The modern concept of teaching history at school. The concept of history education, historical and cultural standard, umk, as a condition for the effectiveness of the quality of education in the context of the implementation of the requirements of the federal state educational institution

The concept of historical education, historical and cultural standard, teaching materials, as a condition for the effectiveness of the quality of education in the context of the implementation of the requirements of the Federal State Educational Standards Completed by the chairman of the OMO Subject area: history, social studies, law Chudinova Inna Vasilievna GAU DPOS "Smolensk Regional Institute for the Development of Education Sectional meeting of teachers of subjects of the humanitarian cycle August 2015

Presidential assignment Russian Federation Vladimir Putin on February 19, 2012 at a meeting of the Council for Interethnic Relations The draft concept was approved at a meeting of the Council of the Russian historical society October 30, 2013 Finally approved at the meeting of the company on May 19, 2014. The concept of a new educational and methodological complex for national history

Supplements and concretizes in the methodological, scientific, historical and general pedagogical aspects of the requirements of the Federal State Educational Standard (FSES) Aimed at improving the quality of school history education, developing the competencies of students general education schools in accordance with the requirements of the Federal State Educational Standard In modern Russian society, the new concept acts as a social contract, offering balanced points of view on the debatable issues of domestic and world history The concept of a new educational and methodological complex on Russian history

The purpose of developing the concept is the formation of a socially agreed position on the main stages of development of the Russian state and society, on the development of a holistic picture Russian history taking into account the interconnection of all its stages, their significance for understanding modern place and the role of Russia in the world, the importance of the contribution of each nation, its culture to common history countries, the formation of a modern image of Russia The main objectives of the concept: - consideration of the history of Russia as an integral part of the world historical process; - understanding of the features of its development, place and role in world history and in the modern world; - determination of requirements for the content of training and education, the organization of the educational process and extracurricular activities at all levels of education; - determination of basic guidelines for the formation of content school education in general, especially social and humanitarian cycle of disciplines, content of extracurricular and extracurricular activities.

Values of civil society idea of continuity of stages in Russian history; educational potential of history education; public consent and respect; the cognitive significance of Russian history; the formation of requirements for each stage of continuous history education throughout life. Basic principles of the concept Methodological basis of the concept: scientific principle; multifactorial approach; historical approach; anthropological approach; historical and cultural approach.

Multilevel presentation of history: synchronization of courses in the history of Russia and general history, comparison of key events and processes in Russian and world history, introduction of elements of comparative characteristics into the content of education. Multidimensional (multifactorial) nature of history: consideration of key events in Russian history allows us to trace how they intertwined political and economic interests, moral, religious and other motives of the participants. Educational and educational priorities

A person in history: we are talking about outstanding personalities, leaders to whom individuals are dedicated curriculum vitae, and about ordinary, "ordinary" people. Along with the event history - the expansion of the material about Everyday life people in different historical eras. Historical and cultural approach: the space of dialogue: the perception of historical and cultural monuments by schoolchildren as a valuable heritage of the country and of all mankind, which everyone should preserve. Educational and educational priorities

Recommendations that can form the basis of new educational and methodological complexes on Russian history: 1. The key link is the understanding of the past of Russia as an integral part of the world historical process. 2. Patriotic basis. 3. Russia is the largest multinational and multi-confessional country in the world. 4. Formation of civil all-Russian identity. 5. To increase the number of hours (paragraphs) on the history of culture, bearing in mind, first of all, the socio-cultural material, the history of everyday life.

Educational-methodological complex on the history of Russia, this is both an information space and a cognitive model: A new educational-methodical complex on Russian history should include: 1) a textbook; 2) a reader or collection of documents; 3) historical atlas; 4) workbook and a collection of tasks; 6) a book to read. A set of teaching materials and manuals for teachers should include: 1) normative documents and programmatic materials, including IKS, FSES, a sample history program; 2) thematic planning; 3) subject and course manuals.

Should contain a holistic view of the historical process; complex in composition and presentation of historical material is written figuratively literary language; stimulate cognitive and historical dialogue; be open to interaction with other educational and information resources; to be partners in relation to students (including taking into account their age characteristics). A modern history textbook should be: a) a universal (multicomponent) carrier historical information, b) a means of developing cognitive activity, a resource personal development students.

A modern history textbook a) the inclusion of questions and tasks for all components of the textbook - the author's text, historical sources, maps, illustrations, etc .; b) using tasks different types, including: promoting the development of subject and logical skills; search, creative, project assignments; tasks for working with historical and local history materials; tasks involving participation in discussion, debate, dispute, etc.; c) Differentiation of tasks by complexity, providing an individual approach to learning. The didactic system of a modern textbook presupposes:

Stages of studying Russian history in a comprehensive school Optimal model from grades 5 to 10 according to a linear system basic level the systemic course "History of Russia in the world context" can be offered. profile level the main efforts should be directed to preparation for the final certification and entrance examinations to universities

The basis of the concept is the historical and cultural standard Prepared in 2013 on the basis of the Institute of Russian History, approved by a working group led by Academician, Director of the Institute of General History of the Russian Academy of Sciences Alexander Chubaryan. obligatory for the study of topics, concepts and terms, events and personalities for each section, the main approaches to teaching Russian history in modern school a list of "difficult questions of history" that cause heated debate in society

Grade 6 Section I. From Ancient Rus to the Russian state Grade 7 Section II. Russia in the XVIXVII centuries: from the grand duchy to the kingdom Grade 8 Section III. Russia at the end of XVIIXVIII centuries: from kingdom to empire Grade 9 Section IV. Russian Empire in the 19th and early 20th centuries Grade 10 Section V. Russia in the years of "great upheavals" years. Section VI. Soviet Union in e. Section VII. The Great Patriotic War Section VIII. The apogee and crisis of the Soviet system Section IX. Russian Federation in years. Indicative list"Difficult questions of the history of Russia" Historical and cultural standard

An indicative list of “difficult questions of the history of Russia” 1. education Old Russian state and the role of the Vikings in this process; 2. the existence of the Old Russian nationality and the perception of the heritage of Ancient Russia as a common foundation for the history of Russia, Ukraine and Belarus; 3. the historical choice of Alexander Nevsky; 4. the role of Ivan IV the Terrible in Russian history: reforms and their cost; 5.Attempts to limit the power of the head of state during the Time of Troubles and in the era palace coups, possible reasons failures of these attempts; 6. accession of Ukraine to Russia (causes and consequences); 7.fundamental features of the social and political system of Russia (serfdom, autocracy) in comparison with states Western Europe; 8. reasons, features, consequences and cost of Peter's transformations; 9. the reasons, consequences and assessment of the fall of the monarchy in Russia, the coming to power of the Bolsheviks and their victory in the Civil War; 10. the reasons for the curtailment of NEP, the assessment of the results of industrialization, collectivization and transformations in the sphere of culture;

11. the nature of the national policy of the Bolsheviks and its assessment; Soviet federation as a form of solving the national question with the right of free secession of the union republics from the USSR; 12. the reasons, consequences and assessment of the establishment of a one-party dictatorship and autocracy I.V. Stalin; reasons for repression. 13. assessment of the foreign policy of the USSR on the eve and at the beginning of the Second World War; 14.the price of the victory of the USSR in the Great Patriotic War; 15.assessment of the USSR in the conditions of “ cold war"; 16. Causes, Consequences and Assessment of the Reforms N. S. Khrushchev; 17.Evaluation of the period of L.I. Brezhnev and the role of the dissident movement; 18. causes, consequences and assessment of "perestroika" and the collapse of the USSR; 19. assessment of the causes, nature and consequences of economic reforms in the early 1990s. ("Shock therapy", methods of privatization); the reasons and consequences of B.N. Yeltsin in the political battles of the 1990s; 20. causes, consequences and assessment of the stabilization of the economy and political system of Russia in the 2000s. An indicative list of "difficult questions of the history of Russia"

According to the results of public, pedagogical and scientific historical and cultural expertise, changes were made to the federal list of textbooks - by order 576 of June 08, 2015 "On amendments to the federal list of textbooks ..." it includes three lines of textbooks on the history of Russia from the following publishing houses: , "Bustard" and " Russian word". From the publishing houses "Drofa" and "Enlightenment", the lines of textbooks from 6 to 10 grades were approved. The "Russian Word" approved a "shortened version" of the ruler - for grades 6-9. UMK

Publishing house "Prosveshchenie" UMK includes: Textbook + EFU (electronic form of the textbook) Work program and thematic planning Lesson development Workbook Book for reading Reader Collection didactic materials Atlas Textbook components Didactic introduction System of questions and tasks for students Materials for self-study Reference information Project topics Scientific and editorial board: A.V. Torkunov, N.M. Arsentiev, M.A. Gareev, A. Yu. Lazebnikova, P.P. Pankin, V.A. Tishkov V.I. Ukolova

Publishing house "Drofa" Features of the teaching materials: - Really new set, created on the basis of a unified methodological approach, developed on the basis of the Federal State Educational Standard and the new concept of teaching materials on national history. - New UMK- result working together historians and practitioners of methodology. - Advanced the composition of the UMK includes, in addition to the main components, also atlases, contour maps and anthologies. - Convenient and easy to use, but at the same time, the electronic form of the textbook (EFU) saturated with electronic educational resources. - Compactness of textbooks: despite the abundance of methodological elements and additional materials to paragraphs, each textbook in one book, which meets the requirements of San PiN for weight characteristics. Authors of the teaching materials. Historians I. N. Danilevsky ,. I. L. Andreev L. M. Lyashenko S. P. Karpachev, O. V. Volobuev + methodologists-practitioners
30 Peculiarities of teaching materials: Compliance with the Federal State Educational Standard for General History, Russian History and the Model Program, Historical and Cultural Standard. The team of authors consists of recognized specialists in the respective fields. historical science and methods of teaching history. The generality of the author's approaches to the selection and presentation teaching material... The unity of the organization of the content and methodological apparatus. Unity of design and illustrations. Russkoe Slovo Publishing House Authors: Yu.A. Petrov, E.V. Pchelov, P.V. Lukin, V.N. Zakharov, K.A. Soloviev, A.P. Shevyrev.

Comparing "uniform" textbooks on history of the XIX- early XX century (grade 9): ICS "Enlightenment" "Bustard" "Russian word" Decembrist uprising December 14, 1825 "The soldiers were told that Nicholas wanted to take over the throne in spite of the legitimate heir Constantine. They, therefore, did not act for the abolition of serfdom, but only for the observance of the rule of law upon the accession to the throne of a new king. " “The Decembrists tried to present the uprising as an attempt to“ protect ”the rights of the legitimate monarch Constantine. socio-economic changes in the country "". With the threat of weapons, the Decembrists wanted to force the senators to swear allegiance not to Nicholas, but to the Provisional Government. In order to gain the support of the soldiers, they convinced them that the oath of allegiance to Nikolai was illegal. "

We compare the "uniform" textbooks on the history of the XIX - early XX centuries (grade 9): ICS "Enlightenment" "Bustard" "Russian word" Additional questions "Find out how the search for the burial place of five executed Decembrists went the likely site of this burial. " "The historian N. Ya. Eidelman viewed the Decembrist uprising as a kind of attempt at a" revolution from above "aimed at modernizing Russia. What grounds did he have for such a conclusion?" "The speech of the Decembrists happened at the time of the change of reign. Why, in the historical tradition, it was not attributed to a series of palace coups known since the 18th century?"

Sources. one. Federal portal"History of Russia" 2. Speech by the President of the Russian Federation V.V. Putin at a meeting of the Council for Interethnic Relations on February 19, 2013 Moscow 3. Concept of a new educational and methodological complex on Russian history. 4. Historical and cultural standard russkoe-slovo.rf

The need to create a new textbook on the history of Russia is dictated, first of all, by the development of world historical science, the accumulation of new historical knowledge, and an increased public interest in the events of the past.

The presented Concept of a new educational and methodological complex on Russian history includes the Historical and Cultural Standard, which contains fundamental assessments of key events of the past, the main approaches to teaching Russian history in a modern school with a list of topics, concepts and terms, events and personalities recommended for study. Personalities within categories are arranged in alphabetical order.

The historical and cultural standard is the scientific basis for the content of school history education and can be applied both to the basic and to the specialized - in-depth level of the study of history and the humanities. In this regard, each section of the Standard is provided with a list of the main historical sources. The historical and cultural standard is accompanied by a list of "difficult questions of history" that cause heated debate in society and for many teachers - objective difficulties in teaching.

The concept is aimed at improving the quality of school history education, developing the competencies of students in secondary schools in accordance with the requirements of the Federal State Educational Standard (FSES) for basic general and secondary (complete) education, and forming a single cultural and historical space of the Russian Federation.

The implementation of the Concept involves not only the preparation of an educational and methodological complex, consisting of a course curriculum, textbook, teaching aids, books for a teacher, a set of maps, electronic applications, but also the formation of a single scientific and educational space on the Internet.

Successful implementation of the Concept is possible only in the case of a set of measures aimed at developing the historical information space, saturating it with scientifically grounded materials for both teachers and students of educational institutions.

The list of “difficult questions of the history of Russia” was compiled with the aim of including additional reference materials in teaching aids and books for teachers, offering the most common points of view on these events. It seems expedient to prepare a series of thematic modules devoted to specific issues of the history of Russia.

Tasks of the educational and methodological complex:

Create conditions for graduates to acquire solid knowledge of the history of Russia;
- to form an idea of the main stages of development of the multinational Russian state;
- to show the history of Russia as an integral part of the world historical process;
- to reveal the essence of the historical process as a combination of efforts of many generations of Russians.

It is assumed that the Concept will be used in the preparation of texts for the corresponding line of school textbooks. In these texts it is necessary:

Pay attention to the events and processes of universal history in terms of synchronizing the Russian historical process with the global one;
- to apply a new approach to the history of Russian culture as a continuous process of acquiring a national identity, not reduced to a listing of names and creative achievements, logically linked to the political and socio-economic development of the country;
- exclude the possibility of internal contradictions and mutually exclusive interpretations historical events, including those of significant importance for certain regions of Russia;
- to ensure the availability of presentation, the imagery of the language.

The preparation of a new educational and methodological complex on Russian history should be accompanied by the development of a similar line on general history. In addition, the need to develop intersubject connections within the framework of other humanitarian courses: literature, the Russian language, social studies, and world art culture is of particular relevance. The introduction of the new rulers will require large-scale refresher courses for history teachers. In addition, the question of revising the approaches to the organization and structure of the State Examination and the Unified State Examination in history is becoming a matter of principle.

Historical and cultural standard

The modern concept of teaching history at school

History is one of the most important school subjects, which allows students to form and build a clear picture of the world around them, allows them to understand the history of their country and their place in the world. Knowledge of historical events, their cause-and-effect relationships gives the student the opportunity to analyze current events, think critically and evaluate the events taking place in the world.

In our country, every year more and more attention is paid to teaching this subject in the school system. BorderXX- XXIcentury, in the field of teaching history, has become a period of a number of problems that have arisen as a result of the reorganization of the state and changes in its ideological doctrines.

The variety of historical concepts and their various interpretations, the lack of a single methodological complex of the school history textbook, as well as the desire for Western models in matters of teaching methods, have led to the disunity of school history education. Students have ceased to perceive the concept of patriotism as the fundamental basis of the worldview of Russian society. The dominance of Western landmarks, their popularization and, as a result, the infringement of the significance of historical events, their blurring and loss of meaning, the desire to popularize foreign interpretations of the historical past Of the Russian state led to the loss of cultural identity.

In February 2013, the President of the Russian Federation V.V. Putin came up with the initiative to create a single school textbook on the history of Russia, in which all historical events should acquire a single interpretation in order to avoid internal contradictions and dual meanings.

The consequence of this initiative was the emergence of a unified concept of teaching history at school, which represents the cathedral with a number of important points:

the formation of guidelines for the younger generation for civic, ethno-national, social, cultural self-identification in the surrounding world;

mastering by students knowledge about the main stages of the development of human society from antiquity to the present day, with special attention to the place and role of Russia in the world-historical process;

education of students in the spirit of patriotism , respect for the homeland of the multinational Russian state, in accordance with the ideas of mutual understanding, harmony and peace between people and peoples, in the spirit of the democratic values of modern society;

development of students' abilities to analyze information contained in various sources about events and phenomena of the past and present,

to consider events in accordance with the principle of historicism, in their dynamics, interconnection and interdependence;

the formation of students' skills to apply historical knowledge in educational and extracurricular activities, in a modern multicultural, multi-ethnic and multi-confessional society.

The modern course of national history should combine the history of the Russian state and the peoples inhabiting it, the history of the regions and local history(past hometown, village)

The current model assumes that the study of history will bebe built on a linear system from 5 to 10 grades.

In grade 11, at the basic level, a systemic history course, comparatively historical in nature, can be offered.

At the same time, in the learning process, students (in accordance with the requirements of the Federal State Educational Standard) must form knowledge about the place and role of historical science in the system scientific disciplines, ideas about historiography; master systemic historical knowledge, understanding of the place and role of Russia in world history; master the techniques of working with historical sources, the ability to independently analyze the documentary base on historical topics; develop the ability to compare and evaluate different historical versions

Participants in the modern process of the education system can already observe the results of the implementation of the historical concept in the educational process:

1.The development of a unified history textbook is actively underway

2. In the period school year 2016-2017 there was a gradual transition to linear teaching of Russian history in grades 6.7

3.Since 2017 an additional history lesson was introduced in grades 10-11

4. Graduates of high school must write their final qualifying work in the subject

5. The media is considering the initiative of the Ministry of Education to introduce compulsory passing the exam in history for graduates from 2020

Thus, history remains one of the most important school subjects, which allows you to form the outlook and worldview of students.

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The concept of a new educational and methodological complex

On Russian history

EXPLANATORY NOTE

The need to create a new educational and methodological complex of Russian history is dictated by increased requirements for the quality of history education, an increased public interest in the events of the past, the development of world historical science, and the accumulation of new historical knowledge.

The concept is aimed at improving the quality of school history education, fostering citizenship and patriotism, developing the competencies of students in general education schools in accordance with the requirements of the Federal State Educational Standard (FSES) of basic general and secondary (complete) education, forming a single cultural and historical space of the Russian Federation.

It seems expedient to prepare a series of thematic modules devoted to specific issues of the history of Russia.

Tasks of the educational and methodological complex:

Create conditions for graduates to acquire solid knowledge of the history of Russia;

To form an idea of the main stages of the development of the multinational Russian state and their succession;

To reveal the essence of the historical process as a combination of efforts of many generations of Russians;

Present the history of Russia as an integral part of the world historical process.

It is assumed that the Concept will be used in the preparation of texts for the corresponding line of school textbooks. In these texts it is necessary:

To take into account the historical and cultural diversity of Russia, to reveal the origin, development and content of the fundamental all-Russian symbols and traditions;

Pay attention to the events and processes of world history in terms of synchronizing the Russian historical process with the global one;

Apply a new approach to the history of Russian culture as a continuous process of acquiring a national identity, not limited to a listing of names and creative achievements, logically linked to the political and socio-economic development of the country;

Eliminate the possibility of internal contradictions and mutually exclusive interpretations of historical events, including those that have

Essential for certain regions of Russia;

Ensure the availability of presentation, the imagery of the language.

The preparation of a new educational and methodological complex on Russian history should be accompanied by the development of a similar line on general history.

In addition, the need to develop intersubject connections within the framework of other humanitarian courses: literature, the Russian language, social studies, and world art culture is of particular relevance. The introduction of the new rulers will require large-scale refresher courses for history teachers. In addition, the question of revising the approaches to the organization and structure of the State Examination and the Unified State Examination in history is becoming a matter of principle.

BASIC PROVISIONS

The development of the concept of a new educational and methodological complex on Russian history is an important step in the development of the education system in Russia, the formation of the civil identity of the younger generation, and ensuring the consolidation and unity of the Russian people.

It builds on previous experience gained in this direction both last quarter century, and in the Soviet and pre-Soviet periods.

In modern Russian society, the new concept acts as a social contract offering balanced points of view on the debatable issues of Russian and world history.

This approach provides for the preservation of the pluralism of assessments and judgments within the framework historical research, as well as methodological approaches to teaching Russian history at various stages of training and education of students.

The purpose of developing a new concept is to form a socially agreed position on the main stages of development of the Russian state and society, on the development of a holistic picture of Russian history, taking into account the interconnection of all its stages, their significance for understanding the modern place and role of Russia in the world, the importance of the contribution of each people, its culture in the general history of the country, the formation of the modern image of Russia.

The main objectives of the concept:

presentation of the continuity of the periods of the history of Russia, the continuity of the processes of the formation and development of Russian statehood, the formation of the state territory and a single multinational Russian people, as well as its main symbols and values;

consideration of the history of Russia as an integral part of the world historical process; understanding of the features of its development, place and role in world history and in the modern world;

determination of requirements for the content of training and education, organization of the educational process and extracurricular activities at all levels of education;

determination of basic guidelines for the formation of the content of school education in general, especially the social and humanitarian cycle of disciplines, the content of extracurricular and extracurricular activities.

The basis for the development of the concept is the provisions of the current Constitution of the Russian Federation, which consolidate the status of Russia as a democratic federal law-based state with a republican form of government, in which a person, his rights and freedoms are the highest value.

Along with the Constitution, the basis for the development of a new concept is also the Messages of the President of the Russian Federation to the Federal Assembly of the Russian Federation and the Instructions of the President of the Russian Federation to the Government and other bodies state power and controls that detail tasks further development the Russian democratic rule of law, the improvement of the Russian education system and the upbringing of young people.

These tasks are also enshrined in the Federal Law "On Education in the Russian Federation", in the Law "On the Languages of the Peoples of the Russian Federation", the Strategy of the State National Policy of the Russian Federation, the Strategy national security Of the Russian Federation until 2020, the Concept of long-term socio-economic development of the Russian Federation for the period until 2020, the Concept of the federal target program for the development of education for 2012-2015, Federal state educational standards of general education.

The basic principles of the concept are:

the values of civil society - the rule of law, social solidarity, security, freedom and responsibility;

the idea of the continuity of the stages of Russian history;

the educational potential of history education, its exceptional role in the formation of Russian civic identity and patriotism;

public consent and respect as necessary condition interaction of states and peoples in recent history.

the cognitive significance of Russian history;

the formation of requirements for each stage of continuous history education throughout life.

The methodological basis of the concept is:

the principle of scientific character, which determines the correspondence of educational units to the main results of scientific research;

a multifactorial approach to covering the history of all aspects of the life of the Russian state and society;

the historical approach as the basis for the formation of the course content and interdisciplinary connections, first of all, with the academic subjects of the social and humanitarian cycle;

anthropological approach, which forms a personal emotionally colored perception of the past;

historical and cultural approach, which forms the ability for intercultural dialogue, perception and respect for cultural heritage.

Based on the adoption of the new concept, educational and methodological complexes will be developed for each stage of school history education.

Determination of the foundations and priorities of education that meet the current stage of social development is a function of the educational standard and basic curricula... As the domestic and international experience shows, as the society develops and the actual requirements for the training of the younger generation are formed, the standards are updated, new aspects are included in them. The proposed document defines the educational and upbringing priorities of the school course in the history of Russia, which are intended to serve as guidelines for the creation of textbooks and other manuals for secondary schools.

HISTORY OF RUSSIA IN THE SYSTEM OF HISTORY COURSES:

EDUCATIONAL AND TRAINING POTENTIAL

The course of Russian history is the most important component of the school subject "History". A system-forming role in the creation and teaching of this course is played by the goals and objectives of school history education, reflecting the social order, as well as a complex of scientific, historical and didactic categories.

They are defined in subject standards and curricula.

The modern approach to teaching history presupposes the unity of knowledge, value relationships and cognitive activity of schoolchildren. So, in the current federal state educational standards of basic general and secondary (complete) general education, adopted in 2009-2012, the following tasks of studying history at school are named (summarized):

Formation of guidelines for the younger generation for civic, ethno-national, social, cultural self-identification in the surrounding world;

Mastering by students knowledge about the main stages of the development of human society from antiquity to the present day, with special attention to the place and role of Russia in the world-historical process;

Educating students in the spirit of patriotism, respect for their Fatherland, the multinational Russian state, in accordance with the ideas of mutual understanding, harmony and peace between people and peoples, in the spirit of the democratic values of modern society;

Development of students' abilities to analyze information contained in various sources about events and phenomena of the past and present, to consider events in accordance with the principle of historicism, in their dynamics, interconnection and interdependence;

Formation of students' skills to apply historical knowledge in educational and extracurricular activities, in a modern multicultural, multi-ethnic and multi-confessional society.

The study of the history of Russia should correspond to the system-activity approach as one of the key methodological principles of the FSES of the new generation.

The course of Russian history makes a decisive contribution to solving the general problems of studying the subject. At the same time, it has a special potential for achieving the most important pedagogical results. We are talking about the following educational and educational priorities.

MULTI-LEVEL REPRESENTATION OF HISTORY

The course of national history should combine the history of the Russian state and the peoples inhabiting it, the history of the regions and local history (the past of the native city, village). This approach will contribute to the awareness of schoolchildren of their social identity in a wide range - as citizens of their country, residents of their region, city, representatives of a certain ethnic and religious community, guardians of the traditions of the clan and family.

An important ideological task of the course is to reveal both the originality and uniqueness of Russian history, and its connection with the leading processes of world history. This is achieved by synchronizing courses in the history of Russia and general history, comparing key events and processes in Russian and world history, introducing elements of comparative characteristics into the content of education. And for the history of modern and modern times, when Russia became an active subject of world history, the disclosure of its contacts and interaction with other countries in all spheres - from economics and politics to culture, acquires special significance.

MULTI-ASPECT (MULTI-FACTOR) CHARACTER OF HISTORY

Objectively, in the course of Russian history, there are more opportunities than in other disciplines for revealing different aspects of the historical process.

We are talking about the economy, about the domestic and foreign policy of the state, about the relationship between the authorities and society, about social stratification, social attitudes and everyday life of people, about military affairs and the defense of their Fatherland, about the development of science, education, spiritual and artistic culture in the country, about the church and religious teachings, etc. This determines the special position of the course of Russian history in a number of other humanitarian disciplines at school.

A relatively detailed examination of the key events and processes of Russian history allows us to trace how they intertwined political and economic interests, moral, religious and other motives of the participants.

The events themselves, especially those related to the modern era, appear in a multitude of testimonies that are available to both teachers and students. Thus, conditions are created for a comprehensive integrative analysis, for the formation of voluminous historical ideas among students. On the other hand, the continuing dominance in the programs and textbooks of political history in the face of obvious poverty and schematism of historical and cultural material serves as an obstacle to the improvement of the educational process. The problem of balanced selection and presentation of historical facts requires the attention of authors of programs and textbooks on Russian history.

Coverage of the problems of the spiritual and cultural life of Russia is one of the most important tasks of history education. Students should learn that the production of spiritual and cultural values is no less important task than other types of human activity, and the study of the culture and cultural interaction of the peoples of Russia / the USSR will contribute to the formation of schoolchildren's ideas about the common historical fate of our Motherland.

MAN IN HISTORY

The role of the historical-anthropological approach is exceptionally great for teaching history at school.

It is the human dimension of history that instills interest and respect for its history, serves as a source and tool for the formation of a personal, emotionally colored perception of the past in the younger generation. IN Russian education there are corresponding traditions that should be continued and developed.

Thus, the education of patriotism and civic consciousness among schoolchildren in the study of Russian history is facilitated by the appeal to vivid examples of labor and military exploits of many generations of Russians. The greatness of victories and the severity of defeats are convincingly revealed through the lives and destinies of people, including the fathers and grandfathers of schoolchildren, through the history of their clan and family. Therefore, it is especially important that textbooks reflect the presence of a person in specific events.

Interests and aspirations, values and motives of people's behavior should be shown. This approach helps the young person develop a sense of belonging to the history of the country. In this case, we are talking about both outstanding personalities, leaders, to whom separate biographical references are devoted, and about ordinary, "ordinary" people. Along with the event history, the standard is supposed to expand the material about the daily life of people in different historical epochs.

The story should appear as a fascinating story about the past, about people and their characters, about everyday life.

HISTORICAL AND CULTURAL APPROACH: SPACE OF DIALOGUE

The images of culture in historical education are the basis for the formation of a worldview and the main way of transmitting the traditions and values of Russian society. Modern culturological studies concerning the dialogue of cultures in the same historical space ("horizontally") and in time ("vertically") provide a significant perspective for designing the content of the course on Russian history.

Characterization of the diversity and interaction of cultures of peoples who entered the multinational Russian state at different stages of history helps to form in students a sense of belonging to the richest common cultural and historical space, respect for cultural achievements and the best traditions of their own and other peoples. This, in turn, serves as the basis for the ability to dialogue in school and out-of-school communication, social practice.

Formation of the ability of schoolchildren for intercultural dialogue, the ability to perceive civilizational and cultural characteristics is a significant task. From the point of view of the world, the perception of historical and cultural monuments by schoolchildren as a valuable heritage of the country and of all mankind, which everyone must preserve, is important. The formation of a respectful attitude to cultural heritage is one of the tasks of the course in Russian history.

STORIES

Based on these principles and methodological approaches, the following recommendations can be formulated, which can be used as the basis for new educational and methodological complexes on Russian history:

1. A decisive role in the presentation of educational material should be played by the principles of the unity of the history of Russia, the continuity of historical periods and eras, the continuity of the processes of formation and development of Russian statehood, the formation of the state territory and a single multinational Russian people, its main symbols and values.

2. The key link in educational and methodological complexes on Russian history should be an understanding of the past of Russia as an integral part of the world historical process. The presentation of the material in the textbook should form students' value orientations aimed at fostering patriotism, citizenship and tolerance. An important part of the complex should be creative tasks that contribute to the development of students' independent thinking.

3. The patriotic basis of the historical presentation has the goal of instilling pride in their country and awareness of its role in world history in the younger generation.

At the same time, it is important to focus on mass heroism in the wars of liberation, primarily the Patriotic wars of 1812 and 1941-1945, revealing the feat of the people as an example of civic consciousness and self-sacrifice in the name of the Fatherland. At the same time, the positive pathos of historical consciousness should be created not only by pride in the military victories of ancestors. The closest attention should be paid to the country's achievements in other areas. The subject of patriotic pride, undoubtedly, is the great work of the people in the development of the vast spaces of Eurasia with its harsh nature, the formation of Russian society on a complex multinational and polyconfessional basis, within which the beginnings of mutual assistance, harmony and religious tolerance prevailed, the creation of a science and culture of world significance, a tradition of labor and entrepreneurial culture, charity and patronage.

The school course should be dominated by the pathos of creation, a positive attitude in the perception of national history. Nevertheless, students should not get the idea that the history of Russia is a series of triumphal processions, successes and victories. In the historical past of our country there were also tragic periods (troubles, revolutions, civil wars, political repression, etc.), without coverage of which the idea of the past in all its diversity cannot be considered complete. Tragedies cannot be hushed up, but it must be emphasized that the Russian and other peoples of our country found the strength to together overcome the difficult trials that fell to their lot.

4. Russia is the largest multinational and multi-confessional country in the world. In this regard, it is necessary to expand the volume of educational material on the history of the peoples of Russia, focusing on the interaction of cultures and religions, strengthening economic, social, political and other ties between peoples. It should be emphasized that joining Russia and being a part of the Russian state had a positive meaning for the peoples of our country: security from external enemies, an end to internal strife and civil strife, cultural and economic development, the spread of education, education, health care, etc.

5. One of the main tasks of the school history course is the formation of a civic all-Russian identity, while it is necessary to focus on the idea of citizenship, primarily when solving the problem of interaction between the state and society. Related to this is the problem of civic engagement, the rights and obligations of citizens, the construction of a civil society, and the formation of legal consciousness. Attention should be paid historical experience civic engagement, local government(community self-government, Zemsky Cathedrals, zemstvo, guilds, scientific societies, public organizations and associations, political parties and organizations, mutual aid societies, cooperatives, etc.), estate representation.

6. It is necessary to increase the number of hours (paragraphs) on the history of culture, bearing in mind primarily the socio-cultural material, the history of everyday life.

Culture should not be on the periphery of the school course in Russian history.

Schoolchildren should know and understand the achievements of Russian culture in the Middle Ages, Modern Times and the 20th century, great works of fiction, music, painting, theater, cinema, outstanding discoveries of Russian scientists, etc. It is important to note the inextricable link between Russian and world culture.

It is conceptually important to form students' understanding of the process historical development as a multifactorial phenomenon. At the same time, at various stages of historical development, the leading and decisive factors can be either economic or domestic or foreign policy factors.

TEACHING AND METHODOLOGICAL COMPLEX ON HISTORY

RUSSIA: INFORMATION SPACE AND

COGNITIVE MODEL

In the significantly expanded information space of school courses, the history textbook in its traditional form can and must maintain its educational mission. Nevertheless, the role of the textbook acquires new features and characteristics. The textbook should not only provide information and offer interpretations, but also encourage students to reason independently, analyze historical texts, draw conclusions, etc. In addition, a modern textbook should stimulate students to obtain historical knowledge from other sources, and the teacher should promote the mastery of students research techniques, the development of their critical thinking, teaching the analysis of texts, methods of searching and selecting information, comparing different points of view, facts and their interpretations. Recommendations for working with Internet resources are needed, so the new educational and methodological complex should serve as a "navigator" in the rapidly growing information space.

It is important to include historical sources in the educational and methodological complex that reveal the essence of events through vivid and memorable images.

It seems appropriate to initiate the preparation of thematic modules for students (with appropriate teaching aids for teachers), dedicated to various debatable issues of the history of Russia.

The new educational and methodological complex on Russian history should include:

1) textbook;

2) a reader or collection of documents;

3) historical atlas;

4) a workbook and a collection of assignments;

6) a book to read.

The named materials should be presented both in the form of traditional publications and on electronic media. The composition of the kit may vary depending on the grade of study and the age of the students.

A set of teaching materials and manuals for teachers should include:

1) regulatory documents and program and methodological materials, including the historical and cultural standard, the federal state educational standard, an approximate program in history;

2) thematic planning;

3) subject and course manuals.

When studying history at school, wall or screen maps, chronological tables, illustrations are also used; training and control (testing) programs; encyclopedias and reference materials; eBooks; multimedia albums, etc.

A modern history textbook, which forms the core of the educational and methodological kit, should be:

a) a universal (multicomponent) carrier of historical information,

b) a means of developing cognitive activity, a resource for the personal development of students.

A modern history textbook should:

Be comprehensive in the composition and presentation of historical material (author's text; sources; elements of historiography and value judgments that contribute to a holistic and dialectical perception of Russian history, its positive content, as well as tragic pages; visual materials; reference apparatus - chronological table, glossary of terms, dictionary of personalities, etc.). At the same time, the emphasis in the textbook should be placed on the presentation not of ready-made author's judgments, but of a certain set of facts and arguments, on the basis of which students themselves can draw conclusions and make judgments;

Be written in figurative literary language;

Stimulate cognitive and historical dialogue (provided by the nature of the author's text, a system of questions and tasks);

Be open for interaction with other educational and information resources, teaching aids (museums and libraries, electronic manuals, the Internet, periodicals, etc.). The most important heading for each paragraph should serve as a navigator in the scientific and educational space on history;

Be a partner in relation to students (including taking into account their age characteristics).

The textbook should contain a preliminary generalization (in the form of an introduction, correlated in volume with a paragraph), in which the place of the course in the system of school history education is considered, a plan for further actions is presented and justified. The number of paragraphs should be about a third less than the number of hours allocated for the study of the course (this will allow you to allocate time for other activities, and not just for working with the textbook).

At the beginning of each paragraph, the main question of the paragraph (lesson) should be asked and motivated. The content of the paragraph is designed to help the student formulate his own version of the answer to this question about choosing the necessary arguments.

Textbooks are designed to stimulate the need for students to form independent judgments.

The basis of the cognitive model proposed in the textbook is formed by the requirements for the preparation of schoolchildren in history (see educational standards and sample programs on history, adopted in 2010 - 2012). To organize the cognitive activity of schoolchildren, the textbook includes the following components:

1) didactic introduction (on how to work with a textbook);

2) a system of questions and tasks for students;

The didactic system of a modern textbook presupposes:

a) the inclusion of questions and tasks for all components of the textbook - the author's text, historical sources, maps, illustrations, etc .;

b) the use of tasks of different types, including: promoting the development of subject and logical skills; search, creative, project assignments; tasks for working with historical and local history materials; tasks involving participation in discussion, debate, dispute, etc.;

c) Differentiation of tasks by complexity, providing an individual approach to learning.

In the textbook of Russian history, it is in the didactic block, through special assignments, that schoolchildren are expected to study local history, the history of their family, and collect oral history. These components of the content contribute to the formation of the ability of schoolchildren to apply the knowledge gained in the classroom, the acquisition of experience in search and analytical work on accessible and close to them material, its organic inclusion in the history of the Fatherland ("co-creation" of history).

LEVELS OF STUDY OF DOMESTIC HISTORY IN A SECONDARY SCHOOL

Currently, school history education is based on the so-called.

"Concentric" system. Taking into account the opinion of the scientific community, parental organizations and teachers - participants of the First and Second All-Russian Congresses of History and Social Science Teachers (Moscow, 2011, 2012), it seems appropriate to revise the principles of organizing the school history course.

The adoption of the new Federal Law No. 273 "On Education in the Russian Federation", the expansion of guarantees for free basic (complete) general education removes a number of regulatory restrictions.

When studying stories about the history of Russia in primary school (grades 3-4), students should be socialized through the formation of elementary historical and cultural ideas, enrichment of the cognitive and emotionally valuable spheres of the individual. Already in propaedeutic courses primary school history appears in the interconnection between the history of the country and the history of the city, village, and family.

In basic school (grades 5-10, systematic courses in the history of Russia and general history), basic knowledge of the main stages should be formed historical path Russia, its place in world history. The history is revealed on a multilevel basis: as the history of the state, its regions, peoples and social groups, the history of the family and the person, etc. This contributes to the self-identification of students as citizens of their country, region, city, members of certain ethnic and religious communities. Students gain experience in studying various sources of information about the history of Russia, their native land.

History education in graduation class secondary school is differentiated. In accordance with the requests of schoolchildren, the possibilities educational organization(institutions) the study of history is carried out at the basic and / or advanced levels. Educational institution the possibility of forming an individual curriculum implementing one or more learning profiles.

In the history course for the 11th grade, it is planned to expand the historical-methodological, culture-forming, as well as personally significant components of the historical training of schoolchildren. We are talking about the organic inclusion of knowledge about national history into the system of world outlook that is developing in a young person, about expanding the experience of analyzing the phenomena of the past and the present.

High school students study complexes of historical sources, conduct a comparative examination of information from courses in Russian and general history. At this stage, the foundations are fixed. social culture adequate to the conditions of the modern world.

The study of history at an in-depth level should ensure the achievement substantive results mastering the course of history at the basic level and additionally provide:

Formation of knowledge about the place and role of historical science in the system of scientific disciplines, ideas about the achievements of historiography;

Possession of the basic techniques of working with historical sources;

Formation of skills to evaluate various historical versions.

Approaches to the structure of the history course in the main school require significant changes. The most optimal model seems to be, in which the study of history will be based on a linear system from grades 5 to 10.

In grade 11, at the basic level, a systemic course in History, which is comparatively historical in nature, can be offered. At the specialized level, the main efforts should be directed towards preparing for the final certification and entrance examinations to universities. At the same time, students (in accordance with the requirements of the Federal State Educational Standard) must form knowledge about the place and role of historical science in the system of scientific disciplines, ideas about historiography; master systemic historical knowledge, understanding of the place and role of Russia in world history; master the techniques of working with historical sources, the ability to independently analyze the documentary base on historical topics; develop the ability to compare and evaluate different historical versions.