Modern methods of teaching history and social studies. Subject and objectives of history teaching methodology Stages and functions of history teaching

Some problems of teaching history in a reformed school

The main purpose of teaching history at school- development of the student's personality based on knowledge of the past and the ability to navigate major achievements world culture.

Personal development presupposes, first of all, the formation of creative thinking, the ability to critically analyze the past and present, to draw their own conclusions based on an independent study of historical sources. History should confront the student with the problems of moral choice, honestly showing the complexity and ambiguity of moral assessments of historical events. The student receives the right to subjectivity and bias in justifying his solutions to the moral problems of history.

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

It is necessary to cultivate historicism - the ability to understand and evaluate the events of the past in their interconnection, unique for each individual historical moment, to be aware of the constant variability of the world and society in their integrity, the process of the emergence, development and disappearance of social phenomena.

An important goal of history lessons is to promote the socialization of a person entering life, that is, his self-determination as a person, his understanding of his place in society, his historical roots.

Teaching history at school should contribute to the formation of a student's value orientations, to his solution of moral and ethical problems. The purpose of history education in this regard isorientation, first of all, to universal human values, education of humanism.

The main task of history is to educate a citizen of Russia, active, capable of social creativity, principled in defending his positions, capable of participating in democratic self-government, feeling responsibility for the fate of Russia and human civilization, a patriot of his native culture.

Genuine patriotism is inconceivable without acquaintance with the history of different peoples, their culture, understanding the constant nature of interaction and mutual enrichment of different cultures and their close connection with each other. The student must understand that his people are part of the world civilization.

Why teach history at school?

It is widely believed that the study of history should provide students with the necessary store of knowledge about the past and the necessary set of skills when studying the events of the past. But our children do not always understand the real value of knowledge about the past.

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

The second problem: what to learn in history lessons?

The problem of the content of the school history course has become more acute today. Changes in ideology demanded the formation of a broader, full-fledged understanding of historical processes and phenomena among students. In addition, the realities of today require the education of patriotism in our children. And this task, first of all, is performed by the lessons of history, using examples of heroism, courage, etc. Life itself prompts a radical revision of the very approach to the content of the school history course. Hence, the content should be composed and transformed in such a way as to activate the mental activity of students, to focus them on solving certain problems. Consequently, the organization of the content should obey the logic of solving educational problems through the implementation of educational tasks available to each student, as well as the development of students' creativity, a creative approach to their solution.

This forces us to move on to the next problem -how to study history?

Today, in the conditions of democratization of society, various schools and directions in education have been formed. And at the same time, the methods of teaching individual subjects themselves have not been sufficiently developed. One of the most acceptable, in our opinion, is the block system of teaching history with the use of reference notes.

Historical teaching at school often suffers from fragmentation of material and events. It is not uncommon for a student to forget what has been learned in previous lessons even before he knows what results the cause-and-effect relationship will lead to. If the material of the whole topic is simply transmitted in several lessons through a story, a lecture, then this confuses the student, a mess of many sub-topics is formed in his head. But the same events and facts, lined up in a single visual chain, clearly understood by the student, with the main nodal sub-questions and sub-topics highlighted, leads to a new, high-quality result. A holistic view of a historical event, a single chain: "cause - events - consequences", highlighting key problems and events - this is the main thing.

Consideration of events in a generalized form with a conscious rejection of secondary details, makes it possible for the student to remember the main reasons, the sequence of events in general, key dates, concepts, the main characters of the historical event, its results and consequences. In the minds of even a weak student, an image of a historical space is formed, in which certain changes have taken place in time.

For a strong student, the supporting synopsis is the basis for enhancing the coordination of visual, auditory, motor memory, and most importantly, a clue for extraordinary inference, for working at the level of the second signal system. The development of basic abstracts should be based not on verbal - conceptual signals, but on the principle of a minimum of words and a maximum of signs, figurative symbols, and elements of a unified nature. The work of students in parallel with the teaching material and supporting notes allows the development of abstract thinking. This technique allows you to include all aspects of mechanical and logical memory.

In this lesson methodology, calm confidence in one's own success is stimulated, the student has no fear of failure. It goes from small victories to big ones, from success to success. Confidence breeds freedom of thought.

Ancient History Coursecontains rich and colorful material also for unleashing important educational tasks of the school

The great labor feat of people who, by their labor, transformed river valleys and deserts, laid canals and built dams, erected magnificent structures, fosters respect for work.

The story of the exploitation and the hopeless life of slaves fosters a feeling of hatred for injustice, sympathy for the oppressed.

Selfless struggle for the independence of their homeland, legendary feats in the wars against the invaders evoke a feeling of admiration in children, the desire to inherit the example of heroes, and contribute to the education of patriotism.

Outstanding monuments of literature and art of antiquity provide great opportunities for the aesthetic education of students.

Conscious assimilation of knowledge, the formation of ideas, the upbringing of feelings is inextricably linked with the development of thinking, imagination, memory of schoolchildren. This is a multilateral, unified process. At the same time, the more active and independent students are in educational activities, the more effectively children develop, their skills and abilities are formed.

One of critical tasks a history course in grade 6 - the formation of the foundations for further work on the development of students' thinking, skills and abilities of independent work

Event material is the worst preserved. The strength of memorization of factual material is negligible; forgetting occurs especially intensely during the first year after assimilation. The strength of knowledge on various components of historical material is different: images of historical figures are better remembered if they are perceived specifically and in connection with event material. Most likely, chronological dates are forgotten. In those cases when, when studying new material, the previously passed and forgotten is repeated, not only revival in the memory of the old occurs, but also a qualitative strengthening and enrichment of the entire complex of knowledge. It is very important to consolidate previously acquired knowledge how often students encounter this knowledge when studying other school subjects, reading books, periodicals, watching movies and TV programs. In those cases when such a mobilization of the studied material or the establishment of new connections with it does not occur, knowledge is lost without a trace. Naturally, the concepts and patterns associated with the study of the first three formations in 6 grades, repeated several times in subsequent history courses, turn out to be the most persistent element of knowledge, while the event material of these courses, to a small extent, is "matched" with literature, geography and history in other classes is forgotten.

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

Methodological research has shown that the majority of students satisfactorily assimilate separate complex processes and the reasons that caused them.

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

A vivid, figurative presentation takes on special significance in grades 5-6, where epochs far from us are studied. Here the task is especially urgent to recreate events and phenomena as fully and concretely as possible, to "bring them closer" to the student. For all the importance of organizing the active cognitive activity of students in the classroom, methodological science and the experience of advanced teachers convince that it is impossible to oppose the independent work and activity of students to the oral presentation of the teacher

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

First way - this is giving the story a form that, as it were, turns students from listeners into “witnesses” and even “participants” of events and phenomena. At the same time, the "internal activity" of students arises, associated with their intense attention and increased interest.

The following methods of concretization have been developed, which are used in the process of oral presentation of the material:

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

b) a story in the form of a "trip to the past", which contributes to the fact that students are mentally transported into an era far from us due to the creation of an "illusion of participation" (for example, a story about the culture of Byzantium);

c) the reception of personification of historical processes and phenomena, when typical facts are embodied in the fate of a historical person;

d) the technique of dramatizing historical processes and phenomena, when typical facts are presented in the form of a collision of several historical or fictional persons;

e) introduction to the presentation of entertaining details and details that make the described events and phenomena more specific and "close".

Testing the effectiveness of these techniques showed a great power of their impact on the imagination and memory of sixth graders. Students remember well and, by answering, convey, even after a long period of time, typed dialogues, biographical information, and entertaining details that the teacher included in his story.

The second way of organizationactive cognitive activity of students in the process of oral presentation of material is a problem presentation based on the creation of problem situations and, setting problem tasks. These techniques increase the productivity of pedagogical work, since they combine oral presentation with students' independent work.

Difficulty in learning is often combined with the formulation of problematic tasks. Observations and verification of the textbook made it possible to establish the peculiarities of their application in the 6th grade. Problem assignments, especially at the beginning of the school year, are advisable to be performed orally, since sixth graders write slowly and cannot simultaneously listen to the teacher's story, mentally formulate conclusions and immediately write them down. Therefore, it is advisable to put forward for "solving such problems that the answer contains no more than 2-3 conclusions; a student can keep such an answer in memory in its entirety. More often problematic tasks are put to one point of the presentation plan, and not according to the material of the whole lesson.

To enhance cognitive activitystudents in the classroom must include tasks in history. The purpose of using these objectives is to foster the formation of strong and deep knowledge of history and teach students to apply it.

In the classroom, various types of work with historical sources are organized... The use of the "collision of sources" technique, when several sources devoted to the same event are compared, causes a great deal of student activity. Tasks to determine the authorship of a source are also very useful.

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

Solving problems - this is one of the possible ways of individualization of training. Therefore, some of the tasks are designed so that in the course of their solution the previously acquired knowledge and skills are only consolidated and repeated, while others require an independent search for a method of action and solution; they are designed for more advanced learners. But the rest of the students must gradually master the ability to solve them.

Working with visual aids, especially with illustrations of the textbook, it is necessary to form students' attitude towards them as the most important source of knowledge. The tasks for illustrations should also be aimed at this. The tasks most typical for the current textbook of the 6th grade require the analysis of illustrations, their comparison and the formulation of a conclusion as a result of such a comparison, the establishment of a connection between the illustrations and the text.

A modern lesson is unthinkable without the use of technical teaching aids... Their use is associated with the ability to organically incorporate these means into the living tissue of the lesson. It should be borne in mind that by using a film strip, motion picture or transparencies, we significantly expand the scope of the use of visualization in the lesson and, as a rule, enhance the impact of educational material on emotions

1. The relationship between the goals and content of school history education 3

2. The goals of school history education and their content in domestic methodological science 8

3. The main trends in solving the problem of the goals of school

history education abroad 11

References 14

1. The relationship between the goals and content of school history education

Although the main factors of the learning process are constantly present in it, they do not remain constant. The genesis of the goals and content of school education demonstrates especially clearly and convincingly the historically changeable nature of these categories. Not only are these learning factors the first to feel the consequences of social revolutions and political reforms, they can vary within one historical period, one local civilization. For example, a socially oriented goal, external to the individual, characterized the Spartan system, and humanistically (personally) oriented - the Athenian system of education and upbringing. "The features of the Spartan system: the state" order ", a single content, obligation, mass character-authoritarianism will invariably (albeit to varying degrees) be repeated in history educational practice, especially in the conditions of totalitarian regimes. In turn, the attitudes of Athenian upbringing: meeting the educational interests of various segments of the population, a variety of educational institutions, orientation to individual needs, opportunities, abilities of the pupil - in the history of European education are associated with the actualization of democratic options for social and state development, implemented in educational systems developed countries of the modern world ”(7, p. 40).

In Soviet times, the global tasks of history as an academic subject were defined in the resolutions of the Communist Party and the Soviet government in 1934, 1959, 1965. On the whole, they represented a triune task of education, upbringing and development of students on the basis of a Marxist-Leninist understanding of history and communist morality. The history course at the secondary school was designed to:

♦ “to equip students with deep and solid knowledge about the development of society from ancient times to the present day, both in the USSR and in foreign countries; on the basis of analysis and generalization of scientifically reliable factual material, consistently reveal the role of the masses as true creators of history, creators of material and spiritual values, the role of the class struggle in the revolutionary transformation of the world, organizing and directing the activities of the communist parties - the vanguard of the working class and all working people; to illuminate the class conditioning and the significance of the activity of the individual in history; to develop a scientific understanding of the laws of the development of society, a class approach to all events of the past and present; to form a scientific outlook, conviction in the inevitability of the death of capitalism and the victory of communism;

♦ educate young people in the spirit of communist ideology and morality, intolerance to bourgeois ideology, in the spirit of socialist patriotism and proletarian internationalism; to promote the transformation of acquired knowledge into convictions, into a guide to personal active participation in communist construction;

♦ develop the thinking of students, their cognitive activity, independence, foster readiness and respect for work, stimulate interest in science, art, instill the ability to independently replenish their knowledge, correctly navigate the events of modern political life. "

In the 30s - 80s. the methodologists applied and concretized these guidelines in courses, topics and history lessons, based on them, compiled curricula, textbooks, teaching aids and recommendations.

The crisis of communist ideology, which caused negative processes in Russian society, in humanities and education, which destroyed the national system of spiritual values, forced to reconsider the decades-old target setting school history education. However, a new understanding of the goals of teaching history is being formed, on the one hand, in difficult conditions of political contradictions, ideological and social split in society, methodological crisis of history and pedagogy, on the other hand, in an unprecedented environment of ideological pluralism, the prestige of democratic traditions and institutions of civil society, open the influence of Western ideas and theories (2, p. 62).

At present, the following priorities emerging in the Russian pedagogical community can be identified: “The education system should provide a holistic vision of the world, scientific ideas about the most important problems facing humanity ... feelings of patriotism, civic consciousness, contributed to the formation of national identity, respect for the historical and cultural heritage of the peoples of Russia and the world, for the human person, human rights ... planetary) ... Society desperately needs an informed and competent person who makes independent decisions and is able to bear responsibility for her actions. "

Learning goals are fixed and embodied in the second factor of the learning process - its content. This is also a historically changeable category, its content depends on the degree of awareness of the goals of learning, the composition of education, as well as on the level of development. pedagogical science... In the content of education, the most obvious element is represented by a body of knowledge about nature, man, society, technology and methods of activity. Less recognizable are other elements of the content of education: “the experience of implementing methods of activity, embodied in skills and abilities; experience of creative, search activity, expressed in readiness to solve new problems; experience of upbringing needs, motives and emotions that determine the attitude to the world and the system of personal values ”. Therefore, in world and domestic practice, for centuries, the experience of the "school of study" has been reproduced and continues to exist, which is characterized by a precisely defined range of knowledge, skills and abilities fixed in the standards.

In historical education, knowledge, represented by a set of basic facts and theoretical provisions necessary for a full and comprehensive study of the past by schoolchildren, unfortunately, is often considered as the primary and sometimes the only component of the content. Social disciplines are traditionally classified among subjects in which the foundations of science dominate, while in language disciplines, physics, mathematics, subjects of the aesthetic cycle, a significant role is assigned to activity components (the formation of schoolchildren's techniques and skills educational work, experience of independent activity).

In the 90s. XX century in connection with socio-political and ideological reforms, the main attention in history education was paid to the revision and reassessment of the system of facts, concepts, conclusions that formed the basis of its content, and the issues of teaching schoolchildren the methods of educational work, the formation of their active experience, went into the background, creative activity, emotional-value attitude to the world. Not the least role in the revival of the "school of study" was played by the practice of publishing Temporary Requirements for the content of education in the educational field "Social Studies" (2).

1998 - 1999 on the pages of the pedagogical press, only a list of facts and concepts was published that constitute a mandatory minimum, subject knowledge of students in basic and complete secondary schools. At the same time, another, no less, and possibly more, significant today component of state educational standards remained unknown. These are the requirements for the level of training of graduates in history, which determines the range of cognitive skills with the help of which students will be able to critically perceive information from a wide variety of sources, operate on the knowledge gained, formulate and defend their own point of view.

In addition to the fact that the composition of the content of education in different historical and pedagogical conditions is considered either broader or narrower, the content of its elements is also subject to changes. In Soviet pedagogy, it was directly associated with the class nature of society, and this dependence manifested itself especially clearly in the content of school history education: “The tasks of communist education require that the historical epochs closest to us be studied as extensively as possible. This implies the need for a particularly economical selection of facts and concepts on the history of distant eras and the desire to more fully illuminate the history of society during the period of capitalism and socialism. Special attention is paid to the formation of the communist formation ... the modern stage of the confrontation between socialism and capitalism, the strengthening of the main revolutionary forces of our time ... ”(2, p. 64).

However, it is not only a change in historical perspective that can render irrelevant the huge layers of the past, which had previously been the foundations of scientific theory, the true images of the past centuries. “An additional impetus to the direction that replaced historical sociology with historical culturology was given by the activation of non-European civilizations ... There was an urgent need to understand not only the laws of development European civilization, which acted as a prototype of a universal, world civilization, but also the logic of evolution of other civilizations, cultural values, dynamics and direction of development of which sharply differed from European ...

In the second half of the XX century. these tendencies more and more clearly extended to historical education, in which cultural studies and the theory of local civilizations began to play an ever greater role. School history was "anthropologized", a person returned to it, but not a hero-role model, but a person in his cultural and historical diversity, as a bearer of certain ideals and values, as a side of the developing global dialogue of cultures ... Adaptation to the changing world began to take place not through the awareness of its change (the idea of progress entered popular culture), but through cognition and perception as their own basic values and norms of the dominant culture. "

Thus, the development of the modern world, the formation of new values Russian education leads to the conclusion that “pupils should be informed about what has a universal, universally significant content, and not at all what the specialist himself has difficulty retaining in his memory.

It makes no sense to give students knowledge that they will immediately forget. The only thing that remains in the memory is that over time it will grow with the student, telling him something about himself, forcing him to look at the world in a different way and posing questions and riddles that are unsolvable immediately, in the course of the same lesson ”.

For the methodology of teaching history as a pedagogical science, this poses the difficult task of finding a consistent model of the content of school history education, adequate to the modern goals of teaching history.

2. The goals of school history education and their content in the domestic methodological science

When formulating the general goals of teaching history at school in the methodology of the Soviet years, it was customary to refer to the directive materials of party congresses and plenums, decisions of the Central Committee of the CPSU and the Soviet government, and other documents devoted to the problems of education and upbringing of young people. Matching school-wide goals with content academic subjects, the methodologists formulated the learning goals specifically, fixing them in explanatory notes to the curriculum and expounding them in scientific and theoretical works. When compiling course lesson recommendations, they were concretized in accordance with the characteristics of the educational material and the age-related cognitive capabilities of students. Finally, when preparing individual lessons, the teacher independently formulated the target setting of the lesson, taking into account the real pedagogical situation, but always adhering to party and government instructions.

In the course of the long-term development of the Soviet school and history education, the following directions of the goals of teaching history have been formed: full-fledged history education; ideological and political, labor, economic, moral, international and patriotic, scientific and atheistic, aesthetic, environmental education of students; the formation of a high political culture and political consciousness, irreconcilable attitude towards bourgeois ideology and morality; the ability to assess social phenomena of the past and present from a clear class position, to defend the ideals and spiritual values of a socialist society; motivational-volitional and emotional development students. At the same time, the main goal of teaching history was proclaimed the formation of a scientific, Marxist-Leninist worldview in schoolchildren. In the course manuals and lesson plans, the goals were combined into three groups: educational, educational and developmental.

The last in the XX century. school reform, which led to a change in the entire educational paradigm, dealt a particularly tangible blow to history education. In connection with the change in social foundations and state ideology, the reassessment of national spiritual values, teachers and methodologists, without waiting for stabilization in historical science and pedagogy, had to urgently look for new answers to fundamental questions: what are the goals and objectives of history education in modern Russia? Why should modern schoolchildren study history? What are the current priorities of Russian history education? What is the role of the school history subject in the education and development of students? and etc.

I would like to emphasize that the state and scientific institutions dealing with issues of political struggle and economic survival for a long time did not respond to the proposal of the pedagogical community to hold an All-Russian discussion on national priorities and values of history education. Therefore, the discussion of this topical problem unfolded in the mid-90s. spontaneously, on the pages of the pedagogical press, in political skirmishes and in ideological debates. It was not by chance that the peak of the discussion fell on 1994-1997, since it was during this period that the most radical changes in the structure and content of school history education were carried out, a new set of textbooks was formed, and drafts of state educational standards were being prepared. At the same time, the information environment in the country was changing dramatically, the sources and methods of perception of historical information were significantly updated, the spiritual conflict between the generations of "fathers and children" was growing. History education turned into an instrument of political struggle, ideological opponents speculated on its problems.

While heating up the situation, these factors reinforced the importance of discussing the goals of school history education, and revealed a diverse and contradictory palette of opinions, approaches, and proposals. It seems useful to familiarize yourself with the main ideas of the discussion in order to assess the trends emerging in Russian pedagogy in solving this issue and correlate them with Western European approaches.

3. The main trends in solving the problem of the goals of school history education abroad

What are the goals of modern history education in countries with stable democratic traditions and established civic institutions? What is the special significance of history as a school subject?

“First of all, this discipline is unique in its influence on the formation of the system of thinking, it enables a person to move freely in historical space, equips him with the knowledge of historical experience, which ultimately allows one to correctly assess modern political and social processes.

In addition, historical knowledge contributes to the formation of a person's own point of view, its independent assessments, but at the same time it teaches to value and respect the opinions of others.

History is in many ways also the basis for teaching other disciplines: social science, state and law, creating a basis for understanding and implementing the fundamental principles of life in modern Europe, such as human rights and democracy.

Historical disciplines educate in the personality such qualities that are important for life in modern society as breadth of thinking and worldview, tolerance, civic courage, and creative imagination.

As a result, historical knowledge prepares young people for an independent life in a modern world full of contradictions, creates favorable conditions for mutual understanding between people representing various cultural, ethnic, linguistic and religious traditions, helps a person to realize himself not only as a representative of a certain country and region, but also as a citizen of Europe and the world ”(5, p. 6).

An expert from the UK, Harry Brace, using the example of his country, showed how the goals of teaching history are formulated in the spirit of European approaches:

“To equip students with knowledge about the past, which should help them better understand the features of the modern society in which they live, and feel the possible prospects for its further development;

History should help students understand the differences that existed between countries and societies at different periods of evolution, and teach them to understand them. The ability to recognize and accept this “dissimilarity” of others in the historical past will contribute to the development of such an important quality as tolerance, which is necessary for life in the world on the eve of the 21st century;

History as an academic subject is intended to explain to students all the complexity of such a concept as historical experience, and to make it possible to understand the diversity of manifestations of modern life in the social, cultural, economic, technical and political spheres;

Knowledge of history should equip students with the ability to analyze information, understand the processes in their historical development;

The study of history should contribute to the formation of independent assessments and independent thinking of the younger generation. "

Summing up the statements of foreign experts, it can be noted that as the main goal of the country's historical education Western Europe consider the formation of a well-informed personality, capable of critically perceiving and analyzing information, defending one's point of view and at the same time being tolerant of otherness, tolerant of other ideas and perceptions. The foreign methodology does not emphasize the goals of the patriotic education of students. The formation of civil and democratic values is not conceived in a national, but in a wide world context, which is associated with the orientation of the leading countries of Western Europe towards integration and life in a pluralistic, multicultural society.

Bibliography

1. Topical issues of methods of teaching history in secondary school. - M .: Higher school, 1984.

2. Vyazemsky EE, Strelova O.Yu. Theory and methods of teaching history: Textbook. for stud. higher. study. institutions. - M .: Humanit. ed. center VLADOS, 2003.

3. Zaporozhets N.I. The development of students' skills and abilities in the process of teaching history. - M .: Prsveshenie, 1978.

4. Methods of teaching history in secondary school / S.А. Ezhova, I.M. Lebedeva, A.V. Druzhkova and others - M .: Prsveshenie, 1986.

5. Minkina-Milko T. Council of Europe and teaching history at school // Teaching, history in a multicultural society and border areas: Materials of an international seminar. - Khabarovsk, 1999.

6. Development of general educational skills and abilities of schoolchildren // Teaching history in school. - 1985. - No. 1. - P.31-36.

7. Stepashko LA Philosophy and history of education: a textbook for students. - M, 1999.

Topic 22. Preparing a teacher for a history lesson

Functions and stages of preparation for teaching history. History lesson requirements.

Preparing a teacher for a history lesson. Summary of the combined lesson.

Ways of formulating the topics of the history lesson.

Preparation for lessons begins even before the start of the school year with the study of the state standard and programs for all classes. Only in this case, the teacher will not give individual lessons, but a system of lessons on the topic and the course as a whole. On the basis of these documents, the teacher identifies a system of facts and concepts, the study of which will deepen and refine as students acquire knowledge, skills and abilities. and then traces how this system is reflected in school textbooks, what is their structure and content, the nature of the presentation of historical material, the methodological apparatus. Analysis of textbooks will make it possible to identify interrelated lessons, their role and place in the course being studied. A more detailed view of the state standard, textbook and program "allows you to outline the educational" educational goals of studying the sections and topics of the course.

After that, you can compose thematic planning lessons - a system of combining them, taking into account historical and logical connections, forms and types of classes. The teacher determines the topics, the content of which will be revealed by the teacher himself and topics available for independent study by students. the basis for thematic planning is made by the lesson.

It is impossible to equate teaching with the presentation of the material. Teaching presupposes the unity of all stages of the teacher's activity, from preparation for the lesson and ending with the analysis of its results.

Each stage of lesson preparation implements a number of functions. At the first stage, there are two functions - gnostic and constructive.

1. Gnostic function provides for the implementation of the following "stages of the preparation of the lesson: 1) comprehension of the content of the educational material, 2) the formulation of a didactic goal in

in accordance with the goals of studying the section and topic, the course as a whole, 3) determining the type of lesson, 4) identifying the structure of the lesson, 5) selecting educational material. Thus, the teacher, having selected the content, thinks over the type of lesson, the structure corresponding to the "logic of educational" cognitive activity of students.

At the same stage, it is determined what skills of schoolchildren and how to form; what feelings to awaken. Having chosen the sources of knowledge, the teacher thinks over the ways to combine them. Sources of knowledge include the text of a textbook, a story or lecture by a teacher, a document, an educational picture, an educational film, etc.

Preparing for a new lesson includes an analysis of the homework of the previous lesson. It is on this basis that students will grow up. Questions and tasks are designed to comprehend, deepen and systematize knowledge. They can include elements of problematicity. The wording of the question should orient the students towards the presentation of the main, the main, the comparison and analysis of facts, the assessment of historical phenomena. Questions on previous material should be related to the survey material or to the content of a new topic.

2. Design function assumes: 1) analysis of the peculiarities of the composition of students in a particular class, 2) selection of techniques

and means of teaching and learning, 3) determination of the dominant nature of students' activities, which includes three levels of cognition - reproducing, transforming, creative search. The simplest, most primitive is the reproducing level. The student only reproduces everything that the teacher gives in the lesson (repeats the reasoning; draws a table behind the teacher; shows the object that the teacher has just shown). A more complex transformative level of knowledge (the student listens to the lecture and draws up its plan; fills in the table for several paragraphs of the textbook; according to the verbal description, "shows the object on the map). The most difficult is the creative" search level (the student analyzes documents

and makes independent conclusions and predictions; thinks over alternative situations in the development of historical events).

The methods of work of the teacher in the lesson will depend on the chosen level of student activity. In a poorly prepared class, it will be necessary to shorten the survey and devote more time to explaining something new, in a strong class to increase the number of logical tasks, and so on. The pace of presentation of the material depends on the activity and preparedness of the pupils in the class.

in view of the fact that in the lesson the presentation of the material is slower than the tempo of the "spoken language."

Lessons, which are the same in content, can differ significantly in the methodology of their implementation, taking into account the cognitive capabilities of the students in the class. The more the skills of the students are improved, the broader the self-reliance they represent in choosing the forms, means, ways and time of completing the assigned tasks. The free choice of preferred types of activity reveals the inclinations and inclinations of students' treatment, their interests, shows the level of mastery of educational skills.

The third, fourth and fifth functions are implemented both during the preparation of the lesson and during its implementation.

3. Organizational function closely related to the previous ones. Realizing it, the teacher thinks over: how to start the lesson; what the students will do in the lesson; how to focus them on the perception of the new; in what types of work to involve all students; what activity will arouse the interest of the students; what cognitive tasks to give; what tasks will be for expressing personal opinions; how to pose a problematic question; how to organize homework and how it will take into account the assimilation of lesson knowledge; what skills are taught to students, and which ones continue to improve.

4. Informative, or narrative, functionconcerns the educational content of the lesson: what methods of presenting the content will be in the lesson; which ones to use when presenting the teaching medium. Developing the content, the teacher determines what material - the main, additional, - in what form, volume to give; develops methods of disclosing a new content; selects teaching aids for the lesson.

In the lesson, the teacher will not only retell the material of the textbook, but state the main, basic questions of the topic, in detail, but explain what is difficult for the students. ... On the concrete facts of the textbook, he will reveal and concretize "new concepts, colorfully and figuratively present the dry material" of the textbook (if this material is important in the educational "educational sense). genealogical tables. Teacher often comes "

To give material brighter, more interesting and more specific than in a textbook.

5. Accounting functionprovides for thinking over: how knowledge will be tested and consolidated; how students will be able to express their own opinion, attitude to what is being studied; how to evaluate knowledge.

What are the criteria for assessing students' knowledge? N.V. Kukharev distinguishes the following of them: 1) objectivity, when the assessment corresponds to the knowledge, skills and attitude of schoolchildren to learning; 2) comprehensiveness of assessment, when the knowledge, skills and abilities of students, depth, scientific character are taken into account

and meaningfulness of the disclosure of historical content, imagery and emotionality, culture of speech; 3)publicity and clarity in the assessment, when its validity is brought to the student, the moral tone for achieving success is maintained, ways of overcoming shortcomings in work are indicated.

The third stage is the analysis of quality and efficiency work in the lesson as a result of introspection and testing of students' knowledge.

6. Corrective function sums up the lesson: the rule "is the material selected, are the facts interesting and meaningful", are the problems significant; whether the didactic goal of the lesson is correct and to what extent it has been achieved; whether the teacher took into account the peculiarities of the class, whether the type of lesson was chosen, whether the teaching methods, techniques, forms of teaching; whether cognitive tasks are interesting and accessible; what and why is poorly mastered; what can be the assessment of the level of assimilation of knowledge.

The teacher carries out a corrective function after each lesson, revealing his successes and failures, outlining changes in his subsequent work. In the outline or lesson plan, the teacher makes short notes: “to strengthen the theoretical part of the lesson”, “to remove unnecessary facts”, “to enter the table“ tsu ”for the survey. These comments are taken into account when preparing for the lesson in the next academic year.

Methodist O.Yu. Strelova considers the formulation of the topic of the lesson to be an important issue, which should be thought over in preparation for it. The traditional way is to indicate the place and time of the event being studied in the title. The title of the lesson may contain a plan according to which the study of those "we will go. Or indicate the direction of movement - from which point

everything will be started and how it will end. The most popular formulations are quotations from works of art. They immediately bring the topic to life. A vivid emotional expression can present the whole topic in a new perspective or create a problematic situation.

Having thought out the content and methodology of the lesson, the beginning teacher develops a synopsis. In it, the teacher fixes everything that he came to as a result of studying special and methodological literature, structures of “but” functional analysis and his reflections on the previous lesson. The synopsis reflects the pedagogical concept of the lesson and is its model, script, revealing the course of the lesson, the activities of the teacher and students at all its stages. its presentation, to determine the ratio of the links "ev lesson, to clarify the wording and concepts. In the lesson, however, you should be guided by a detailed plan.

When developing a synopsis, the teacher finds out whether it is necessary to test knowledge of skills and abilities in this lesson, to learn new things, for "fixing and repetition, homework; what is the sequence" of the arrangement of these links of learning; how much time should be allocated to each stage of the work. He selects the optimal combination of methods, techniques, means and organizational forms learning. These can be verbal, printed, visual or practical methods, problem-based search or re-productive, independent activities or under the guidance of a teacher. It is necessary to clearly understand the strengths and weaknesses of the methods and their combinations. Each method solves some problems better and worse than others, complicates or simplifies the perception of new things. Therefore, we can only talk about their purposeful "figurative combination. The teacher makes a decision on the methods and techniques of work after selecting the content and planning tasks, taking into account the specifics of the class and their style of work. The state of the students, their possible mood (for example, days) and efficiency (what is the lesson in a row), the possibilities of the history room, the available time (for all stages of the lesson, taking into account the tasks performed by the students).

In the outline, the teacher gives the wording of the questions for the survey "sa, prescribes the transition to the beginning of the presentation of the new matter"

la, writes down conclusions, formulations and generalizations. One or another kind of teacher's story in the lesson, the method of teaching is also stated. The teacher outlines questions and tasks for students in the course of presenting a new one, ways of working with a picture, map, illustration, provides for writing terms, diagrams on the blackboard. All this allows you to achieve clarity and expressiveness in the lesson, to make the story bright, emotional and convincing ... The literal recording makes it possible to “prepare for a free (without notes) presentation of the material” in the lesson.

The synopsis includes the name of the topic of the lesson, the purpose, the list of equipment, the content of the training material and the method of its study. The latter is given in the form of a table.

Having mastered teaching, the teacher, instead of taking notes, uses "in the lesson detailed plan... It spells out the structural elements of the lesson, points out what is included in each link of the lesson and what the activities of the teacher and students are. The work plan sets out the procedure for explaining the new material, indicates the volume of the main and non-main material, highlights the key provisions, concepts, persona. There are also notes on how to correlate the oral presentation of the new with the textbook.

In the form of a complex plan, the teacher writes down the main and additional "questions for repetition. Next to the questions and assignments, marks the methods of verification:" frontal no "seda", "writing on the blackboard", "detailed answer", "a question to a strong student", "Assignment for those interested in history", etc. Instructions are also given on the use of equipment for the lesson, teaching aids, documents, assignments are listed.

The lesson plan should be feasible for the students, real. It is necessary to think over how to adapt the theoretical and methodological content of the lesson to a specific class, what situation has developed for the lesson, how students' activities will be stimulated, what are their possible achievements in the lesson. Well, in terms of verbal information, there is not much, but a lot of graphic and schematic symbols, there are also various arrows, underlines, instructions for teaching the lesson. This is a program for managing the learning process. It is important to determine what amount of work the students are doing at all stages of the lesson, what each student will do at the same time.

FUNCTIONS AND STAGES OF PREPARATION AND TEACHING OF HISTORY

I GNOSTIC function

Examining programs Planning goals

Selection of training

material

IV INFORMATIVE function

Presentation of material in the lesson with the help of techniques and means Selection and methodological construction

PREPARATION FOR HISTORY LESSON

II CONSTRUCTIVE function

Planning of stages Selection of techniques and means

Definition

forms of activity of cognitive tasks

ACTIVITIES of teachers and students in the lesson

III ORGANIZATIONAL function

Organizational cognitive activity Questions and tasks

A N A L E Z the effectiveness of a history lesson

V CONTROL ACCOUNTING function

Attachment of the studied material C s s te m a tic e

sky check

knowledge and skills of students

VI CORRECTION function

Positive successes and lesson findings, quality of organizational effectiveness

HISTORY LESSON REQUIREMENTS

		Completeness

	Correspondence	Scientificness
	pedagogical	Scientificness


	Correspondence	Credibility
	lesson type	Credibility
	funds and


		Motivation and
	main,	differentiated
	conscious
	Cognitive	Upbringing
	activity	Upbringing
	activity	interest
	pupils	interest
	pupils
		Unity
		activities

		and students

PREPARING THE TEACHER FOR A HISTORY LESSON

Type, structure, form of the lesson

Activity planning

Predicting cognizer

student activities

Cognitive tasks and questions

new topic

dew to students

The ratio of empirical and

Forms of organization of cognition

theoretical levels

activities and techniques

Means of education

METHODS FOR FORMULATING THEME LESSONS

The purpose of the lesson is to clarify the methodological ways of preparing the teacher for the lesson. It is necessary to learn how to create a prospectus for a lesson for learning new material.
Plan: Lesson preparation:
a) analysis of textbooks and programs;
b) determination of the pedagogical concept of the apricot;
c) structural and functional analysis of the lesson. Stages and functions of teaching history. Planning the cognitive activity of students on
lesson. Lesson plan and synopsis.
Literature
Topical issues of teaching history in secondary school / Ed. A.G. Koloskov. - M., 1984 .-- S. 216-242.
Vagin A.A. History teaching methodology in secondary school. - M., 1968.
Mount P.V. Improving the effectiveness of teaching history in secondary school. - M., 1988 .-- S. 64-71.
Gritsevsky I.M., Gritsevskaya S.O. From the textbook to the creative concept of the lesson. - M., 1990.
Dairi HS. Modern requirements for a history lesson. - M., 1978.
Historical education in modern Russia: Reference and methodological manual for teachers / Comp. HER. Vyazemsky, O. Yu. Strelova, M.V. Korotkova, I. N. Ionov. - M., 1997 .-- S. 78-120.
Korotkova M.V., Studenikin MS. History teaching methodology: Theoretical course: Authorized presentation book. - M., 1993 .-- S. 162-167.
High School History Teaching Methodology: A Handbook for Teachers. / Resp. ed. N.G. Dairi. - M., 1978. - Part 2. - Chapter XIX.
Methods of teaching history in high school: Textbook. manual for ped students. in-tov on specials. 2108 "History" / S.А. Ezhova, A.V. Druzhkova and others - M., 1986. - Chapters XII-XIII.
Ozerskiy I.Z. The beginning teacher of history. - M., 1989.
Lesson content:
1-2. In the first part of the lesson, questions are considered about the ways of preparing a teacher for a history lesson, the stages of teaching history, the implementation of the teaching function in different stages preparation for the lesson.
Questions and Assignments: I. Analyze the two teacher preparation programs for the lesson. What are their positive and negative sides?

Program I Analysis of textbooks and school curricula. Determination of educational goals for the study of sections and large topics. Drawing up a thematic planning of lessons on a topic. Thinking over the pedagogical concept of the lesson, its purpose. Allocation of educational, upbringing, developmental tasks of the lesson. Development of a lesson outline with the following content:

The synopsis also includes: an indication of the use of the manuals, questions for the picture and the document, assignments on the map, additional questions for repetition in the thematic sequence of what was previously studied. The time for the implementation of each stage of the lesson is indicated. The summary can be reflected Feedback- briefly reproduced the intended answers of the students.
Program II Study of the content of historical material in preparation for the lesson. Structural analysis of the lesson material, drawing up a plan. Functional analysis of each part of the lesson - a sketch of the tasks of the lesson. Determination of techniques for studying the material of each part of the lesson, supplementing them with the necessary teaching aids. Prediction of the cognitive activity of students in the classroom: cognitive tasks and questions at all levels of cognitive independence; planning the work of students - answering questions, drawing up a plan, tables, other entries in notebooks, working with the text of the textbook; forms of organizing the cognitive activity of students; forms of control and self-control of students in the process of studying a new topic. Checking the correspondence of methods and techniques to educational and developmental tasks of the lesson, their optimal combination. Formulation of the objectives of the lesson. Preparing a lesson outline in the form:

Is the teaching and presentation of the teaching material identical? What functions of history teaching do you know, and how are they related? How does ignoring one function or another affect the quality of training? 4. What is the difference between gnostic and constructive functions? How does the teacher realize the gnostic and constructive functions of teaching in the preparatory phase of the lesson? 5. What teaching functions are carried out in the classroom in the joint activities of the teacher and students? What is the difference between the organizational and control-accounting functions of teaching? 6. What stage of teaching do you consider defining in the work of a history teacher? 7. Fill in the table "Functions of teaching history":
Preparation for the lesson Teacher activity Analysis of quality (outline plan) and students in the lesson and effectiveness
lesson work What is the essence of the corrective function of teaching? Give examples, write the results in column 3 of the table. The question of planning the cognitive activity of students is considered in the process of a more in-depth acquaintance with the organizational and control-accounting functions of teaching, based on the program for preparing a teacher for a history lesson. First of all, you need to find out the essence of the lesson outline, its difference from the lesson plan. When developing a synopsis, they determine whether this lesson needs a test of knowledge, abilities and skills, learning new things, consolidating and repeating, homework; what is the sequence of the location of these links of learning; how much time should be allocated to each stage of the work. The teacher selects the optimal combination of methods, techniques, means and organizational forms of teaching. These can be verbal, printed, visual or practical methods, problem-search or reproductive, independent activities or work under the guidance of a teacher. It is necessary to clearly understand the strengths and weaknesses of the methods and their combinations. Each method solves some problems better and worse than others, complicates or simplifies the perception of new material. Therefore, we can only talk about their expedient combination. The teacher makes the choice of certain methods and techniques of work after selecting the content and planning the tasks of the lesson, taking into account the specifics of the class and his own style of work. The state of students, their possible mood (for example,
on pre-holiday days) and efficiency (what is the lesson in the account), the possibilities of the history room, the available time (for all stages of the lesson, taking into account the tasks performed by the students). As psychologists have established, students acquire the largest amount of information in the first half of the lesson, and in the second half of the lesson, only half of the new information is mastered.
In the outline, the teacher gives the formulation of questions for interviewing students, prescribes the transition to the beginning of the presentation of new material, writes down the conclusions, formulations and generalizations. One or another type of teacher's story in the lesson, teaching methods are also presented. The teacher outlines questions and tasks for students in the course of presenting a new one, ways of working with pictures, maps, illustrations, provides for the recording of terms and diagrams on the blackboard. All this allows you to achieve clarity and expressiveness in the lesson, to make the story vivid, emotional and convincing. The verbatim record makes it possible to prepare for the free (without notes) presentation of the material in the lesson.
The abstract includes the name of the topic of the lesson, the purpose, the list of equipment, the content of the educational material and the methodology for studying it. The latter is given in the form of the table given earlier.

In the first column "Lesson progress" in the form of a short outline, the main questions of the lesson content are listed: the topic of testing knowledge and skills; topic of learning new, plan; consolidation issues; homework. For all types of work, the time allotted for them is indicated. Significant loss of time occurs when interviewing students due to protraction and inept questioning.
In the second column "Content and methods of the teacher's work" the content of the new educational material is recorded, presented in the form of a plot story, a figurative description, generalizing characteristics, etc. It also indicates the methods of the teacher's work, the means of learning new things, conclusions and final generalizations; cognitive tasks are recorded; instructions are given on the place and methods of working with sources of knowledge.
The third column "Content and methods of students' work" reveals the cognitive activity of students on each of the questions of the new topic. It records the expected answers of the students during the knowledge test; the results of completing assignments in the course of learning a new one; pupils' answers to

consolidation and repetition; performing tasks for drawing up diagrams, tables, diagrams. The contents of this column will help the teacher explain students' incorrect, incomplete answers during the lesson.
If part of the lesson or the lesson as a whole is devoted to accounting and generalization of knowledge, then the synopsis page takes the following form:

Questions and tasks for students	Approximate content of answers
1	2

In the first column, next to questions and assignments, the teacher makes notes about the place and content of the techniques: "by the map", "by frame 12 filmstrips", "draw on the blackboard", "draw up and fill in the diagram." Here you can also indicate the names of the responding students. If only part of the lesson is devoted to the generalization of knowledge, then the content of the new is written down in the synopsis on the whole page.
Questions and assignments: I. Determine what place this lesson takes in the topic, section, course. How is the topic of the lesson related to the previous material and the subsequent one in the course? How are you going to carry out intra-subject, intra-course and inter-course communications in the lesson? 2. List the facts on which your choice of methods of educational work depended. How to check the optimality of the choice of techniques, their correspondence to the educational, educational and developmental tasks of the lesson? How varied are the techniques in your lesson? 3. How are the students planned to be included in the learning activities of the new material? How will you rate it? Will this take into account the levels of their cognitive independence? Are the proposed forms of work optimal: do they correspond to the content, goals and cognitive capabilities of the students? 4. Check the technical support of your lesson by writing down separately in the column the teaching aids that you intend to use. "Design" the board by writing everything you need for the lesson on it. The following chalkboard layout is possible: theme, plan, terms, concepts, dates, names, geographical names, graphic works, drawings. 5. What are the main factors in the learning process of history are reflected in the lesson outline?
Promising assignments: Develop a detailed lesson plan; abstract. 2. Read the paragraph of the tutorial; identify the main, main questions. What questions can students learn on their own?

1. A history lesson as an educational activity.

Considering that course work is a kind of teaching aid for the specialty 0304, we will focus on the history lesson as an educational lesson.

Training sessions are considered in Russian as “training exercises, lessons, lectures. They represent the main organizational form of studying history as part of a class (group) in the system of general educational institutions and higher educational institutions; they are conducted with a permanent composition of pupils (students) according to a specific program under the guidance of a teacher (teacher).

The purpose of the history lesson is to ensure the development of historical knowledge by students, to help them master effective methods of study, to promote the development of moral and ethical qualities, to develop the skills of analyzing historical experience as applied to modernity.

Training sessions (lessons) are classified, differentiated by types, forms and types. All of them have a specific purpose, play a specific role, expressed in functions - educational, upbringing, methodological and practical. The main feature of the lesson is to ensure the unity of the implementation of these functions in achieving the intended goals.

Dictionaries and encyclopedias contain different definitions of the term "lesson". There are five interpretations in the Dictionary of the Modern Russian Language alone. It:

1. "Work assigned for a certain period";

2. "Study work, the task that are given to the student to prepare for the next lesson";

3. “That from which one can draw conclusions, draw something instructive for the future; conclusions, knowledge useful for the future ”;

4. "Precept, instruction."

The Soviet encyclopedic dictionary interprets the term "lesson" as follows: educational institutions... It is characterized by a strictly established amount of educational work and the order of its implementation within a certain time (usually 45 minutes). "

The lesson is also defined as “a dynamic and variable basic form of organization educational process, in which, within a specified time, teach with a certain composition of students - with a class - according to a fixed schedule, using a variety of methods and teaching aids to solve the assigned tasks of education, development and upbringing. Depending on the dominance of certain methods and means, one and the same type of lesson can have several varieties. For example: lesson type - explanation of new material; types: lesson - conference, lesson - lecture.

The structure of the lesson is a set of elements that ensure the integrity of the lesson in any variant of its structuring. In the classic version, these include:

1. Organizational start of the lesson;

2. Determination of the goals and objectives of the lesson;

3. Consolidation of homework material;

4. Explanation of the new material;

5. Consolidation of new material (fragmentary);

6. After-school assignment (home assignment;

7. Summing up the results of the lesson.

Thus, the "lesson" in question is a "study lesson", "the main form of organization in the classroom-lesson system of teaching."

However, the term "lesson" is no less firmly entered into linguistic use in completely incompatible or modified senses.

2. General requirements for a modern history lesson. Peculiarities

history lesson.

Nowadays, the words have become more relevant than before: good, high-quality, effective lessons. Every teacher strives to carry them out. But do they always work out? What does it depend on? And what is a modern, good (quality) lesson?

Giving a good (quality) lesson is not easy even for an experienced teacher. It depends on a number of factors:

1. Understanding and fulfillment by the teacher of modern requirements for the lesson, which are determined by the social order.

2. Objectives, as well as educational, educational and developmental tasks.

3. Regularities and principles of the educational process.

4. Orientation of education to national priorities, the values of history education and social education.

5. The focus of history lessons on the mastery by students of the language of national and world culture, the spiritual experience of mankind, on the education of a holistic picture of the world and the formation of a system of thinking.

6. The optimal balance in the content of the lesson of the components of world, national, regional and local history.

7. A comprehensive assessment of historical factors, involving the acquaintance of students with different points of view on the same event or phenomenon, and the creation of conditions for the formation of students' own, motivated point of view.

8. Teaching students in techniques that formulate a critical attitude to sources of information, and the ability to work with them independently, drawing their own conclusions.

9. A creative, emotional atmosphere based on students' interest in the content of the lesson and types of educational work.

The definition of a high-quality modern lesson, general and specific didactic, educational and developmental requirements is reflected in I.P. Podlasiy.

Which of the general requirements should a high-quality modern history lesson meet? What are the main features of this tutorial?

The main feature of a quality history lesson and the main requirement for teaching history in general is high scientific and theoretical the level, compliance of teaching with the current state of historical and pedagogical science, best practice, and the laws of the educational process. At the same time, the school course of history as an academic subject in a general education school should be focused, first of all, on mastering by students the basics of knowledge about the historical path of mankind, its social, spiritual, moral experience, the formation of concrete historical ideas about the historical era, arming students with methods of solving practical tasks, the ability to work with historical sources. In no case should we allow the complication of the school history course and the overload of students with unnecessary extra-curricular material.

The most important lesson requirement, characteristic feature each lesson is the clarity of the educational goal, an inextricable link in solving basic educational, educational and developmental tasks and their clear, consistent implementation in the course of the lesson.

It is of great importance that the teacher determines the main essential for each lesson, so that it is understood and mastered by all students in the class. The content of the curriculum (for a specific lesson), educational, educational and developmental tasks of the lesson, the age of students, the level of their knowledge, abilities and skills - all this determines the selection of material, the highlighting of the main thing in it, as well as the methods and techniques used by the teacher in the lesson, the content, educational, upbringing and developmental tasks of the lesson, the age of students, the level of their knowledge, skills are of decisive importance in the selection of material for the lesson, planning its type and structure, in choosing the most appropriate and effective methods and techniques for this lesson.

Appropriate, taking into account modern approaches, the choice of tools and methodological techniques for each part of the lesson; the most appropriate to its content and tasks, the effectiveness of the methods and techniques used is a characteristic feature of a quality history lesson.

Imagery, vividness of facts is a prerequisite for emotional perception, involuntary memorization, and active mental activity of students. Moreover, without imagery, there is no concrete image of what is happening.

When covering historical events, it is necessary to use the entire arsenal of figurative and emotional means, remembering that excessive emotionality suppresses the rational, rational, hindering the knowledge of historical laws, understanding the meaning of history. On the contrary, insufficient emotional impact gives rise to a certain simplification, an excessive sociology of the historical process.

The rational use of the entire arsenal of figurative and emotional means is a characteristic feature of a quality lesson.

The combination of individual and collective work in the process of learning new material, questioning, repetition and reinforcement, the ability to take into account the individual characteristics of each student, strengths and weaknesses in their knowledge and skills is also one of the most important, characteristic features of a quality lesson.

The establishment of intra-subject and inter-subject connections in teaching perceived by students is also a feature of a high-quality history lesson. The teacher has a fairly large selection of forms, methods and techniques for the implementation of intra-subject and inter-subject connections. It is only important to take into account the age characteristics of students, the level of preparedness and constantly maintain their interest in identifying these connections. You should also carefully select information from other academic subjects, keeping in mind that other additional information does not overload the lessons and "overshadow" the content of the educational material on history.

An essential feature of a quality history lesson is its integrity and organizational clarity, the close connection of all its elements, a certain thematic and structural completeness. It depends on the preparation of the teacher and the students. An indispensable condition for organizational clarity in conducting a lesson is the teacher's ability to create the necessary creative learning atmosphere, a lively interest of the whole class and each student in the work that is carried out in the lesson.

A typical feature of a high-quality lesson is its effectiveness, that is, the assimilation of the main studied material by students in the classroom, in the classroom, the skillful combination of studying new material with the repetition of what was previously learned, preparing students in the lesson for subsequent independent work. Finally, careful diagnostics, forecasting, design and planning of each lesson is its quality attribute.

These are the main characteristics of every quality history lesson. Its main features are high scientific - theoretical and methodological levels, a combination of the leading role of the teacher and the active learning activity of students.

A quality lesson is characterized by joint active work and close creative interaction between the teacher and students, on the basis of which a triune goal can be achieved: to teach, educate, develop. With this in mind, the general requirements for a high-quality, modern lesson are concretized in didactic, educational and developmental requirements.

3. Preparing the teacher for the history lesson.

Preparation for lessons begins even before the start of the school year by studying state standard and programs for all classes. Only in this case, the teacher will not give individual lessons, but a system of lessons on the topic and the course of history as a whole. On the basis of these documents, the teacher identifies a system of facts and concepts, the study of which will deepen and refine as students acquire knowledge, skills and abilities, develop them as a person.Then it is traced how this system is reflected in school textbooks, what is their structure and content, nature presentation of historical material, methodological apparatus. Analysis of textbooks will make it possible to identify interrelated lessons, their role and place in the course being studied. A more detailed view of the state standard, textbook and program will allow you to outline the educational goals of studying the sections and topics of the course.

After that, you can draw up thematic lesson planning - a system for combining them, taking into account historical and logical connections, forms and types of classes. The teacher determines the topics, the content of which will be revealed by the teacher himself and the topics available for independent study by students. Only after finding out the cognitive capabilities of the students of a particular class, the teacher draws up lesson planning on the basis of thematic planning.

You cannot equate teaching with the presentation of the material. Teaching presupposes the unity of all stages of a teacher's activity, from preparation for the lesson and ending with the analysis of its results.

Each stage of preparation for a history lesson implements a number of functions. At the first stage, there are two functions - gnostic and constructive.

1. The gnostic function provides for the implementation of the following stages of lesson preparation:

1) comprehension of the content of educational material;

2) Formulation of a didactic goal in accordance with the goals of studying the section and topic, the course as a whole;

3) Determination of the type of lesson;

4) Revealing the structure of the lesson;

5) Selection of educational material.

Thus, the teacher, having selected the content, thinks over the type of lesson, the structure corresponding to the logic of educational and cognitive activities of students.

At the same stage, it is determined what skills of schoolchildren and how to form; what feelings to awaken. Having chosen the sources of knowledge, the teacher thinks over the ways to combine them. The sources of knowledge include the text of a textbook, a story or lecture by a teacher, a document, an educational picture, an educational film.

Preparing for a new history lesson involves reviewing the homework assignments from the previous lesson. It is on it that the survey of students will be built. Questions and tasks are designed to comprehend, deepen and systematize knowledge. They can include elements of problematicity. The wording of the question should orient the students towards the presentation of the main, the main, the comparison and analysis of facts, the assessment of historical phenomena. Questions on previous material should be related to the survey material or to the content of a new topic.

2. The design function assumes:

1) analysis of the characteristics of the composition of students in a particular class;

2) selection of methods and means of teaching and learning;

3) determination of the dominant nature of students' activities, which includes three levels of cognition - reproducing, transforming, creative and searching. The simplest, most primitive is the reproductive level. The student only reproduces everything that the teacher gives in the lesson (repeats the reasoning; draws a table behind the teacher; shows the object that the teacher has just shown). A more complex transformative level of knowledge (the student listens to the lecture and draws up its plan; fills in the table for several paragraphs of the textbook; according to the verbal description, he shows the object on the map). The most difficult is the creative - search level (the student analyzes documents and makes independent conclusions and forecasts; thinks over alternative situations in the development of historical events).

The methods of work of the teacher in the history lesson will depend on the chosen level of student activity. In a poorly prepared class, it will be necessary to shorten the survey and devote more time to explaining new things, in a strong class to increase the number of logical tasks. The pace of presentation of the material depends on the activity and preparedness of the students in the class. It should be borne in mind that in the lesson the presentation of the material is slower than the pace of colloquial speech.

History lessons, which are the same in content, may differ significantly in the methodology of their implementation, taking into account the cognitive capabilities of class students. The more the skills of students are improved, the wider the independence they represent in choosing the forms, means, ways and time of completing the assigned tasks. Free choice of preferred types of activity reveals the inclinations and hobbies of students, their interests, shows the level of mastery of educational skills.

The third, fourth and fifth functions are implemented both during the preparation of the lesson and during its implementation.

3. Organizational function closely related to the previous ones. Realizing it, the teacher thinks over: how to start the lesson; what the students will do in the lesson; how to aim them at the perception of the new; what types of work to involve all students; what activities will arouse the interest of students; what cognitive tasks to give; what will be the tasks for expressing personal opinions; how to pose a problematic question; how to organize homework and how it will take into account the assimilation of lesson knowledge; what skills are being taught to students and which ones are continuing to improve.

4. Informative, or narrative, function concerns the educational content of the lesson: what methods of presenting the content will be in the lesson; which teaching aids to use when presenting. When developing the content, the teacher determines what material - basic, additional, - in what form, volume to give; develops techniques for disclosing new content; selects teaching aids for the lesson.

In a history lesson, the teacher will not just retell the textbook material, but will set out the main, basic questions of the topic, explain in detail what is difficult for the students. The teacher outlines that it is necessary to highlight from the program material what to expound in more detail or shorter. On the concrete facts of the textbook, he will reveal and concretize new concepts, colorfully and figuratively present the dry material of the textbook (if this material is important in the educational - educational sense). The teacher often has to give material brighter, more interesting and more specific than in the textbook.

5. Control and accounting function provides for thinking over: how knowledge will be tested, consolidated; how students will be able to express their own opinion, attitude towards the studied; how to evaluate knowledge.

What are the criteria for assessing students' knowledge?

N.V. Kukharev identifies the following of them:

1) objectivity, when the assessment corresponds to the knowledge, skills and attitude of schoolchildren to learning;

2) the comprehensiveness of the assessment, when the knowledge, skills and abilities of students are taken into account, the depth, scientific nature and meaningfulness of the disclosure of historical content, imagery and emotionality, the culture of speech;

3) publicity and clarity in the assessment, when its validity is brought to the student, the moral tone for achieving success is maintained, ways of overcoming shortcomings in work are indicated.

The third stage is an analysis of the quality and efficiency of work in the lesson as a result of introspection and testing of students' knowledge.

6. Corrective function sums up the lesson: is the material selected correctly, are the facts interesting and meaningful, are the problems significant; whether the didactic goal of the lesson is correct and to what extent it has been achieved; whether the teacher took into account the specifics of the class; whether the type of lesson is chosen, whether the teaching methods, techniques, forms of teaching; whether cognitive tasks are interesting and accessible; what and why is learned poorly; what can be the assessment of the level of assimilation of knowledge.

The teacher carries out a corrective function after each lesson, identifying his successes and failures, and outlining changes in his subsequent work. In the outline or lesson plan, the teacher makes short notes: "to strengthen the theoretical part of the lesson", "to remove unnecessary facts", "to enter a table for questioning." These comments are taken into account when preparing for next year's lesson.

Methodist O. Yu. Strelova considers the formulation of the topic of a history lesson to be an important issue, which should be thought over in preparation for it. The traditional way is to indicate the place and time of the event being studied in the title. The title of the lesson may contain a plan according to which the study of the topic will go. Or the direction of movement is indicated - from which point everything will start and how it will end. The most popular formulations for the topics of the history lessons are quotes from fiction. They immediately bring the topic to life. A strong emotional expression can present an entire topic in a new perspective or create a problematic situation.

Having thought over the content and methodology of the lesson, the novice teacher develops the outline. In it, the teacher fixes everything that he came to as a result of studying special and methodological literature, structural and functional analysis and his reflections on the upcoming lesson. The synopsis reflects the pedagogical concept of the lesson and is its model, script, revealing the course of the lesson, the activities of the teacher and students at all its stages. A synopsis is needed to prepare for a history lesson, since working on it helps to organize the educational material, the logical sequence of its presentation, to determine the ratio of the units of the lesson, to clarify the formulations and concepts. In the lesson, you should be guided by a detailed plan.

When developing a synopsis, the teacher finds out if this lesson needs a test of knowledge, abilities and skills, learning new things, consolidating and repeating, homework; what is the sequence of the location of these links of learning; how much time should be allocated to each stage of the work. He selects the optimal combination of methods, techniques, means and organizational forms of training. These can be verbal, printed, visual or practical methods, problem-search or reproductive, independent activities or under the guidance of a teacher. It is necessary to clearly understand the strengths and weaknesses of the methods and their combinations. The teacher decides on the methods and techniques of work after selecting the content and planning tasks, taking into account the specifics of the class and his own style of work. The state of the students, their possible mood (for example, on pre-holiday days) and working capacity (what lesson in a row), the capabilities of the history room, the available time (for all stages of the lesson, taking into account the tasks performed by the students) are also taken into account.

In the outline, the teacher gives the wording of the questions for the survey, prescribes the transition to the beginning of the presentation of the new material, writes down the conclusions, formulations and generalizations. One or another type of teacher's story in the lesson, teaching methods are also presented. The teacher outlines questions and tasks for students in the course of imposing a new one, ways of working with a picture, map, illustrations, provides for the recording of terms, diagrams on the blackboard. All this allows you to achieve clarity and expressiveness in the lesson, to make the story vivid, emotional and convincing. The verbatim record makes it possible to prepare for the free (without notes) presentation of the material in the lesson.

The abstract includes the name of the topic of the lesson, the purpose, the list of equipment, the content of the educational material and the methodology for studying it.

Having mastered teaching, the teacher uses a detailed plan in the lesson instead of a synopsis. It spells out the structural elements of the lesson, points out what is included in each link of the lesson and what the activities of the teacher and students are. The work plan sets out the procedure for explaining the new material, indicates the volume of the main and non-main material, highlights the key provisions, concepts, personalities. Here are notes on how to correlate the oral presentation of the new with the textbook.

In the form of a complex outline, the teacher writes down the main and additional questions for review. Along with the questions and assignments, marks the verification techniques: "frontal conversation", "writing on the board", "detailed answer", "a question for a strong student", "assignment for those interested in history" and so on. Instructions are also given on the use of lesson equipment, teaching aids, documents, tasks are listed.

The lesson plan should be realistic for the students. It is necessary to think over how to adapt the theoretical and methodological content of the lesson to a specific class, what situation has developed for the lesson, how the students' activities will be stimulated, what are their possible achievements in the lesson. In a good plan, there is little verbal information, but a lot of graphic and schematic symbols, there are also various arrows, underlines, instructions for teaching the lesson. It is a learning management program. It is important to determine how much work the students perform at all stages of the lesson, what each student will do at the same time.

Thus, a history lesson has all the requirements related to a modern lesson, but, nevertheless, a history lesson is a special lesson, and this is reflected in the proposed chapter.