to as a group of historical games), they can be conducted without prior preparation of students or with a message about the topic, literary sources, questions. For students, this form of extracurricular work is the most accessible and interesting. In school practice, local history quizzes are widely used.

An interesting example of this kind of event is the quiz presented at the pedagogical forum by history teacher G.N. Ivashchenko, called "Vivat, Russia!" . The primary tasks of this quiz were the following: 1. to recreate pictures from the life of Russia using vivid historical examples; 2. show students the greatness and beauty of the Russian land; 3. demonstrate the historical "voicing" of personalities in the history of Russia.

The game was in the nature of a collective competition for the honor of their team. On the positive side, this quiz is characterized by a competent organization of space using attributes of the Russian state, portraits of prominent historical figures from different eras, selected musical accompaniment, and a clear elaboration of the main stages of the game, the theme of which touched upon the most important milestones in the history of Russia. The game itself was preceded by careful preparatory work, in which a large number of schoolchildren participated. different ages. They worked on creating the names of their teams (such as "Bogatyrs", "Architects", "Crown of the Russian Empire") and their presentation in the quiz in the form of a chants or anthem, recited and individually worked out extensive historical material for successful participation in the game, etc. .P. The result of the quiz was numerous positive feedback from teachers and students, increased interest in history as a school discipline and greater cohesion among schoolchildren.

Thus, mass forms of extracurricular work in history are the most common due to a number of characteristic features: 1. they cover the largest audience of schoolchildren who become participants in a common bright action; 2. a variety of means of presenting information and their interaction increase the susceptibility of children to historical facts, make them more vivid and understandable; 3. they accumulate in themselves all the numerous forms of extracurricular work, being a kind of final logical stage in consolidating knowledge that would be impossible to assimilate in the usual lesson form of teaching history.

1.2. Group forms of extracurricular work.

Another common form of extracurricular work in history is group or circle work. Its manifestations are historical circles and clubs, lectures, excursions, expeditions.

The history circle refers to the systematic forms of extracurricular activities. It is designed for in-depth work for a long time with a constant composition of students. Circle work on history contributes to the in-depth assimilation of knowledge gained in the lessons, develops interest in the subject and creative abilities, forms research skills, practical skills of schoolchildren. For the successful work of the historical circle, a number of conditions must be observed. These include the leading role of the teacher, voluntariness and work according to interests, independent activity of students.

It is very important that the classes are held according to a fixed schedule, without transfers and omissions, without wasting time looking for free space. In a number of schools, a so-called club day is being introduced, on which members of the circle gather at a certain hour and disperse to predetermined places. This organizational clarity and regularity, the established traditions create favorable conditions and a psychological orientation for creative work in the field of a voluntarily chosen and interesting occupation for the student. Circle work also provides opportunities for closer communication and communication between schoolchildren of different classes, meeting in a favorable emotional environment, created on the basis of common interests and spiritual needs.

Circles can be of different profiles: military-patriotic, historical and biographical, historical and art history, local history and others. The choice of the direction of the work of the historical circle is determined by the capabilities of the students.

In the circle there can be students of the same class, one parallel or different parallels. It is desirable that the circle has its own name (“Young historian”, “Young local historian”, “Club of connoisseurs of history”, etc.), symbols, certain rituals. The circle should use a variety of activities of students, game moments, adherence to traditions. The results of the work of the historical circle should be demonstrated and actively used in the educational process.

In-depth permanent and systematic local history work often leads to the creation of local history museums in schools. The organization of a school museum is one of the best forms of socially useful work of young local historians, uniting not only members of the circle, but also the broad masses of students and their parents. The history teacher can only use for educational and educational purposes the craving of schoolchildren for collecting, which is not always conscious of them: from the collected things, images, written documents to lead teenagers to knowledge, because the history embodied in them becomes more accessible and understandable to students. “Raising interest in history, understanding the value of historical and cultural monuments, pride in the deeds of glorious countrymen is one of the main tasks of the school museum of local lore.”

In general, the school museum of local lore contributes to the education of students in the spirit of patriotism, introduces young people to socially useful work. The main tasks of the museum are: search and collection of local history; accounting and storage of collected documents, items, materials; their scientific verification, systematization and methodical processing; design and display of materials; use of museum materials in teaching and educational work at school. Military history museums occupy an important place among school museums. Revealing the feats of arms of fellow countrymen during the Great Patriotic War, these museums educate schoolchildren in patriotism and readiness to defend the Motherland. Such museums make it possible to conduct a large search and research work and organize the collection of genuine historical monuments. Most often, local history museums of a multidisciplinary or complex nature are organized in schools. These museums create the widest opportunities in the comprehensive study of local history objects, the history of the region and in the collection of materials. Complex museums are the educational and material base in the teaching of a number of academic subjects. Only in the case when the organization of a school museum is preceded by a large search and research work to study the region, when extracurricular work is closely connected with educational work and they contribute to each other, when materials collected by students for the museum are widely used both in the classroom and in extracurricular events, only then will students consider their work on creating a museum important and necessary.

Lectures (lectures) are often held in schools both on general political issues and international position, and on certain issues of historical science, as well as in combination with literature and art. Lectures and lecture halls are quite widespread. In a number of schools they are given a certain direction, with lectures on certain topics in areas of particular interest to them, the students themselves speak.

This form of extracurricular work on history, such as excursions, is especially popular among students. A.F. Rodin and Yu.E. Sokolovsky define an excursion as a special form of joint activity of a teacher and students in studying objects and phenomena of reality in natural conditions (an enterprise, historical places, etc.) or in museums, at exhibitions for the purpose of educating and educating schoolchildren.

With all the possible differences between excursions, the organization of each of them consists of a number of general stages and types of work: determining the topic and purpose of the excursion, choosing a place and objects for study; route and plan development; familiarity with the places to be visited; preparing students for excursions, setting group and individual tasks; direct excursion; consolidation of knowledge and registration of the collected material.

A special place in extracurricular work is occupied by long-distance excursions, or expeditions. They require significant funds, are associated with additional difficulties, and therefore must be carefully prepared.

Group or circle forms of extracurricular work are more local in nature, they are designed for a smaller number of students or for a less narrow topic of study, for example, excursions. At the same time, the use of group forms in extracurricular work reveals the circle of schoolchildren who are most interested in the subject and contributes to a more in-depth study of history.

1.3. Individual form of teaching history at school.

The most complex and interesting is the individual form of extracurricular work on history with students. The task of a good teacher is not to communicate the truth, but to teach students how to find it for themselves. The formation of cognitive independence and activity, especially in history lessons, is of particular relevance due to the continuous increase in the volume of scientific information and the process of rapid “aging” of knowledge. At present, there is an urgent need to form the ability and skills of self-education of students, develop their abilities to independently acquire knowledge, quickly respond to ever new "challenges" of life.

Independent work is special kind learning activity: it is carried out under the guidance of the teacher, but without his direct intervention, because it is such work that most meets the needs of today's students to do something themselves. Independent work is, first of all, the ability, the necessary motivation, the presence of creative principles inherent in every child, the joy of discovery.

The criteria for determining the phenomenon of independence are varied:

- the presence of a teacher's guide, which provides the necessary assistance and control of the results of work;

- lack of instruction, which only fetters the student's initiative;

- introduction by the student into the task of a new in relation to the sample;

- own motivation to perform work and awareness of its purpose and meaning (relative freedom of action in the performance of work, the desire to test oneself, one's strengths and abilities, and awareness of responsibility can play a role as motivation);

- readiness for independence and overcoming difficulties;

- connecting your own thoughts with action;

- display of initiative and creativity.

Individual work can be an independent search by the student for a way to achieve the goal; its movement from ignorance to knowledge, the formation of the necessary volume and level of knowledge and skills; acquisition of skills of self-organization and self-discipline.

Under independence, one can consider both the organizational and technical side of the process, as well as cognitive and practical activities. But to a greater extent, for the development of students' independence, the cognitive side, and not the organizational one, is important, namely, independent observations, conclusions, and creative application of knowledge. Self-reliance is a multifaceted concept. This is both a personality quality and activity: strong-willed, intellectual and practical, and an outlet for the creative forces of a child's soul.

A number of teachers include three stages in the structure of individual work: preparatory, executive and testing, which include task analysis, search for ways to implement it, drawing up a work plan, implementation, verification and evaluation of results.

At the first stage, it is assumed that the teacher and the student will work together according to the algorithm of sequential indications of the need to perform a certain action, for example, performing reproducing independent work according to the model; performing constructive independent work (reproducing not just knowledge, but the structure of knowledge as a whole, expanding the scope of their application, with their own conclusions and achieving a level of productive activity); performing heuristic work (solving problem situations created by the teacher, gaining experience in search activities, mastering the elements of creativity); and finally executing research work and gaining experience in expressing one's own judgments, the ability to evaluate based on analysis.

At the second stage, complete independence is possible (vision and formation of problems in a given situation, hypotheses for their solution, development of an implementation program, implementation, result, reflection). The gradual development and growth of students' independence and the level of their activity will lead to the possibility of choosing an individual way of studying the material both in the classroom and in the subsequent performance of individual tasks - studying sources, writing essays, as well as readiness to work in the library.

When organizing independent work, you can use the existing classification of its types and types:

- according to the form of the task (for recognition, for reproduction, for transformation, for choice and creative);

- on the design of answers (orally and in writing, schematically and practically);

- at the place in the learning process (at the stage of studying new knowledge, their comprehension, application, generalization and systematization, control);

- at the place of performance (in the classroom, outside the classroom);

- by enrollment of students (the whole team, a group or groups of students, one student).

The organization of independent work of students in extracurricular work requires certain conditions to ensure its success:

Planning different options for independent work in the system of extracurricular activities on the topic.
The presence of formed skills and abilities of independent work (from elementary to more complex).
Feasibility of tasks (gradual increase in independence), their variability and diversity.
Correlate the volume and complexity of the work with the pace of its implementation.
Awareness by the student of the goal and the emergence of a desire to achieve it.
1. The use of various forms of student activity to achieve the set goal: frontal work (all students perform the same task); collective activity (each performs some part of the common task); individual work (each student performs a special task).

7. Students' awareness of the results of their achievements.

The effectiveness of mastering the material largely depends on the activation of the individual activity of students, on the ratio of various forms of organization of activity used in history lessons and in extracurricular work and their combinations: presentation of new knowledge by the teacher and independent work of students; reproducing and creative independent works, etc.

The results of independent work must be discussed and evaluated in the class. Individually worked out material can be discussed in pairs, in a class-wide conversation; a leading individual creative task can be offered for review, followed by discussion in groups or the whole class; the general group task is divided into individual tasks, the results of which are discussed by the group or the whole class together With teacher.

The systematic individual work of students under the skillful guidance of a teacher should help reduce the fear of failure, of possible criticism; the emergence of schoolchildren's self-confidence, in their abilities; the formation of the habit of free expression and independent thinking; development of the ability to constantly search for knowledge and the ability to use and apply it in practice; the emergence of such a form of self-consciousness, which leads to a transition from an intuitive idea to understanding one’s activities when performing educational tasks, as well as to finding their creative solution: the development of creative imagination in schoolchildren and the non-trivial development of thought; increasing the activity, initiative of students in solving problems of a creative nature, achieving a high level of development of the student's personality.

Individual work of students is one of the most important functions of a teacher. It requires the teacher to be able to show where to find this or that information, but each student must master it independently.

Extracurricular work on history is complex and diverse and therefore requires a clear organization and a specific system. In all the forms of extracurricular work considered, a huge role belongs to the history teacher. His skillful leadership, interested attitude make this work informative, exciting and fruitful for students.

2. Methods of extracurricular work in history.

Teachers-practitioners face the question: how to teach children? This didactic question brings us to the category of teaching methods. Teaching methods help to achieve the set goal, to realize the intended content, to fill learning with cognitive activity. The method is the link between the projected goal and the end result. Its role in the system "goals - content - methods - forms - teaching aids" is decisive.

Methods should be understood as ways of interconnected activities of the teacher and students in the learning process, aimed at achieving its goals. I would like to emphasize that in the pedagogical literature the concept of method is sometimes referred only to the activity of a teacher or to the activity of students. In the first case, it is appropriate to talk about teaching methods. And in the second - about teaching methods. If we are talking about the joint work of the teacher and students, which is what extracurricular work in the study of history implies, then teaching methods undoubtedly manifest themselves here. The teaching method is a complex, multidimensional, multi-qualitative education. It reflects objective patterns, goals, content, principles and forms of education. The dialectic of the connection of the method with other categories of didactics is reciprocal.

In the structure of teaching methods, objective and subjective parts are distinguished. The objective part of the method is due to those constant provisions that are necessarily present in any method, regardless of its use by various teachers. We are talking about general didactic provisions, principles and rules for all. The subjective part of the method is determined by the personality of the teacher, the characteristics of the students, and specific conditions. The ratio of objective and subjective in pedagogy is interpreted quite broadly. Naturally, the individual mastery of the history teacher is manifested most of all through the method.

In pedagogical science, there are different points of view on the classification of teaching methods. The criterion here is the logical ways of acquiring knowledge by students, the sources of acquiring this knowledge, the degree of activity of students in their assimilation, the form of realization of the volume of knowledge. No teaching method is universal, but their synthesis makes it possible to make the work of studying history more effective.

Consider several basic methods of extracurricular work in history.

2.1. Using the problem-based method of teaching in teaching history.

The use of the problem-based teaching method is based on its scientific understanding. Problem-based learning is a system for the development of students in the learning process, which is based on the use of educational problems in teaching, and the involvement of students in actively participating in solving these problems.

An educational problem is understood as a task, question or task, the solution of which cannot be obtained from a ready-made model. The student is required to show independence and originality in solving these problems.

The development of a personality depends not only on his innate abilities, social environment, but also on his own position, his worldview. A major role in the education of these qualities is assigned to the school both in history lessons and in extracurricular activities. Not a reproductive perception of the past and present, but the development of one's own civic position through one's own discovery of a fact, event, its rethinking is possible only when using the problematic method of study.

Problem-based learning is carried out most effectively through work in circles and scientific societies of students.

Scientific societies, historical circles are what is closer and more desirable for a teacher who uses the problematic method. The students of the scientific society, according to the historian-teacher E.V. Koshkareva, is a kind of "golden fund" of the teacher. Basically, it is formed during the work of a teacher with a permanent team of students for several years. Working with the children of the scientific community brings excellent results for students and a sense of satisfaction for the teacher. But deep interest comes only in the process of true independent creative work of the child himself.

The problematic issues considered by the system of extracurricular work can not be rigidly associated with the main objectives of the training course. They may even go beyond the school curriculum.

The activity of students in this case is carried out either through individual work on the topic, or through group work, when each participant received some section in a common problematic topic.

This work requires a lot of time from students and high professionalism, great erudition from the teacher. Here, students should acquire the following skills: 1. formulate a problem, determine the purpose of the work; 2. to carry out independent work on the selection of scientific, historical, biographical material, critical articles; 3. identify different points of view on the problem, compare them, give an analysis; 4. be able to give their own assessment of the studied problem.

Often the same problematic approach in different classes can produce wildly different results. It depends, first of all, on the readiness of students to perceive problematic material. Here are the meanings and general level knowledge, attitude to the lesson, experience in applying problem-based learning in this class.

It is necessary to take into account what is often optimal for some, is not optimal for others. Therefore, in order to optimize problem-based learning, and this is pointed out by many teachers, variability is necessary, that is, the choice of such a variant of the problem-based approach to studying the material that best meets the level of this class. In a class with a high level of motivation of students, after presenting a fact, problems can be posed one after another: in the middle class - selectively solve problems, the teacher can explain something himself, in a class with low motivation, you can explain the material to the teacher himself and at the end conduct a frontal survey of the problematic character.

When explaining new material, two forms of problem-based learning are used: problem presentation and search conversation.

In a problem statement, the problem is posed and solved by the teacher. He does not just present the material, but reflects on the problem, considers possible approaches and solutions. Students learn the logic of reasoning, analysis, learn the material more deeply. It is used when the material is too complex and new to organize a search conversation.

The meaning of the search conversation is to involve in solving the problems put forward in the lesson with the help of a system of questions prepared in advance by the teacher. Search conversation can be used in cases where students have the necessary knowledge to actively participate in solving the problems put forward.

Most often, the search conversation does not cover all the new material studied in the lesson, but some part of it, which is just brought up for discussion in the form of an additional, deeper topic for classes in a circle, a scientific society, becomes the subject of an excursion or quiz. Although there are some topics where the study can be organized entirely in the form of a search conversation.

As an example, let's consider the topic of the Mongol-Tatar invasion taken out for study in extracurricular activities and the solution of a specific problem, whether it was an accidental phenomenon or it was one of the patterns. In order for the lesson to be successful, students need preliminary independent preparation on certain issues, as well as the preparation of a plan by the teacher.

For example, the main issues may be the following: 1. The history of the origin, settlement and occupation of the Mongolian tribes; 2. The first aggressive campaigns of the Mongol-Tatars and their results, the organization of the army; 3. The first meeting of Russian squads with the Mongol-Tatars, its results; 4. The invasion of the Mongol-Tatar army in Rus'; 5. Results and consequences of the Mongol-Tatar yoke in Rus'.

To make the lesson more interesting and visual, it is desirable to use illustrative aids, maps, documentary sources (Tver Chronicle, "The Tale of the Devastation of Ryazan by Batu") and excerpts from fiction dedicated to these issues.

The teacher can give students a task, for example, to recall what they know about the Mongol-Tatars, to determine from the advanced tasks prepared by students the goals of conquest campaigns and the reasons for the quick victories of the Mongol-Tatars, to analyze the organization of military affairs of the Mongols, etc.

During the conversation, the students, together with the teacher, draw the main conclusions that the nomadic way of life determined the high maneuverability of the Mongolian tribes compared to the sedentary conquered peoples, including the Slavic peoples who were “tied to the plow”. In addition, the use of various combat techniques - a false retreat, deceiving the enemy with a promise of pardon, reconnaissance of data about the enemy, advanced military equipment obtained from the conquered peoples, gave the Mongol-Tatars a significant advantage compared to the imperfect combat technique and inconsistency in the ranks of the Russian princes.

Students independently mark further conquest campaigns of the Mongols on a contour map using an atlas and a textbook. Upon completion, the work is checked during the discussion and supplemented by the teacher with separate historical facts. In all moments of the story, the teacher must constantly emphasize the heroic deed of the Russian people, who stood up to defend their homeland.

During the discussion, it is important to ask students questions such as: How do these events make you feel? Or: How do you understand the words from the Russian chronicle: “It is better to live, tenderness to the full of being,” said by the defenders of Russian cities?

The economic, social and political results of the Mongol-Tatar invasion are written by students on their own while watching a video about the invasion. Checking the work of students, the teacher adds that Rus' fell into vassal-tributary dependence. The conquerors did not liquidate the princely power and the church.

The definition of the Horde yoke is given as a system of political and economic domination over the Russian lands by the rulers of the Golden Horde. And, finally, in conclusion, during the conversation, students answer the problematic question asked at the beginning of the lesson: How do you assess the Mongol-Tatar invasion, is it natural or accidental? Could Rus' have avoided invasion and ruin?

In conclusion, I would like to say that success in using the problematic method largely depends on the desire and interest of the teacher and the high internal motivation of students.

2.2. Heuristic method of teaching in extracurricular work on history.

An important place in the teaching of history is occupied by a partially search, or heuristic, method. Its meaning lies in the fact that the teacher, having posed a problem that is inaccessible to independent decision, divides it into sub-problems and a series of interrelated questions or similar lightweight tasks, includes students in the process of completing individual steps of the solution. There is a phased learning to solve a research problem. This method finds its expression in heuristic conversation. Its essence is that in order for students to find a solution to a problem, the teacher builds a series of interrelated and arising from one another questions. All or most of these questions are small problems, the solution of which leads to the solution of the main problem.

characteristic feature heuristic conversation is that students, with the help of the teacher's skillful posing of questions and thanks to own efforts and independent thinking lead to the acquisition of new knowledge.

Presenting the educational material using the method of heuristic conversation, the teacher from time to time turns to the class with questions that encourage students to be included in the search process.

Here you can use intellectual or logical tasks that are aimed at mastering theoretical knowledge and require mainly the activation of abstract-logical thinking. For example, an excerpt taken from a source after studying the economic development of Russia in the 18th century will help students identify the characteristic features of the economic policy of Peter I and Catherine II.

Source: "No business relating to trade and factories can be started by compulsion, and cheapness is born from a great number of sellers and from the free multiplication of goods." Determine to whom: Peter I or Catherine II, these words belong. The answer must be justified. When completing the task, students must, firstly, establish the author of the statement and formulate their answer; secondly, when substantiating it, students must operate with economic concepts, such as monopoly, a single market, competition, entrepreneurship, and others; thirdly, they, recalling the studied material, can cite specific facts confirming the conformity of the statement with the economic policy of its author, and, in conclusion, compare the economic policy of Peter I and
Catherine II.

However, not every conversation activates the cognitive activity of students, contributes to the development of their thinking. The teacher should return to the material covered, ask students questions to reproduce previously acquired knowledge. Such a conversation is necessary, it prepares the basis for the assimilation of new material. But all her questions are addressed only to the memory of students. The activation of cognitive activity is determined not by the method of conversation itself, but by the nature of the questions asked. The answer to the question should be based on the existing knowledge base, but not contained in the previous knowledge.

Having posed a question, the teacher listens attentively, without interrupting, to the answer, then turns to the class with a proposal to supplement or correct the mistakes.

In the case when students find it difficult to answer or start to go away from the correct search path, with the help of a hint, which can be an additional question, the teacher directs the students' thoughts in the right direction.

The method of heuristic conversation can and should be used in extracurricular activities both at the stage of beginning the study of history, in the middle grades, and in the upper grades to the extent necessary for maximum effectiveness of teaching. The goals of applying this method are different at different stages. In the first case, the main goal of applying the heuristic conversation method is to maintain the stability of attention, and already in grades 9-11, the development of students' thinking comes first.

In general, it should be noted that the solution of historical problems and the very course of a heuristic conversation require the student to activate all cognitive processes - thinking, imagination, memory, attention, etc. To apply the heuristic conversation method, the teacher must have a fairly high level of skill in order to involve the entire class in the conversation.

Should the teacher think through each question, the connection between them, all possible answers, tips in preparation for the lesson, or can the conversation be carried out impromptu? It also depends on the skill level of the teacher. If the teacher is just starting to master this method, then, of course, detailed, detailed planning is simply necessary.

2.3. Application of the project method in extracurricular work on history.

In modern Russian education, there is a broad interpretation of the project as a concept and educational technology - the “method of projects”. Method of projects (projective technique), as educational technology is a didactic category denoting a system of techniques and methods for mastering certain practical and theoretical knowledge, this or that activity. This is a way to achieve a didactic goal through a detailed development of the problem (technology), which ends with a practical result, designed in one way or another.

The project method in didactics is understood as a set of educational and cognitive techniques that allow students to acquire knowledge and skills in the process of planning and independently performing certain practical tasks with the obligatory presentation of results.

Based on the predominant method or type of activity, applied, research, information, role-playing projects are distinguished.

Applied projects are distinguished by the following features: a clearly defined result of the activity; careful consideration of the structure of the project; a clear distribution of functions between the participants; registration of the results of activities with their subsequent presentation and review.

Research projects imply: the activity of students in solving creative problems with a previously unknown result; the presence of stages characteristic of any scientific work.

Information projects are aimed at studying the characteristics of processes, phenomena, objects and involve the analysis and generalization of the revealed facts. The structure of an information project is similar to that of a research project, which often serves as the basis for their integration.

The structure of role-playing projects is just being outlined. They are characterized by: constructing a hypothetical game situation; performance of certain roles imitating business, social and other relationships; the result remains unknown until the end of the work. Role-playing projects allow participants to gain a certain social experience.

Direct emotional involvement in the situation, collectivism in creating a plot, the possibility of wide variation, mastering new methods directly in the process of role-playing and business communication, training intuition and fantasy, developing improvised capabilities and skills to quickly respond to changing circumstances made the teaching method role-playing games very popular. The practice of studying history courses has shown that students perceive the content of the lesson with particular interest if it contains images of people or historical events. And more often than not, this is not simple curiosity, but “living” someone’s life.

In real practice, most often there is an integration of various types of projects, which is due to specific goals and objectives.

So, in the 5th grade, when studying the history of the Ancient World, in parallel with the general program, it is possible to conduct an extracurricular applied project “In the footsteps of ancient people” in order to learn everything that was once discovered ancient man, try everything with your own hands. During the classes, you can involve children in making clay pots, decorating them in a primitive way, and thus, as it were, “discover” ceramics on your own. In the workshop of the "primitive artist" one can show how rock paintings were scratched out on plaster casts, children are enthusiastically involved in such work, as evidenced by the experience of history teachers. Students can also independently create a model of a prehistoric dwelling from the “bones” and “skins” of a mammoth, draw hieroglyphs (during the study of the history of Ancient Egypt), or write in “cuneiform” on clay tablets (the history of Mesopotamia). These additional "practical" sessions will help you better understand the relevant training material.

At history lessons in grades 6, 7, 8, it is possible to develop a variety of role-playing projects, for example, “The Activities of Parliament in Medieval England”. To complete the project, it is important to construct a hypothetical environment of medieval England with the distribution of the roles of deputies of the House of Lords and the House of Commons among the participants, and the election of the Speaker of Parliament. In the process of preparing the project, students study the history of the emergence, the traditions of the work of the medieval parliament, the costumes of representatives of various classes. As a result, students get an idea of the meeting of the English Parliament with all the attributes. They not only learn this topic well, but also gain some experience in social activities.

In general, the technique of role-playing games "forces" the student to transform into another person, to understand his thoughts, feelings, actions, develops the student's empathic abilities. The acquired knowledge becomes personally significant for the student, emotionally colored, since the student becomes a participant in events by role, in the process of preparing for the game, the historical knowledge of students deepens, and the range of sources for comprehending history expands. Educational role-playing games provide an opportunity to reconstruct historical events and to carry out "immersion in history", i.e. look at historical events"from within".

The most complex, time-consuming and independent creative work of students, but at the same time, the most promising in teaching history in high school, are research projects. An example is the project “The History of My Family in the History of the Country”. Children should independently study the milestones in the history of their family, based on the material of the textbook on the history of Russia. So, the stories of relatives - witnesses and eyewitnesses of events allow you to revive history, touch the historical era, bring it closer to the child, make it possible to feel its peculiarity and uniqueness. The study of the history of one's family contributes to the development of interest in historical science and the formation of personality-oriented knowledge. In addition, the opportunity to correlate the history of the family with the history of the country forms a sense of the historical era among students, contributes to the awareness and preservation of the connection between generations.

The variety of information that arises in the course of this project makes it possible to take into account the individual inclinations and interests of each project participant, which is the main task of the teacher, and the independent work of students on the topic allows them to develop their creative abilities, form the skills of conducting research, working with documents, designing and presenting results. its activities.

It should be noted that the three methods considered here are far from exhausting the pedagogical possibilities of teaching history at school. Along with them, other, no less effective methods are used to help schoolchildren penetrate the essence of the study of the historical process and facilitate the work of the teacher. The use of the whole range of methods of extracurricular work in history, their combination allows you to expand the topics and enhance the perception of the historical past studied at school, makes history lessons more interesting and rich.

3. The value of extracurricular work in history for the development of the historical consciousness of schoolchildren.

At present, the question of the relationship between upbringing and education is acute in pedagogical science. It should be noted that extracurricular work in history connects both the educational process and the educational one. Great value it acquires due to the fact that the 20th century subjected the entire Russian society to a serious test. Such concepts as a person, his life and health, Motherland, patriotism began to be questioned. A society devoid of healthy values cannot exist, therefore the formation of the value consciousness of an individual in the current situation is one of the most important and urgent tasks of Russian pedagogical science.

The study of the historical past opens up wide opportunities for the formation of value attitudes. The student not only learns the facts, events, processes and activities of people, but also evaluates them in terms of their aspirations, needs, interests, formed under the influence of various life circumstances and in the course of the previous study of the historical past. A person's value attitude towards historical experience reflects such a category as historical consciousness.

Historical consciousness is a person's value attitude to the historical past, a system of orientation in the world from the point of view of history, a way of rational reproduction and evaluation by society and the individual of the movement of society in time.

Like other forms of social consciousness, historical consciousness has a complex structure and, according to I.Ya. Lerner, includes the following components: a system of historical knowledge and ideas; historical understanding of contemporary social phenomena; methodology of historical knowledge; emotional and value attitude to the past.

Individual historical consciousness, being the result of familiarizing with knowledge about the past, understanding the past and generating a sense of belonging to it, is the ability (readiness) of the child to navigate the historical past and use it to evaluate and analyze the present.

Historical consciousness, as a personal way of orientation, is a complex personal formation, consisting of the following components:

Cognitive (system of ideas, views, ideas, attitudes of the individual in relation to the historical past);
Operational-activity (a system of ways of knowing the historical past);
Value-semantic (a system of motives, interests and objects of a person's value attitude).

The main objects of relations are the universe, space, the objective world, the world of society, the world of nature and one's own world. The main values are: the value of life, being, goodness, truth, beauty, harmony, freedom, nature, Fatherland.

Historical consciousness, reflecting a person's value attitude to historical experience, acts as the goal, means and result of the purposeful familiarization of the individual with history.

P.G. Postnikov distinguishes the following levels of historical education as a personal quality: basic, optimal and extended.

At the basic level, the student simply reproduces the system of values, adequately responds to changes in study, work, life and solves educational and subject tasks and, based on the experience gained, is guided in the system of sociocultural norms and values.

The optimal level assumes that the student has a developed culture of historical thinking and speech, a certain style of historical thinking, and a steady interest in historical experience. Thus, he mastered the historical culture as the basic basis for development.

The advanced level means that the student predicts his own behavior based on existing norms and values, and also builds his own line of behavior in a social, communicative, life situation. That is, at this level, personal social, moral, civic qualities have already been formed, the needs and mechanisms of self-education in the field of history have been developed.

As experience shows, extracurricular work in history has great potential for the development of historical consciousness. Moreover, the whole system of extracurricular activities is aimed at achieving the highest level of historical education, the formation of historical consciousness.

Extracurricular work is in the nature of extracurricular activities. It is carried out in their free time from lessons and covers students from different classes or parts of the class.

Unlike classroom activities, extracurricular activities are not limited by time. In addition, the teacher is free to choose the content of the work. Children's participation is voluntary, which makes extracurricular activities especially attractive. Students choose classes based on their interests, needs, desires. Everyone has the opportunity to show their best features and qualities, abilities and skills.

Parents, specialists in the field of production, science, culture, etc. are often involved in extracurricular activities. If in the classroom mainly cognitive activity prevails, then in extracurricular work communicative, creative activities dominate. In the course of extracurricular work, the educational and developmental goals of learning come to the fore. The role positions of participants in the educational process are changing significantly. From teachers and students, they often turn into collaborators, participants, creators and inventors. The activities of children in their free time from lessons are most often creative and emotionally colored.

But the main advantage of extracurricular (extracurricular) work, in comparison with classroom work, is that it can provide a more complete real differentiation and individualization of learning.

Extra-curricular activities are necessary, first of all, for the student, since they satisfy some of his most important needs: the need for communication, self-expression and self-realization, recognition and respect.

Being an independent part of the educational process, extracurricular activities can be integrated with the lesson, be its continuation, which ensures the implementation of educational and developmental functions in full. Under this condition, extracurricular activities in history allow students to deepen and expand the knowledge gained in the classroom, form general educational skills and abilities, develop cognitive, communicative and creative abilities, enrich life experience and value attitude to the historical past.

The more diverse the forms of extracurricular work on history with children, the more effective the result of the tasks set becomes. The experience of many generations of teachers confirms the positive results of subject weeks in history, quizzes, and olympiads. Of particular interest is always the use of game forms for extracurricular activities. Such games, competitions are good because they can be held on almost any topic. For example, staging, which is used in such competitions, games, encourages creative creation of images, develops imagination, empathy. The dramatization sharpens attention to the historical fact. However, the tasks must be feasible so that it is not a parody.

In historical competitions, the presence of assignments about great historical figures is necessary, among which there may be Alexander Nevsky, Dmitry Donskoy, A.V. Suvorov and many others, images of amazing and beautiful people, successful and spiritually rich, presenting to the world with their example the height of the human spirit, which can really be an alternative to the current pressure of television that affects the minds of schoolchildren.

Acquaintance of children with works of art, visiting exhibitions of paintings, museums with traveling exhibitions - all this enriches the spiritual world of the children. The use of works of art in educational work, (reproductions), assignments for knowledge of paintings, ancient Russian icons complement life itself with value content, emotions. Maybe not even because science and art are usually valued, but because in them and thanks to them some achievements of universal culture become closer, enter into everyday life.

When preparing extracurricular activities, it is necessary to pay attention to the design of the premises where the meeting, competition, conference, etc. takes place. This creates a certain mood, aesthetically educates students.

The importance of extracurricular work in history in the development of the historical consciousness of schoolchildren increases even more if students of pedagogical universities are involved in it, because. A characteristic feature of extracurricular work is that it most fully implements the principle of mutual learning, when older, more experienced students pass on their experience to younger ones. This is one of the effective ways to implement the educational functions of the team.

Conclusion

A lesson, even the most successful one, has one significant drawback: it is limited in time and does not allow distractions, even when the class is keenly interested in some issue. Another thing is extra-curricular activities in which the teacher is not bound by strict time and planning frameworks. Being organically connected with educational activities, extracurricular work, in contrast to it, is built on the principle of voluntariness, and its content should meet the personal interests of the student. This approach makes it possible to comprehensively take into account their needs, based on the level of development of schoolchildren.

Defining the tasks of extracurricular work, A.F. Rodin rightly argued that it was aimed at achieving the same goals as the lesson, but on a different material and by other means.

Classroom activities are compulsory for students and are built on the basis of state program, which defines the minimum amount of knowledge for this class. Schoolchildren are involved in extracurricular activities on the basis of a free choice of the type of activity. Voluntary start is one of the basic principles of extracurricular work and largely determines its content and methods. Extra-curricular work of a historical nature is based on the close connection of teaching, upbringing and education with life.

Extracurricular work is the organization by the teacher of various types of activities for schoolchildren during extracurricular time, providing the necessary conditions for the socialization of students. It is a combination of various activities and has a wide range of educational impact on the child. Establishing the relationship of educational and extracurricular work, the teacher in extracurricular work for a deeper study of history widely uses the knowledge of students obtained in the lesson.

The main areas of extracurricular work in history are:

- development of research activities of students;

- consolidation and development of knowledge about historical science;

— development of historical thinking;

- developing the ability to replenish knowledge from various sources of information;

- dissemination of the experience of creative activity of students;

- the acquisition by students of the experience of public speaking.

Properly constructed extracurricular work in history contributes to a more versatile disclosure of the individual abilities of children, which are not always possible to implement in the classroom. Inclusion in various types of extracurricular activities enriches the child's personal experience, his knowledge of the diversity of human activity, here he can acquire the necessary practical skills. Besides, in various forms extracurricular activities, children not only show their individual characteristics, but also learn to live in a team, that is, to cooperate with each other.

Thus, extracurricular work is an independent area of educational and upbringing work of the teacher, carried out in close connection with work in the classroom. The ultimate goal of extracurricular work in history is to increase the efficiency of the entire educational process, however, in the process, such important tasks as the development of cognitive interest, the formation of cooperation skills, collective interaction, and the personal growth of each student are also solved.

In conclusion, some recommendations can be made to increase the effectiveness of extracurricular work in history. When organizing extracurricular educational work, it is necessary to direct the efforts of the team to: 1. the versatility of its content, and social orientation. It is necessary that it embrace moral, aesthetic, physical and labor education. 2. the use of its mass forms, both for the education of schoolchildren and for the reasonable organization of their free time; 3. the teaching staff should take care that extracurricular activities cover all students; 4. extracurricular activities should contribute to the development of public interests, activity and independence of students.

Bibliography.

Balayan G.V. Method of projects at the lesson of history // School technologies. 1997. No. 1. pp.116-119.
Vagin A. A. Methods of teaching history at school. Moscow: Education 1972. 132 p.
Vasiliev V. Design and research technology: the development of motivation // Public Education, 2000, No. 9. pp.177-180.
Extracurricular work in history / Ed. S.S. Kovalenko, E.K.

Schneckendorf. - M .: Publishing House of the APN RSFSR, 1962. 126s.

Extracurricular work in history. Collection of articles Compiled by V.P. Guskov. M., 1981.
Vyazemsky E.E., Strelova O.Yu. Methods of teaching history at school. — M.: VLADOS, 1999. 174 p.
Korotkova M.V., Studenikin M.T. Workshop on teaching methods at school. — M.: VLADOS, 2000. 271 p.
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3. Lebedeva I.M. Organization and holding of historical Olympiads. M., 1990.
4. Lerner I. Ya. Didactic foundations of teaching methods. M., 1981. 186 p.
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Introduction

1. The subject and objectives of the course "Methods of teaching history"

1.1 The subject of history teaching methodology

1.2 Tasks of the methodology of teaching history as a science and pedagogical disciplines

2. The methodology of school teaching of history as a pedagogical science

2.1 Functions of the methodology for teaching history as a science

2.2 Methods and techniques for teaching history at school

2.3 The connection of the methodology of teaching history with other sciences

Conclusion

List of used literature

Introduction

History is the past of mankind, a centuries-old experience passed down from generation to generation. We get acquainted with history from early childhood in the form of myths and epics, later we study it at school more meaningfully. History is a set of sciences that study the past of human society.

Relevance of the topic. For modern system Education is characterized by humanization - an appeal to the student's personality, and humanitorization - the maximum use of educational, developmental and educational opportunities of humanitarian subjects. The study of history has great educational features, and also contributes to the overall cultural growth of the individual, the formation of systemic knowledge. The study of historical propaedeutics is a new phenomenon in the domestic education system, therefore, theoretical development and accumulation of practical experience are required. Today it has become obvious that it is the humanities that shape the personality, socialize it, i.e. prepare for life in society, develop the ability and ability to master information.

An object research- methods of teaching history at school.

Subjectresearch- subject, tasks of the methodology of teaching history at school.

Target work is to reveal the essence and objectives of the methodology of teaching history.

In accordance with the goal, the following can be distinguished tasks:

1. to consider the tasks of the methodology of teaching history at school;

2. to study the subject of methodology for teaching history as a science;

3. to analyze the connection between the methods of teaching history and other sciences;

4. to characterize modern methods of teaching history.

Source Analysis. In the course of the work, various textbooks on the methodology of teaching history and pedagogy were used, in particular the work:

HER. Vyazemsky, O.Yu. Strelova "Methods of teaching history at school" Vyazemsky E.E., Strelova O.Yu. Methods of teaching history at school. M., 1999. . The authors consider conceptual and methodological approaches to teaching history in modern school, modern forms of developmental education, as well as a detailed analysis of educational and methodological literature on history;

M.T. Studenikin "Methods of teaching history at school" Studenikin M.T. Methods of teaching history at school. M., 2003. . This work was used to reveal the development of historical education in Soviet Russia, the methods of teaching history in elementary school and its specifics. The textbook contains theoretical and practical materials for this course.

I.V. Berelkovsky, L.S. Pavlov "Methods of teaching history in a secondary school" Berelkovsky I.V., Pavlov L.S. Methods of teaching history in secondary schools. M., 1996. . The manual reveals topical problems of the methodology of teaching history, the tasks and content of historical education in a modern general education school.

N.V. Savin "Pedagogy" Savin N.V. Pedagogy. M., 1985. . The work contains a description of the main teaching methods at school, disclosed both from a pedagogical and methodological point of view.

The work consists of an introduction, two chapters, a conclusion, a list of references.

1. The subject and objectives of the course "Methods of teaching history"

1.1 The subject of history teaching methodology

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.

To date, the question of whether or not the methodology is a science is not relevant. It has been resolved 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.

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.

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 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.

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 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. Berelkovsky I.V., Pavlov L.S. Methods of teaching history in secondary schools. M., 1996. S. 105.

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 - 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.

1.2 Tasks of the Methodology of Teaching History as a Science and a Pedagogical Discipline

The methodology equips the history teacher with content and pedagogical teaching aids, knowledge and skills, necessary means for effective historical education, upbringing and development of students.

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.

Now, when historical education in Russia is gradually becoming student-centered, 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. In recent years, the issue of the right of teaching staff and teachers to be creative has been raised, innovative technologies have been 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, the Ministry of General and Vocational Education of the Russian Federation, the Department of Education of the Government of the Sverdlovsk Region (Sverdlovsk, 1998); International Scientific Conference "The Place and Role of History Teachers at School 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 under conditions of unified education, authoritarian teaching, and directive control.

History as an academic subject is based on historical science, but this is not a reduced model of it. History as school subject does not include absolutely all sections of historical science.

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 own stages of consolidation, deepening, etc., and the teaching of history will be scientifically substantiated and effective only if its entire structure, content and methodology correspond to this objective law of knowledge. Vyazemsky E.E., Strelova O.Yu. Methods of teaching history at school. M., 1999. S. 176-177.

Thus, the methodology explores teaching history, multilateral links between the components of the process of teaching history: learning objectives (intended results) - learning content (selection of material) - teaching (teacher's activity and methodological construction of teaching aids) - schoolchildren's educational activities (perception, thinking , memorization, etc.) - actual learning outcomes (education, upbringing and development of schoolchildren). Research in the methodology involves identifying objectively existing relationships, theoretical explanation and definition of their practical application to improve the process of teaching history. The methodology is designed to provide evidence-based answers to the main practical questions: why teach (learning objectives), what to teach (learning content), how to teach, i.e. how to organize and manage the learning activities of schoolchildren (teaching methods and techniques and teaching aids) how to train history teachers (content of education and teaching methods). Last question partially exit the limits of studying the school process of teaching history. Kodzhaspirova G. M., Kodzhaspirov A. Yu. Dictionary of Pedagogy. M., 2005. P.144. A scientifically substantiated answer to it can be given on the basis of a combined study of history teaching in schools and teacher training in universities; in this work, we do not consider this issue. In addition, the methodology should also answer the question that is also essential for improving the teaching of history: how to study the process of teaching this subject at school. The study of the learning process is based on the comparison of learning outcomes with other components of the process.

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.

2. The methodology of school teaching of history as a pedagogical science

2.1 Functionsand propertiesmethods of teaching history as a science

There is a figurative definition of methodology as a reliable "bridge from theory to practice." An extremely important function of any science is to express its attitude to experience, to solved and especially unresolved problems of education from the perspective of its own, specific aspect vision. In this sense, any science begins with practice. Studenikin M.T. Methods of teaching history at school. M., 2003. S. 240.

Therefore, the first function of science is descriptive, ascertaining, focused on an objective presentation of the real facts of educational activity accessible to a given science, empirical data of experience, and practice. But the empirical basis of science is not a simple collection of facts, therefore the second most important function of science is diagnostic, contributing to the selective assessment of the facts obtained, their comparison, correlation with criteria, systematization, classification, etc.

The empirical basis of science can claim a certain completeness only if the data of practical experience have received a proper scientific explanation. From this it follows that the third function is explanatory, aimed at discovering cause-and-effect relationships in the phenomena under consideration, at identifying trends and certain patterns in them.

However, it is important not only to describe and explain this or that experience, which has a purely local significance, but also to justify the possibility of using this experience in new conditions, making it the property of more mass practice. The transformation of practical experience and facts into abstract knowledge, capable of seeing the typical, regular and regular in phenomena, leads to the formation of theoretical knowledge, theory. Theoretical knowledge accumulates data from different sciences, so any theory in the field of education is interdisciplinary. (In this regard, remember the general theoretical foundations of methodology and its dangerous connections with other sciences!)

Along with the inductive movement of knowledge (from practice to theory), a deductive flow of ideas and information is possible and extremely necessary, which makes it possible to assimilate data from other sciences and wide international experience in one or another educational theory. In this regard, the fourth function of science plays an important role - prognostic, which makes it possible to foresee the possible consequences of the practical use of concepts, doctrines, and innovative technologies.

In turn, theoretical knowledge can and should be presented in practice not only in the form of strictly scientific texts, but also in the form of methodological knowledge adapted to it. It is wrong to consider that the transformation of scientific knowledge into methodical knowledge is a kind of purely mechanical, routine interpretation, devoid of creativity.

This process is associated with the following functions:

* projective-constructive, with the help of which theoretical projects are translated into real educational structures;

* transformative - translating the parameters of practice, from which scientific research is based, to a higher quality level;

* Criteria-evaluative - dealing with the development of criteria and evaluation of the transformations that have taken place;

* correctional - ensuring the continuous development of educational and pedagogical activities.

The corrective-reflexive function of science, in essence, begins the next, new cycle of movement of the entire system "practice - science - practice", sets the dynamics and vitality of the entire educational process. Savin N.V. Pedagogy. M., 1985. S. 365.

It follows from this that it is deeply erroneous to evaluate methodological knowledge only as auxiliary, intermediate knowledge, necessary only for servicing theory, translating it into the language of practice. The formation of workable methodological knowledge, according to B.S. Gershunsky, “requires the highest scientific qualifications, since a true methodologist is not only a specialist who knows the true and constantly evolving needs of practice, but is also able to appreciate the true possibilities of science, able to “join” scientific proposals with practical demand, making them complementary and mutually enriching” .

In the praxeological (significant for practice) aspect, the essential characteristics of the methodology are manifested in such properties as determinism, mass character, selectivity, effectiveness, procedurality, variability and heuristics.

The property of determinism means that the methodology consists of "elementary" operations (procedures) of pedagogical activity, for which the conditions for their implementation are known, as well as the unambiguous sequence of these procedures or acts of activity.

One of the properties of the methodology is its mass character. Each separate type of methodology of pedagogical activity, being by its nature an algorithm, is a solution to a typical problem that constantly exists in mass pedagogical practice and is characterized by certain parameters and their combinations.

Various combinations of parameters as initial data that determine the specifics of the pedagogical process form pedagogical tasks, in the solution of which the use of appropriate methods helps. The property of mass character has a methodological and praxeological consequence associated with the concept of selectivity.

The main praxeological property of the methodology is effectiveness. The question of the effectiveness of the methodology is the question of how much the use of the algorithm for constructing pedagogical activity makes it possible to achieve such a quality of its organization, which provides optimal conditions for the formation of a personality.

The processuality of the methodology is ensured by personalization, i.e. pointing to specific possible performers of certain actions.

Pedagogical activity is characterized by a constant desire to search for new, unconventional solutions that correspond to the uniqueness of the moments of pedagogical activity. Hence, the methodological description implies variability, the ability to improvise to a certain extent.

Variability, combined with expediency, makes it possible for the practitioner to understand and realize the principle of selecting the most effective methods of action. The information embedded in methodological knowledge, being transformed in the consciousness of the person who perceives it, begins to produce generalized knowledge, which subsequently makes it possible to independently design the process of organizing activities in varying circumstances. This property can be referred to as heuristic.

Finally, the methodology is designed to be effective. Efficiency is understood as the ability to be directly guided in practice by the proposed model of activity with the expected minimum losses from the influence of external circumstances and subjective factors.

The properties listed here both bring the methodology closer to technology, and at the same time distinguish it from technology, as a systemic sequence of methods (in their applied meaning), providing the most accurate, standardized transition from the goal to the planned result.

The methodology of pedagogical activity is by its nature subjective and subjective. Speaking of it, we mean someone who directly constructs, implements, organizes some kind of activity, to whom the instructions about it are addressed. The subjectivity of the methodology is manifested in the fact that each performer brings something of his own to its comprehension and implementation.

In general, we have to state that in the pedagogical sciences and in the very methodology of teaching history, a variety of interpretations of its content and meanings is preserved due to the complex and multi-level nature of the phenomenon itself.

2.2 Methods and techniques for teaching history at school

They are based on the textbook because the textbook is the most important source of knowledge. On the other hand, it is also a learning tool. I will now give you a definition of a textbook, but this definition contains the meaning of what a textbook is. A textbook is a mass educational book that sets out the subject content of education and defines the types of activities intended for mandatory assimilation by students, taking into account their age and other characteristics. Savin N.V. Pedagogy. M., 1985. S. 365.

Tutorial features. The first function is informational, it reveals the content of education. The second function is systematizing, because the textbook systematizes historical knowledge, not just sets out how anyone wants. In a certain system, knowledge is stored in a textbook.

The third function is teaching. Teaches certain fundamentals of historical knowledge. The last one is the most important function. And you can consider these goals equally. One function is equivalent to the second, so this numbering can be removed. All functions are equally important. Yakovleva M.A. History lessons /from work experience/ Elementary school. SPb., 1999. S. 112.

What is the textbook. Consists of text, sections, chapters, paragraphs. Moreover, the paragraphs should be approximately the same length, and the number of paragraphs should correspond to the curriculum for the subject.

When working with the textbook and when analyzing the text, the teacher singles out the main basic knowledge from the entire textbook and for each paragraph separately. This does not mean that everything else can be thrown out of the textbook, no. The rest is additional material which helps to clearly and convincingly reveal basic knowledge. When you, for example, are preparing for exams in some particular period of history. You are reading a thick textbook, you will never remember it all.

You must highlight the main most important events, and first of all remember them, and everything else as an addition to the main one, which is worse remembered and can get confused in the head, and which flies away the next day after the exam. The same is true in high school history.

All the material in the school course cannot be studied in the same detail, because the lesson time is 40 minutes. It remains for about 20 minutes on a new topic. During this time, you will not state 8 pages of text in any way, and even more so, no one will understand you if you tell in detail. It is necessary to choose something important from the material, and additional material can be read at home. The main part of the methodological apparatus of the textbook is questions and assignments for paragraphs.

They are not just given in the textbook, but in order to help students consciously and deeply learn the content of the lesson. And these questions and tasks give the teacher the opportunity to guide the learning activities of students. These tasks can be given at home either orally or in writing. Most importantly, they allow you to learn the material of the lesson. Therefore, those textbooks are considered weak, where the apparatus in the form of tasks and questions is not wide enough or is absent.

Textbook system. As a rule, the primary work with the textbook occurs at the beginning of the study of this course, in a certain class. There is an acquaintance with the textbook, that is, the teacher introduces the students to the textbook. He introduces the table of contents: what paragraphs are there, what topics, what period of history we will study, what is the chronological framework of the textbook. Explains how the textbook is organized, where the reference material is located, where the additional material is. Introduces questions and tasks, with illustrations and maps. First, students look at the pictures. At the lesson, the assignments from the textbook begin to become more complicated.

For example, find the actual material in the textbook. You can write the terms on the board. And the students themselves must find the meaning of these terms in the paragraph. Write questions to the topic in writing, and students should find answers in the textbook.

Students usually write word for word the answer to the question. I need to lower my rating for this. It is necessary to teach them to think independently, to build sentences themselves. It is important to highlight unfamiliar words. Try to find answers in the textbook. And if it doesn’t work out, then contact the teacher. You can invite students to find material that answers the question posed in the lesson, and retell this answer in their own words. After explaining the new material, the teacher offers to read a paragraph in the textbook, and answer that he has not yet told within the framework of this topic.

Students find their own material. The textbook helps to draw conclusions, to derive new judgments based on one or more.

Based on the text of the textbook, students can make reports on a new topic, additionally attract material from scientific and popular science, fiction. Drawing up a plan for studying a new topic, or written answers to questions at the end of a paragraph. True, some teachers abuse it. They don't want to work at the lesson, and at every lesson they ask: make a paragraph plan, answer the questions. It is better to give such tasks when the class behaves badly, the teacher cannot listen. Then you check and rate. Thus, 2 tasks are solved, both educational and teaching.

You need to prove that the plan is very good. The methodology of teaching history is a pedagogical science about the tasks, content and methods of teaching history.

When we talk about the connection of the historical material of the school course with the present, we are not talking about this general ideological orientation of the course, but about specific cases and methods of direct appeal to the facts of the present when studying the events of the historical past.

The solution to this problem cannot be unambiguous for all levels of school history teaching. First of all, let us agree that modernity in the pedagogical plan should be understood not as events of which the teacher was a contemporary, but as phenomena that are contemporary. conscious life schoolboy.

Therefore, when deciding on the appropriateness in each specific case of establishing a connection between the studied past and the present, it is essential that students have knowledge about the compared phenomena of the present. It should be noted that the content of this knowledge does not remain unchanged. The facts and events of our time, which were once well known from radio broadcasts and newspapers to schoolchildren who studied in grades IX-X in 1956-1957, may be unfamiliar to students of the same classes in 1967-1968.

Comparisons with the events of the Great Patriotic War, easily and successfully carried out in the classroom in 1941-1945, would now require lengthy explanations from the teacher about the facts unknown to students born after 1950, i.e., the generation that did not know no war, no post-war hardships. The teacher often forgets this simple circumstance, being surprised at the complete ignorance of schoolchildren about events that seem to him, the teacher, to be generally known. Therefore, the examples of a successful connection with modernity, given in methodological articles and manuals, should be used critically in practical work, taking into account the age data and socio-political experience of students.

However, modernity in the pedagogical sense should not be reduced to current politics or to the events of the last four or five years. By modernity, we mean everything that the student realizes as contemporary, close and familiar events and phenomena of social life.

For example, for a Soviet schoolchild, modernity is not only the first spacewalk and not only the war in Vietnam, but also the socialist system of our country, the existence of the socialist camp and the camp of capitalism, and the aggressive policy of the imperialists, and the UN, and many other phenomena. that arose long before the birth of our seventh graders and tenth graders.

Making a connection with the present on the material of history in grades V-VII, it is necessary to take into account that the social experience of schoolchildren aged 11-13 is still small, ideas about the historical past are very incomplete and inaccurate, and the content of the course of ancient, middle and domestic history until the end of the XVIII in. far from modern.

It would be a mistake to conclude from this that in grades V-VII this task does not stand before the teacher, or that such a connection can be something accidental. 20 years ago, this may have been the case. But a lot has changed in recent decades. First of all, we cannot ignore the powerful flow of information that accompanies the development of a schoolchild from childhood.

By the age of 10, he already knows a lot about the events of our time from radio and television programs, from magazines and newspapers, from adult conversations, from messages and information at school. Hence, his desire, when studying the distant past, to find out what is happening now in the country under study is more persistent. Getting acquainted with the emergence of parliament and the strengthening of royal power in England, students often ask questions: Who is the king in England now?

And it happens that schoolchildren themselves supplement the material of the textbook about the distant past of the country with fresh reports on current events. So, in connection with the study of medieval India, the conquests of its northern part by Muslim feudal lords in 1965, sixth-graders vied with each other about the hostilities between India and Pakistan and about the peaceful meeting of the two sides in Tashkent. In the fall of 1956, fifth-graders studying the history of ancient Egypt were even more interested in the events connected with the aggression of the European imperialists against the young Egyptian state. And although direct historical links could not be established between these events and ancient Egypt, except for the common territory, nevertheless, the actual events, of which the students turned out to be contemporaries, significantly increased their interest in ancient Egypt. Are the dams built in antiquity still standing today? Do the Egyptians use shadufs now?” - Dozens of similar questions extremely intensified the work in the classroom. Therefore, I. V. Gittis is absolutely right when he asserts that “the method of linking history with modernity not only enlivens classes, but also deepens interest in history. Along with this, it prepares the ground for a better understanding of current life.

It is quite obvious from the above examples that the connection between historical material in grades V-VII and the present is naturally determined, firstly, by the relevance of contemporary events, and secondly, by the degree of interest of schoolchildren in these events. Ignatieva T.V., Propaedeutic history course in elementary school. 1999, p. 101.

But is it possible to consider that the connection with modernity in the lessons of history, due to the indicated circumstances, is of an accidental, spontaneous nature? It seems to us that in solving this issue it is necessary to listen to the observations of one of the oldest Soviet methodologists, prof. V. N. Vernadsky. “The student,” wrote V. N. Vernadsky, “perceiving historical material, in his mind relies to a large extent on life impressions, on the knowledge of modern life.”

Without pretending to completeness and completeness of the coverage of this issue, we believe it is possible to outline the following areas of such work. First of all, we should talk about the systematic work of the teacher in ordering the abundant material relating to both the past and the present, which students receive from the extracurricular sources of information listed above, on correlating this material with certain, at least roughly outlined, chronological milestones.

With regard to the examples given, we will talk about something like this. Yes, the teacher will say, and now in England there is a parliament, there is both the House of Lords and the House of Commons. But over 700 years, the composition of parliament, the procedure for elections, and the role of parliament have changed. Or, in the example of ancient Egypt and the Anglo-French intervention of 1956, the teacher must first of all prevent the possibility of mixing ideas about modern Egypt with ideas about ancient Egypt, emphasize the difference between ancient and modern Egypt (and the people are not the same, and the language is not the same, and writing is different, etc.), a huge gap in time - five thousand years have passed.

Modernity in school history teaching. Working in grades V-VI, we often forget that students of this age are familiar with key facts of national history from stories on the history of the USSR studied in grade IV, have an idea about the life of serfs and workers, about their oppression by landlords and capitalists, about what the October Revolution and Soviet power gave the working people of our country, about our social system, about the Union Soviet Socialist Republics, about the equality and friendship of peoples, about the fact that we do not have oppression of man by man.

These ideas create a psychological background against which the student perceives all the material of ancient and medieval history, the basis for the logical operations of comparison and opposition. Analyzing the reasons for the defeat of the uprising of slaves and peasants in ancient Egypt, we, together with schoolchildren, come to the conclusion of the textbook: “The rebels did not destroy the slave system. They did not imagine any other system. The teacher will do the right thing if he helps the students to express these thoughts on their own and thereby realize and formulate conclusions based on the historical ideas they have.

Comparing and contrasting the modern system of our country with the slave-owning and feudal systems studied in the course of history in grades V-VII is not only one of the ways to establish a connection between the past and the present, but also an effective method of forming the social position of the younger student, which was mentioned above.

The connection of the material of the history of the ancient world and the Middle Ages with the present is also carried out by showing the cultural heritage of antiquity and the Middle Ages and its significance for modern culture. The textbook of the history of the ancient world in some cases directly provides for such a connection, offering questions and tasks for comparison, comparison, for establishing the facts of the continuity of ancient and modern culture: the Olympic Games, theater, architecture and architectural orders, the Greek alphabet, Roman numerals, triumphal arches and many other elements of ancient culture continue to live in a modified form in the culture of modernity.

Finding out the historical significance of the culture of ancient Greece and ancient rome for modern culture also provides an opportunity to establish diverse links with modernity. Unfortunately, the program and the textbook on the history of the Middle Ages do not orientate teachers towards establishing such links between medieval culture and modern culture, which would be of great educational and upbringing significance.

Cognitively valuable is the explanation of the origin of words, terms, expressions that arose in antiquity or in the Middle Ages and continue to live in the modern language (style, school, class, headlights, school desk, director, democracy, university, red line, see below, red tape , put into long box, ins and outs, etc.).

Establishing a connection with modernity by clarifying the origin of ancient and medieval beliefs, customs, elements of everyday life that have survived to our time (for example, some religious rites or everyday traditions that originate from the pagan or Christian beliefs of the ancient Slavs, etc.). This is essential in terms of an atheistic upbringing. The use of visual material depicting the current state of cultural monuments of the ancient world and the Middle Ages.

Considering a photograph showing the ruins of the Acropolis against the background of modern Athens or the ruins of the Forum among modern Roman buildings is also one of the methods of entering the present. It would be a mistake to consider the questions often asked by students as idle curiosity: What about the Reims Cathedral now? The destruction of the Parthenon, the destruction and burning of the Library of Alexandria, the destruction of the Church of the Tithes - these facts provide a reason to show students what irreparable damage wars and religious fanaticism cause to the treasures of human culture.

Although the content of the history course in grades V-VII is far from the present, many events and heroes of the past have been preserved in the memory of the people and are a matter of pride and deep reverence by our contemporaries. So, talking about the Hussite wars, the teacher will not forget to note that the Czech people remember and honor their heroes Jan Hus and Jan Zizka. These are some of the ways to establish a connection between historical material and the present in the course of V-VII classes. Dairy N.G. Modern requirements for the history lesson. M., 1978. S. 254.

Significantly wider opportunities and a more insistent need to link the historical past with the present are present in the teaching of history in the upper grades, starting from the 8th grade, where the new history and the history of the USSR in the 19th century are studied. Firstly, the very content of the history course in high school is closely related to topical issues of our time. The material of the revolutionary movement in Russia and socialist construction in the USSR is directly connected with the present. It is quite natural to expound in the light of modern times the history of the capitalist countries of the era of imperialism. Naturally, the teacher, when presenting historical material, will also turn to the facts of our time in order to reveal even more clearly those trends and phenomena that, perhaps, were only outlined at the end of the 19th century.

Thus, the content of the history course in high school requires a much broader connection with the present. Secondly, the historical knowledge of older students is much richer and deeper, their ideas about the historical perspective are much more accurate and meaningful than that of younger students. This enables the teacher to turn to comparisons with the present much more often, in violation of the historical sequence.

Thirdly, older students are incomparably better than their younger comrades, aware of the events of our time. It would be a mistake to think that students in grades 9-10 and the most developed eighth graders know about contemporary social and political life only what is taught to them in class. They are interested in international events, listen to radio information, read newspapers and magazines, watch newsreels, study materials of current politics in extracurricular activities and in the order of Komsomol studies.

When comparing historical phenomena with modernity in high school, in some cases there is no need to give a detailed description of a modern phenomenon, which would distract from the main topic of the lesson, turning it into a parallel study of two historical phenomena from different eras, and would interfere with the assimilation of program material. The teacher only needs to refer to the facts of the present that are familiar to students.

In the practice of teaching, the following ways of linking historical material with the present have been outlined. The simplest form of linking history with the present is a brief factual reference about contemporary phenomena, which the teacher gives to students when studying past events.

This kind of connection with modernity is often incidental. But it inevitably follows from the students' interests in the present, from their questions to the teacher.

Which party is in power now? Who is the current leader of the American Federation of Labor? What is its attitude to questions of war and peace? It is unlikely that the teacher would be right to dismiss such questions on the grounds that they lead beyond the chronological framework of the time being studied. Obviously, for brief answers to all such questions, there is no need to describe the evolution of the American Federation of Labor over the past decades, in this case it is quite acceptable to violate the chronological framework with a brief reference from the present.

One of the methods of establishing a connection with modernity is the comparison, comparison and opposition of historical and modern phenomena. It is justified in cases where students, at least in in general terms are familiar with contemporary events, otherwise the comparison will turn into a parallel study of two phenomena belonging to different eras, which can lead to a distortion of the historical perspective.

In the upper grades, where students have sufficient material for comparisons of this kind, comparisons and contrasts that reveal the advantages of the Soviet system are of exceptional educational and educational significance.

A valuable educational and upbringing form of connection between historical material and modernity is the disclosure of the significance of the studied historical fact for modernity.

When studying the Soviet period in the history of our country, it is very important to show students the significance of the experience of building socialism in the USSR for the countries of the socialist camp, for the activities of fraternal communist and workers' parties.

Are such measures available to capitalist states? Who owns our land? How do we plan to increase the number of state-owned enterprises? The connection of educational material with modernity is also justified when we are dealing with a phenomenon of the past, which has been further developed in modern life and has acquired significant significance for us: often the true meaning of a historical phenomenon is revealed to students only when the teacher briefly draws before them perspective of its development, its role in our days.

But it is appropriate only in the case when the facts of the present, to which the teacher refers, are at least in general terms known to the students. Otherwise, a long explanation of modern phenomena will be required, which will distract from the main topic of the lesson and prevent its deep study. One of the forms of connection of historical material with the present is the assessment of the historical fact by our public in the light of the present.

This greatly updates the presentation. Speaking about F. Ushakov, P. Nakhimov, A. Suvorov, M. Kutuzov, the teacher will prepare material on the establishment of military orders by the Soviet government and emphasize those wordings of the statute, from which it is clear which features of their military leadership are especially valued by us. Ignatieva T.V., Propaedeutic history course in elementary school. 1999, p. 101.

The most significant form of connection between educational material and modernity is the turn of the entire lesson material to topical issues of modernity. This does not mean that the selection and coverage of lesson material should be biased, and that historical facts should be adapted to the tasks of current politics.

History should neither be improved nor worsened. The teaching of historical material must be scientifically objective. The highest form of scientific objectivity in the approach to historical material is partisanship, i.e., the teacher's ability to scientifically correctly reveal those historical tendencies that in the past were only in their infancy and were further developed. Thus, in the 10th grade, at a lesson devoted to the question of socialist industrialization and the 14th Party Congress, the teacher in his presentation will reveal the significance of industrialization as a line that solved the internal problems of building socialism in one country, and as a policy of great international significance. Saplina E.V. History in elementary school. M., 2008. S. 279.

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