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Methodical recommendations to the teacher of history at school. Guidelines for teaching history in educational institutions of the Kaliningrad region


“Methodological recommendations on teaching the subject “History” in the 2015-2016 academic year Materials prepared by Zhuravleva O.N. Head of the Department of Social Education, Ph.D. ..."

STATE EDUCATIONAL INSTITUTION

ADDITIONAL PROFESSIONAL EDUCATION

(PROFESSIONAL DEVELOPMENT) OF SPECIALISTS

SAINT PETERSBURG ACADEMY OF POSTGRADUATE

PEDAGOGICAL EDUCATION

Institute general education



About teaching the subject "History"

in the 2015-2016 academic year Materials prepared by Zhuravleva O.N.

Head of the Department of Social Education, Ph.D.

St. Petersburg

Introduction. The place and role of the subject "History", taking into account the introduction of GEF OOO p.

Planned learning outcomes p.6 Project activities p.13 Attestation of students p.16 Peculiarities of teaching history p. 2

INTRODUCTION

The place and role of the subject "History", taking into account the introduction of the Federal State Educational Standards LLC its culture into the general history of the country and world history, the formation of a personal position on the main stages of development of the Russian state and society, as well as the modern image of Russia in the world.

The modern approach to teaching history presupposes the unity of knowledge, value relations and cognitive activity of schoolchildren. In the current Federal State Educational Standards LLC, the tasks of studying history at school are named:

formation of guidelines for civil, ethno-national, social, cultural self-identification among the younger generation;

mastering by students of knowledge about the main stages in 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 their Fatherland, the multinational Russian state, in accordance with the ideas of mutual understanding, harmony and peace between people and nations, in the spirit of the democratic values ​​of modern society;

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

The basic principles of school history education, incl. in accordance with the Unified concept of teaching national history, are:

the idea of ​​continuity of historical periods;

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

values ​​of civil society;

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

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

cognitive value of Russian, regional and world history;

continuity of historical education throughout life.

At present, a model has been proposed as the most optimal, in which the study of history will be based on a linear system from grades 5 to 10. "History" as part of the subject area "Social and scientific subjects" is studied at the level of basic general education as a compulsory subject in grades 5-6 for 2 hours a week (with 34 weeks of the academic year). 5th grade history course ancient world(it is possible to study the module "Introduction to the study of history" - 8-10 hours), Grade 6 - courses in general history - the history of the Middle Ages (26-28 hours) and the history of Russia in the VIII-XV centuries. (40-42 hours).

Acquaintance of students with the subject "History" begins with the course of general history. In grades 5-6, students get acquainted with the historical map as a source of information about the settlement of human communities, the location of civilizations and states, the places of the most important events, the dynamics of the development of socio-cultural, economic and geopolitical processes in the Ancient World and in the Middle Ages; realize the cultural diversity of the world, the social and moral experience of previous generations, the heritage of the peoples of the world;

assimilate the purpose and artistic merits of historical and cultural monuments, written, visual and material historical sources. The course enables students to learn how to evaluate the most significant events and personalities of world history.

The course of national history (from grade 6 in accordance with the Model Curriculum) must combine history Russian state and the peoples inhabiting it, the history of the regions and local history (city, village, family) for schoolchildren to realize their social identity both as citizens of the country and as representatives of a certain ethno-national community, keepers of the traditions of the region, family. One of the main tasks of the national history course is the formation of a civil all-Russian identity of the individual. The patriotic basis of historical education aims to instill in the younger generation pride in their country, instill high moral guidelines, and promote awareness of the country's role in world history. AT school course a positive attitude should prevail in the perception of national history. However, it should not be denied that the history of the Motherland does not imply the presence of tragic periods, without which the idea of ​​the past cannot be considered complete. 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, as well as on issues of cultural history (the history of everyday life, traditions of the peoples of Russia), to reveal the inextricable connection between Russian and world culture.

–  –  –

Planned results of mastering the main educational program in history by students The methodological basis for studying the course of history in the basic school is a system-activity approach that ensures the achievement of personal, meta-subject and subject educational results. Federal State Educational Standards LLC formulates requirements for the subject educational results of mastering history courses in general:

“1) the formation of a respectful attitude to the history of their Fatherland as a single and indivisible multinational state built on the basis of equality of all the peoples of Russia, in the spirit of patriotism and internationalism, in mutual understanding and respect between peoples, rejection of chauvinism and nationalism in any form, militarism and propaganda wars; development of students' desire to contribute to the solution of global problems facing Russia and humanity;

2) the formation of the most important cultural and historical landmarks for civil, ethno-national, social, cultural self-identification of the individual, worldview and knowledge of modern society, its most important social values ​​and public ideas: citizenship and patriotism, humanistic and democratic values, peace and mutual understanding between people; assimilation of basic national values ​​and ideals based on the study of the historical experience of Russia and mankind;

3) mastering basic knowledge about the patterns of development of human society from antiquity to the present day in the social, economic, political, spiritual and moral spheres; acquisition of experience in the historical, cultural, civilizational approach to the assessment of social phenomena;

the formation of skills in the application of historical knowledge to comprehend the essence of modern social phenomena, life in a modern multicultural, multi-ethnic and multi-confessional world; development of the ability to analyze, compare and evaluate the information contained in various sources about events and phenomena of the past and present;

4) active development of the historical and cultural heritage of their people, native land, Russia and the world; development of the desire to preserve and increase the cultural heritage of the past;

5) the formation of the foundations of social and humanitarian knowledge of students, the acquisition of experience in the active development of the historical and cultural heritage of their people, their native land, Russia and the world, the desire to preserve and increase cultural heritage;

6) creation of a basis for the formation of interest in the further expansion and deepening of historical knowledge and the choice of history as a core subject at the level of secondary (complete) general education, and in the future as a sphere of one's professional activity.

Subject results are presented in the blocks "Graduate will learn" and "Graduate will have the opportunity to learn". The planned results of the first block are fundamentally necessary for successful learning and socialization; they can be mastered by the vast majority of students, and their achievement determines the final grade. Block "Graduate will have the opportunity to learn" - the results that expand and deepen the understanding of the educational material, and the levels of achievement of planned results that exceed the baseline can be determined as

1) an increased level of achievement of the planned results, the mark "good" (mark "4");

2) high level achievement of the planned results, mark "excellent"

(mark "5").

It is advisable to achieve the planned results of this block during the current and intermediate assessment and take into account when determining the final grade, but at the same time, students' failure to complete tasks in this block is not an obstacle to moving to the next level of education.

History of the Ancient World (Grade 5)

Will learn:

Determine the place of historical events in time, explain the meaning of the main chronological concepts, terms (millennium, century, BC, AD);

Use a historical map as a source of information about the settlement of human communities in the epochs of primitiveness and the Ancient World, the location of ancient civilizations and states, places of major events;

Search for information in fragments of historical texts, material monuments of the Ancient World;

Describe the conditions of existence, the main occupations, the way of life of people in antiquity, the monuments of ancient culture; talk about the events of ancient history;

Reveal the characteristic, essential features of: a) forms state structure ancient societies (using the concepts of "despotism", "polis", "republic", "law", "empire", "metropolis", "colony", etc.); b) the position of the main groups of the population in ancient Eastern and ancient societies (rulers and subjects, free and slaves); in) religious beliefs people in antiquity;

Explain what the purpose and artistic merits of monuments of ancient culture were: architectural structures, household items, works of art;

Give an assessment of the most significant events and personalities of ancient history.

To characterize the social system of ancient states;

Compare evidence from various historical sources, identifying common and differences in them;

To see manifestations of the influence of ancient art in the environment;

Express judgments about the significance and place of the historical and cultural heritage of ancient societies in world history.

History of the Middle Ages.

From Ancient Russia to the Russian State (VIII-XV centuries) (Grade 6)

Will learn:

Localize in time the general framework and events of the Middle Ages, the stages of formation and development of the Russian state; correlate the chronology of the history of Russia and general history;

Use a historical map as a source of information about the territory, about the economic and cultural centers of Russia and other states in the Middle Ages, about the directions of the largest movements of people - campaigns, conquests, colonizations, etc.;

Search for information in historical texts, material historical monuments of the Middle Ages;

To make a description of the way of life of various groups of the population in medieval societies in Russia and in other countries, monuments of material and artistic culture; talk about significant events in medieval history;

Reveal the characteristic, essential features: a) economic and social relations and the political system in Russia and in other states;

b) the values ​​that prevailed in medieval societies, religious beliefs, ideas of a medieval person about the world;

Explain the causes and consequences of key events in the domestic and general history of the Middle Ages;

Compare the development of Russia and other countries during the Middle Ages, show common features and characteristics (in connection with the concepts of "political fragmentation", "centralized state", etc.);

Give an assessment of the events and personalities of the domestic and general history of the Middle Ages.

Get the opportunity to learn:

Give a comparative description of the political structure of the states of the Middle Ages (Rus, West, East);

Compare evidence from various historical sources, identifying commonalities and differences in them;

On the basis of information from the textbook and additional literature, compose descriptions of the monuments of the medieval culture of Russia and other countries, explain what their artistic merits and significance are.

Formed at the level of basic general education, universal learning activities (cognitive, personal, communicative, regulatory UUD) are presented in the Exemplary Curriculum of the subject "History".

It is expedient to design educational activity, development of UUD as a system of educational tasks. In order to achieve the planned results in the study of social disciplines, schoolchildren may be presented with the following educational-cognitive and educational-practical tasks aimed at:

1) the formation and assessment of skills and abilities that contribute to the development of systematic knowledge, including:

Primary acquaintance, development and awareness of theoretical models and concepts (general scientific and basic for this field of knowledge), standard algorithms and procedures;

Identification and awareness of the essence and characteristics of the studied objects, processes and phenomena of reality (social, cultural, etc.);

Identification and analysis of significant and stable links and relationships between objects and processes;

2) the formation and evaluation of the skill of self-acquisition, transfer and integration of knowledge as a result of the use of sign-symbolic means and / or logical operations of comparison, analysis, synthesis, generalization, interpretation, evaluation, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, construction of reasoning, correlation with the known;

3) the formation and evaluation of the skill of solving problems / problem situations that require decision-making in a situation of choice, development of the optimal or most effective solution, establishing patterns, etc.;

4) the formation and evaluation of the skill of cooperation, requiring joint work in pairs or groups with distribution of roles, functions and division of responsibility for the final result;

formation and assessment of communication skills, requiring the creation of 5) a written or oral text, statement;

6) the formation and assessment of the skills of self-organization, self-regulation, organization of the task: planning the stages of work, tracking progress in the task, observing the schedule for preparing and providing materials, finding the necessary resources, distributing responsibilities and monitoring the quality of work;

7) formation and assessment of the skill of reflection, self-assessment or analysis of one's own learning activities, identifying positive and negative factors that affect the results and quality of the assignment and / or independent setting of educational tasks;

8) the formation of value-semantic attitudes, which requires students to express value judgments and / or their position on the problem under discussion;

9) formation and assessment of IC-competence of students.

When selecting tasks, learning situations, etc. the teacher needs to determine the leading UUDs formed in the process of implementation. For example, in the task "Read, briefly retell the contents of the poems" Iliad "and" Odyssey ", and then make 5 questions for a class discussion. You can use additional comments from the book for reading, the Internet. The teacher plans to form the following UUD:

Cognitive (PUUD): look for information in different sources, apply rational ways of working with it;

Regulatory (RUUD): apply methods of self-checking and mutual checking;

Communicative (KUUD): participate in the discussion, formulate and accurately answer questions, be critical of one's position and recognize more convincing arguments of opponents;

Personal (LUUD): highlight the ethical content of events and actions of a person, express own assessment events and evaluate the actions of people from a moral, humanistic point of view.

Motivational and reflective modules of the lesson are of great importance. It is necessary to strive for joint formulation of the cognitive problem of the lesson with students, planning activities to solve it, identifying sources of information for studying issues. Reflection is a significant step modern lesson. Tasks that focus on introspection, analysis of the results of cognitive activity must be present in the teacher's work system, for example:

What new things about the history of your native land did you learn while studying the topic of the lesson? What sources of information did you use when studying the topic? Which of them were the most informative, useful? What issues are of interest to you and require additional coverage? etc. How did I (the student) do the work? Why didn't it work for me (the student)? Fill in the table "I.T.O.G": interesting, difficult, mastered, main conclusions.

Project activities of students In solving the problems of developing universal educational activities, great importance is attached to project forms of work, where, in addition to focusing on a specific problem (task), creating a specific product, interdisciplinary connections, combining theory and practice, joint planning of activities by the teacher and students is ensured.

Typology of forms of organization project activities students (projects) in an educational institution can be represented on the following grounds:

types of projects: informational, research, creative, 1) social, applied (practice-oriented), gaming (role-playing), innovative, involving an organizational and economic mechanism for implementation;

the number of participants: individual, pair, small group (up to 53 people), group (up to 15 people), collective (class within the school), municipal, city, all-Russian, international, network (within the existing partnership network, including in the Internet);

duration of the project: from a lesson project to a multi-year project;

4) didactic goal: familiarizing students with the methods and 5) technologies of project activities, ensuring individualization and differentiation of learning, supporting motivation in learning, realizing the potential of the individual, etc.

Of particular importance for the development of UUD in the main school is the final project, which is independent work carried out by students over a long period, possibly throughout the school year. When implementing a project, it is important to follow the principle of "six P": problem;

planning; search for information; product; presentation; portfolio.

One of the features of working on a project is self-assessment of the progress and results of work. This allows you to see the miscalculations made (incorrect distribution of time by stages, inability to work with information, etc.).

For the successful implementation of educational and research activities, students must master the following actions:

statement of the problem and argumentation of its relevance;

1) the formulation of the research hypothesis and the disclosure of the idea - 2) the essence of future activity;

planning research work and choosing the necessary 3) tools;

the actual conduct of the study with the obligatory phased 4) control and correction of the results of the work;

registration of the results of educational and research activities as 5) the final product;

presentation of research results to a wide range of 6) interested parties for discussion and possible further practical use.

The specificity of educational and research activities determines the variety of forms of its organization. Depending on the classroom and extracurricular activities, teaching and research activities can take on different forms.

Forms of organization of educational and research activities in the classroom can be as follows:

lesson-research, lesson-laboratory, lesson - creative report, lesson 1) inventions, lesson " Amazing near”, lesson - a story about scientists, lesson - defense of research projects, examination lesson, lesson “Patent for discovery”, lesson of open thoughts;

educational experiment, which allows you to organize the development of such 2) elements of research activities as planning and conducting an experiment, processing and analyzing its results;

homework of a research nature can combine 3) various types, and allows you to conduct an educational study that is quite extended in time.

The variety of forms of teaching and research activities allows for a genuine integration of classroom and extracurricular activities of students to develop their UUD. The core of this integration is the system-activity approach, as the principle of organizing the educational process in the basic school. Another feature of educational and research activities is its connection with the project activities of students. As mentioned earlier, one of the types of educational projects is a research project, where, while maintaining all the features of the project activity of students, one of its components is research. In this case, a number of conditions must be observed:

the project or educational research must be feasible and appropriate for the age, abilities and capabilities of the student;

to complete the project, all conditions must be - informational resources, workshops, clubs, school scientific societies;

students should be prepared to carry out projects and educational research, both in terms of orientation when choosing a topic for a project or educational research, and in terms of specific techniques, technologies and methods necessary for the successful implementation of the chosen type of project;

it is necessary to provide pedagogical support for the project, both in terms of the choice of topic and content (scientific guidance), and in relation to the work itself and the methods used (methodological guidance);

use for beginners of a self-control diary, which reflects elements of introspection in the course of work, which is used in the preparation of reports and during interviews with project managers;

the presence of a clear and simple criteria system for assessing the final result of the project and the individual contribution (in the case of a group nature of the project or research) of each participant;

the results and products of project or research work must be presented, evaluated and recognized for achievements in the form of a public competitive defense, held in person or by posting on open Internet resources for discussion1.

Certification of students At present, in accordance with the Federal Law "On education in Russian Federation» the current, intermediate attestation is still assigned to the powers of a particular educational organization:

“Article 28. Competence, rights, duties and responsibilities of an educational organization

10) implementation of ongoing monitoring of progress and intermediate certification of students, establishing their forms, frequency and procedure for conducting”;

"Article 58. Intermediate certification of students

1. Mastering the educational program (with the exception of the educational program preschool education), including a separate part or the entire volume of a subject, course, discipline (module) of the educational program, is accompanied by an intermediate certification of students, carried out in the forms determined by the curriculum, and in the manner established by the educational organization.

Modern standards for assessing all the results of students' educational activities in history and social science should be based on the planned learning outcomes in the subject-activity form, determined by educational (working) programs. At the same time, they should be aimed at implementing unified approaches in organizing the verification and evaluation of students' educational achievements.

See: Approximate core educational program of an educational institution. Basic school / comp. E. S. Savinov. - M.: Education, 2011.

For the current and intermediate certification of students, types of control are used: lesson and thematic.

Lesson control is carried out in the process of studying the topic in order to check and evaluate the assimilation of educational material by students, the formation of UUD and is stimulating, corrective and educational.

The frequency of evaluating the results of the learning activities of each student during lesson control is determined by the teacher, depending on the specifics of the studied educational material, methods, forms and technologies of teaching, age and individual characteristics of students.

Thematic control is carried out in order to check and evaluate the assimilation by students of the educational material of a certain topic (topics). When carrying out thematic control, the achievements of students are evaluated not by individual elements (as in lesson control), but in a logical system corresponding to the structure of the educational topic (topics).

The main types of control are carried out in oral, written, practical forms and in their combination. The choice of the form of control depends on the content and specifics of the subject, the number of teaching hours allocated for its study, the stage of study and the planned learning outcomes, age and individual characteristics of students.

To exercise control, various types of educational work, methods and means are used, with the help of which it is possible to obtain the most objective information about the results of students' educational activities. These include:

individual, group and frontal survey using questions and tasks contained in textbooks, teaching aids and didactic materials, interviews, tests, compositions, essays, independent and control work, laboratory (work with documents, etc.) and practical work (with a map, textbook, illustration, diagram, etc., drawing up a plan, tables), abstracts, educational - research, creative projects, etc.

The choice of methods and means used to monitor the results of students' learning activities is carried out by the teacher.

When evaluating the results of students' learning activities, the degree of assimilation of the knowledge and activity components of school social science education is taken into account:

factual knowledge, including knowledge about specific historical facts (events, phenomena, processes) localized in time and space;

theoretical knowledge, including concepts of varying degrees of generalization, significant cause-and-effect relationships that allow students to understand the conditionality of historical events, phenomena, processes, trends and patterns historical development;

ways of educational and cognitive activity, allowing to operate with theoretical and factual knowledge, master spatial (cartographic) skills, work with sources of historical information;

evaluative knowledge, including knowledge of different points of view on the events and activities of their participants, on the basis of which the students' own civic, personal position is formed.

When evaluating the results of students' learning activities, the nature of the mistakes made is taken into account: significant and insignificant. The mark for completing the task is reduced by 1-3 points if it contains, respectively, insignificant or significant errors.

The category of significant errors in history includes errors in the main factual and theoretical material, incorrect use of terminology, replacement of essential features of the phenomena and processes characterized by inessential ones; misunderstanding of causal relationships;

improper performance of the methods of activity provided for by the task;

inability to use various sources of historical information;

inconsistencies in the answer.

Minor errors include: presentation errors, speech errors that do not lead to distortion of the content; inconsistent presentation;

careless execution of notes, stylistic errors in the answer;

incorrect spelling of terms, typos or reservations, etc. An error indicating either an insufficiently complete, strong mastery of basic knowledge and skills, or a lack of knowledge that the program does not refer to as basic, is a shortcoming. It is necessary to indicate the defect to the student when analyzing the completed task, answering the question, but it is not necessary to lower the mark.

Approximate norms for assessing oral and written answers2

The answer is graded "5" if the student as a whole:

presented the material in a competent language in a certain logical sequence, accurately using terminology, facts and arguments, dates, definitions, etc.

showed the ability to illustrate theoretical positions with specific examples, various data (maps, illustrations, diagrams, etc.), applied them when completing a task in a new learning situation;

demonstrated the assimilation of previously studied issues, the formation and sustainability of the skills and abilities used;

answered independently, without leading questions from the teacher. There may be one or two errors, inaccuracies in the coverage of secondary issues or minor errors that the student easily corrected at the teacher's remark.

The same mark is given for a short, precise answer to a particularly difficult question or for a detailed addition and correction of another student's answer, especially during group work, participation in project activities, a seminar, etc. 3 The answer is scored "4" if it satisfies mainly the requirements for a rating of "5", but it has one of the disadvantages:

See: Zhuravleva O.N. Assessment of educational achievements of students in history // Modern assessment of 2 educational achievements of students: Toolkit/ ed. I.V. Mushtavinskaya, E.Yu.

Lukicheva. - St. Petersburg: Karo, 2015. - 304 p. pp. 116-137.

3 See criteria for judging creative work and individual projects on history: Zhuravleva O.N. Russian history. Lesson recommendations. 6th grade. - M.: Education, 2015. S. 7-9.

there are minor gaps in the presentation that did not distort the content of the answer;

not all the required theoretical knowledge and skills were applied;

an insignificant mistake was made, one or two shortcomings in covering the main content of the answer, corrected according to the teacher's remark;

an insignificant error or more than two shortcomings was made in covering minor issues or in judgments that were easily corrected by the teacher's remark.

Mark "3" is placed in one of the following cases:

the content of the material is incompletely or inconsistently disclosed, but a general understanding of the issue is shown and skills sufficient for further assimilation of the program material are demonstrated;

there were difficulties or mistakes were made in the definition of concepts, the use of terminology, corrected after several leading questions from the teacher;

the presentation of the material was not independent enough (a simple retelling of the textbook), unsystematized, the argumentation was weak, the speech was poor;

the material is partially mastered, but the skills are not fully manifested, the student did not cope with the application of knowledge when performing the task in a new situation;

Mark "2" is placed in the following cases:

the main content of the educational material is not disclosed;

ignorance or misunderstanding by the student of the most or most important part of the educational material is revealed;

significant errors were made in the presentation of facts, the definition of concepts, in judgments and conclusions, which were not corrected after several leading questions from the teacher.

The mark "1" is set in the absence of a completed task or the student's refusal to answer without a good reason.

Approximate criteria for evaluating creative works in history

–  –  –

When choosing history textbooks for basic schools, it is recommended to use those that belong to the same line of publishing house, meet the requirements of the Concept of the new teaching materials on national history and IKS.

It is imperative that the line recommended by the Ministry of Education and Science of the Russian Federation for use (see the current Federal List of Textbooks 2014) include modern textbooks on the General History and the History of Russia. At present, priority should be given to lines that have been tested in the region, for example, class 5:

History Grade 5 Included in the current Federal List

A modern line of textbooks from grade 5, excellent Andreevskaya T.P., Belkin M.V., Vanina E.V. The history is illustrated, has a diverse WCU: the program of the Ancient World. Grade 5 / under the working program, reader, book for reading, atlases, scientific. ed. Myasnikova V.S.

–  –  –

Extracurricular activities of schoolchildren determine a complex of various educational activities for students, different from lesson forms of education, carried out on the basis of the school and outside it within the framework of the variable part of the basic plan, aimed at achieving new educational results, primarily personal and meta-subject. Forms of organization of the educational process, the alternation of educational and extracurricular activities within the framework of the implementation of the main educational program, the duration of extracurricular activities in areas corresponding to the subject area, and their number per week is determined by local documents. The school can take advantage educational organizations additional education, culture and sports, institutions of higher vocational education, scientific organizations, methodological services.

Types of educational programs of extracurricular activities Complex - involve a consistent transition from the educational results of the first level to the results of the third level in various types of extracurricular activities.

Thematic - aimed at obtaining educational results in a certain problem field and using the opportunities various kinds extracurricular activities.

Educational programs for specific types of extracurricular activities - gaming, cognitive, sports and recreation, etc.

Age - can be correlated with age categories.

Individual educational programs for students - programs for children with extraordinary abilities, health and developmental characteristics.

Extracurricular activities programs can be of various directions:

sports and recreation, spiritual and moral, social, general intellectual, general cultural.

Programs should include clearly defined educational goals, planned results, educational and thematic plan and content, a plan of significant events (the list and timing of their implementation), forms of final control (control tests, works), brief methodological recommendations.

three levels of results of extracurricular activities of schoolchildren are briefly formulated as follows:

Level 1 - the student knows and understands social life;

2nd level - the student appreciates social life;

Level 3 - the student independently acts in public life.

Forms of organization educational activities in extracurricular activities can be the following:

search and research, creative activities of students (school scientific societies, clubs, circles, etc.);

Optional classes, involving in-depth study of the subject, which provides great opportunities for the implementation of educational, research, creative activities of students;

Educational expeditions (travels) - hikes, trips, excursions;

Participation of students in olympiads, competitions, conferences (including remote ones), subject weeks, intellectual marathons, etc.

involves the achievement of certain educational results within the framework of these activities;

Volunteering and socially useful activities, social practice, military-patriotic associations, network communities.

Summing up forms: exhibitions, festivals, competitions, conferences, round tables, meetings, promotions, games, etc.

Approximate names of extracurricular activities programs prepared by teachers of social disciplines for the main school: “History of Art:

Ancient World and Middle Ages”, “Historical Search”, “Know and Love Your Land”, “Holidays, Traditions and Crafts of the Russian People”, “CLIO: Club of Fatherland History Lovers”, “PIK: Political Information Club”, “Po places of military glory and memorable historical dates, etc.

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Among the factors that determine modern approaches to the study of history at school and, consequently, to assessing the quality of schoolchildren's education, the most significant should be noted:

The goals and objectives of studying the subject are formulated as a set of value orientations and personal qualities that are priority for a given society and manifest themselves in a broad social context. The main goal of school history education is to give the younger generation the opportunity to comprehend the historical experience of their country, humanity as a whole, to understand on this basis their identity and value priorities in the modern world. In accordance with this goal, the tasks of studying the subject " story”, requirements for the level of training of graduates, formulated in the state educational standard.

These requirements are aimed at the implementation of a personality-oriented approach, at the worldview and spiritual development, to check the students' mastery of knowledge and skills that are significant for their socialization.

The level of preparation of schoolchildren in history is determined taking into account the activity and competence-based approaches, in the interaction of the categories of "knowledge", "relationships", "activity". Tasks are aimed at identifying the level of mastery of key knowledge, skills, methods of activity; skills - apply them to solve practical problems.

As already noted, the content of the subject "History" includes the study of two courses - "History of Russia", which occupies a priority place in terms of study time, and "General History".

The course of the history of Russia gives an idea of ​​the main stages of the historical path of the Fatherland, while it is revealed as originality and uniqueness Russian history, and its connection with the leading processes of world history. The course of world history plays an important role in the students' understanding of the historical conditionality of the diversity of the world around them, knowledge and understanding of key events, characteristic features of different historical eras. Exam materials are focused on testing knowledge in general in the course of national history, however, as mentioned above, a number of subjects require the involvement of knowledge in the course of general history.

Courses of the history of Russia and world history in the practice of teaching are studied synchronously - in parallel. When planning the educational process, the teacher himself can determine the optimal sequence for considering individual topics and plots for a particular pedagogical situation. In a number of cases, it is advisable to combine the study of subjects of national and general history (topics on the history of international relations and Russian foreign policy, the history of world wars, certain issues of the history of culture, etc.)

Let us name a number of directions in the organization of the educational process, designed to solve the above problems and successfully prepare students for the exam in the subject "History".

It is necessary to organize active cognitive activity, include all types of educational information, expand the practice of solving cognitive problems, and implement a problem-based approach.

The wide use in the educational process of all types of tasks included in the GIA options as training and then control ones is justified. When studying each topic, it is desirable to use tasks similar to those of their types that are given in parts 1 (A) and 2 (B) of the examination paper, or close to them. Particular attention should be paid to the tasks of parts 1(A) and 2(B), which require the grouping of events, phenomena, their outcomes, consequences, etc., the systematization of knowledge. Generalizing repetition lessons on individual topics should include the implementation of similar tasks based on the materials studied.

It is necessary to use various forms of organization of students' learning activities, especially those that contribute to creating an atmosphere for discussing materials, debatable issues of history, identifying their own opinions, applying the skills to consider alternatives to historical development, and to argue their judgments.

When organizing the educational process, it is necessary to update previously acquired knowledge, and not at the reproducing, but at the transforming, creative and exploratory level: compiling chronicles of events, summarizing tables, preparing messages, etc.

It is advisable to focus on working with historical sources, taking into account the fact that all three parts of the examination work include sources of different levels of complexity.

It is necessary to use a problematic approach when studying such important issues as the evolution of the state system from antiquity to the present, the process of modernization, the formation and evolution of the social structure of society, the role of the individual in national history, the relationship between power and society, the process of establishing a new democratic Russia, etc. Covering these problems requires a close relationship with world events, phenomena, processes, which allows you to highlight the common and special in the evolution of different societies, to emphasize the national specifics of the country.

Attracting knowledge in the course of general history is possible in different methodological ways:

Joint study of a number of topics (for example: "The First World War"; "Second World War. Great Patriotic War Soviet Union" and etc.);

Alternating the study of individual topics;

Synchronization of two courses;

The organization of integrated lessons based on the use of intercourse and interdisciplinary connections (for example: “The contribution of Russian culture of the 19th century to world culture”, “ Global community at the beginning of the twenty-first century." and etc.).

In the content elements codifier for the subject "History" those content elements are highlighted that require the involvement of knowledge in the course of general history.

The most difficult methodological task is the development of cognitive actions in schoolchildren necessary to complete the tasks of part 3 (C).

The place and purpose of tasks with detailed answers (C) in the examination work are determined on the basis of the requirements for the level of preparation of graduates of the basic school in history. These are the most difficult tasks included in the third part of the examination paper. They require writing detailed answers. With the help of these tasks, a wide range of historical knowledge and skills of the examinees are tested, to what extent they master the main activities inherent in historical knowledge.

Tasks С1-С4 check the formation of the student's skills to conduct a comprehensive analysis of historical sources; tasks C5, C6 - systematize the material, give general characteristics a historical phenomenon, for example, a description of significant historical movements (the formation and development of the state, social movements, etc.) or large-scale events (the development of culture in a particular period, etc.). It is important to understand what the words “give an open detailed answer” mean to the tasks of part 3 (C), to what extent the answer can be detailed.

A detailed answer when completing the tasks of part 3 (C) should show the ability to clearly and consistently state their knowledge in accordance with the requirements of the task. The examinee should not take this wording as an invitation to write as detailed an answer as possible. He should, in a few sentences or abstracts, reveal the most essential elements of the answer in strict accordance with the wording of the task. To do this, you need to read the task very carefully and understand its basic requirements.

The form of a detailed answer makes it possible to see how fluently the graduates are fluent in historical material, it allows, to a much greater extent than in the task with a choice of answers, to assess the individual preparedness of the graduate. Thus, tasks of this type ensure, firstly, the comprehensive nature of the test, secondly, not only quantitative, but also qualitative differentiation of students' answers, and thirdly, it allows checking the most essential elements of graduates' training in history. They play an important role in identifying the levels of individual preparedness of the examinees in the subject, the degree of their knowledge of historical material, the ability to apply knowledge to solve the tasks. Such tasks provide an opportunity to the greatest extent to identify the strengths and weaknesses in the preparation of graduates, first of all, their ability to analyze and systematize historical information, reason, justify their point of view, etc. It is important to give students an algorithm for completing the tasks of part 3 (C), to use them in the educational process.

When preparing for the exam, it is necessary to familiarize students in advance with the content, structure, types of tasks, methods of organizing and conducting the exam. A special place in the implementation of the requirements of the educational standard and the preparation of students for the exam should be occupied by generalizing repetition lessons on topics, sections of the course. The direct use of the tasks of the examination paper in the current lessons should be educational in nature. In the final lessons, they can be used as a means of deepening knowledge, generalizing specific historical material, and also as a way to test knowledge.

It is necessary to provide special pre-exam repetition lessons to update students' knowledge of the content elements tested within the GIA, familiarize themselves with all types of examination work in history, and also to complete training tasks in all sections of the course. As part of the pre-examination repetition, it is not possible to cover the entire volume of materials, therefore it is necessary to draw the attention of graduates to the key, basic issues of the course, to develop the ability to perform tasks of various types, to highlight and work out the most difficult questions. Schoolchildren should also be familiar with the plan of the examination work, the chronological framework of the accepted periodization of the materials presented in it.

The proposed recommendations are aimed at improving the entire process of teaching history, organizing effective work to develop a set of cognitive skills of students and assimilate the content of the subject presented in the requirements of the educational standard.

Methodological assistance to the teacher can be provided by the following materials posted on the FIPI website:

Documents regulating the development of control measuring materials for the state (final) certification in 2010 in history in the main school (codifier of content elements, specification and demo version examination work);

Educational and methodological materials for members and chairmen of regional subject commissions for checking the fulfillment of tasks with a detailed answer to the examination papers of graduates of the 9th grade;

Scroll teaching aids developed with the participation of FIPI;

List of teaching aids labeled "FIPI approved for use in the educational process in educational institutions."


The analysis of the results was carried out on the basis of processing data obtained from the basic regions of the Russian Federation

Active forms of learning in history lessons are the key to improving the quality of education in school education.

Sofin Oleg Valentinovich

Long years It was believed that the main task of the teacher is to transfer knowledge to students, to ensure and control their assimilation. However, the results of various studies have demonstrated the difficulties of Russian schoolchildren in solving purely practical problems that require the use of knowledge from various fields of science at the same time, and sometimes just common sense, the ability to reason and argue their opinion.

The modernization of Russian education, which is currently being carried out, aims to master the set of competencies necessary for successful adaptation in a constantly changing modern society.

The task of the new school is to teach to learn and teach to think, to teach to set goals and act competently in the chosen direction. At the same time, the acquisition of knowledge becomes not an end in itself, but a means to achieve the goal. And the formation of competencies occurs in the process of practical activity. Therefore, it is necessary to systematically introduce active forms of education at school.

The system of active forms of learning in history lessons, which has been introduced over the course of several recent years diverse. But two forms deserve special attention - group practical work (team developmental game, business game) and individual practical work (practical test, workshop on solving cognitive problems). Since at present the priority task of the history lesson is learning how to search for historical information and work with it in the process of solving cognitive and practical problems of varying complexity, developing business and personal communication skills, independent and team work.

One of the options for solving this problem is the use of a group form of teaching in the classroom. Working in a small group contributes to the effective assimilation of new and actualization of existing information, the development of learning skills. Group work provides a high motivation for children to study the past, establish links between the past and the present, develop activity and communication skills, and improve the psychological climate in the classroom.

It is possible to identify several general principles, under which group practical work in the lesson will be truly effective:

1) The introduction of group forms of work in the classroom should be systemic, i.e. group forms should not be used occasionally, but periodically, and precisely when they can give the maximum effect. The best option- full-fledged, intensive classes in small groups evenly throughout the academic year, 1-2 classes in each large thematic block.

2) Group practical work is especially effective in a lesson dedicated to consolidating and deepening new knowledge or developing skills, in a repetitive-generalizing lesson, as well as in a lesson in studying new material, if this material is well known to students in addition to the school history lesson.

3) Groups should be formed taking into account the psychological characteristics of this class.

4) Evaluation of the student's activity in the lesson should consist of an assessment of his personal activity and the activity of the group as a whole. It is unacceptable to give the same mark to all members of the group, regardless of their personal participation in the work. At the end of the lesson, there should be a discussion of the assessment of each student's work, first by the group itself, and then the rationale for each assessment in front of the class. Each student, evaluating the work of others, a person necessarily evaluates his own work. Thus, the student gets the opportunity not only to know, but also to know himself.

In grades 5-7, team developing games that carry a competitive element are the most effective, and in grades 8-11 - business games and seminars.

Equally important is individual practical work. It promotes the development of abstract-logical thinking, ensures the assimilation of the main thing in the material being studied, constant updating and application of existing knowledge and skills, contributes to the acquisition of new competencies, allows you to comprehend what is already known in a new way, individualizes the learning process, helps to organize continuous, deep and comprehensive monitoring the quality of education.

The system of individual tasks in history has some general conditions that ensure the effectiveness of individual practical work both in class and at home:

1) It is better to do individual practical work in writing, especially in high school - this contributes to the development of written speech and prepares for a new exam format.

2) Individual practical work (workshop) is most appropriate in the lessons of consolidating and deepening new material and developing skills, sometimes as homework (naturally, the amount of homework should not be too large).

3) It is necessary to use tasks of different levels of complexity - from recognition to assessment (according to Bloom's classification ), and the level of complexity should gradually increase within the same workshop, and, of course, from class to class. In addition, it is necessary to distinguish both the basic and profile levels of studying the subject, as well as the individual capabilities of different students.

4) The most important task of individual practical work is teaching the skills of working with a text (from a textbook to a historical source, a scientific or journalistic article). Students learn to understand the historical text, distinguish between its types, analyze the information contained in the text, draw conclusions, distinguish points of view, formulate and argue their opinion.

Algorithm for planning individual practical work as a form of lesson:

A. Definition of goals and selection of material:

    Determining the area of ​​previously acquired knowledge that should be applied in the process of independent work.

    Determining the area of ​​new knowledge that should be obtained in the process of independent work.

    Identification of the main thing in the studied material.

    Determination of those mental operations and learning skills that should be developed in the process of independent work.

    Formulation of the purpose of the lesson for the teacher in accordance with the place and role of the topic being studied in the history course.

    Selection of the main material for study in the form of independent practical work (combined options are possible and even desirable, especially in high school).

    Formulation of the goal of independent practical work for students.

B. Main material for study:

    Document ( historical source, scientific, journalistic or artistic text)

    textbook text

    Video or audio material

    Historical map, painting

B. Technology for creating handouts

    Selection of tasks aimed at reproduction and primary understanding of the studied material.

    Selection of tasks aimed at establishing links between previously acquired and new knowledge, analysis of the studied material.

    Selection of tasks of a generalizing and evaluative nature, allowing you to creatively comprehend the material being studied, learn to formulate and argue your own opinion.

In practice, it is necessary to use active forms of training sessions (debates, business games, team development games, conferences, seminars). Moreover, they must be used differentially, taking into account the age, level of knowledge and skills of the trainees.

So in the lower grades it is advisable to use exciting team developmental games: “Life primitive people through the eyes of a historian”, “Biblical tales”, “Poems of Homer”, on the history of the ancient world “Through the pages of the past”, etc. In the 8th grade we hold seminars “Why M.M. Speransky?”, “Is the Marquis de Custine right?”, business games on the topic “Abolition of serfdom”, “Economy and society of post-reform Russia”, etc. In the 10th grade, the business game “Alternatives of the Time of Troubles” is interesting; in the 11th grade - a seminar "October 1917: revolution, coup or ...?", business games "Modernization of Russia at the beginning of the 20th century: ways, achievements, problems", "Political parties of Russia in 1917" etc.

At present, active forms of learning are of particular importance. They allow you to ensure free possession of the subject, develop independence of thinking and especially historical intuition.

In this regard, the following structure for studying any thematic block in grades 10-11 is appropriate:

    introductory lecture with elements of conversation;

    practical training test (free use of any available sources of information is provided);

    workshop on solving cognitive problems;

    at the end - a seminar, business game or debate.

Such a teaching method allows achieving a solid assimilation of historical facts without mechanical memorization, expands the range of information sources used by students, and involves each student in the work at an accessible level of complexity. And most importantly, students independently establish various logical connections between historical events and phenomena, perceive the historical process in all its diversity, and express well-reasoned judgments about the material being studied.

Conclusion: the systematic introduction of active forms of learning in history lessons allows you to effectively develop key competencies related to the search and practical application of historical information.

Bloom classification:

Levels of Learning Goals

Specific actions of students, indicating the achievement of this level

1.

Knowledge

reproduces terms, specific facts, methods and procedures, basic concepts, rules and principles.

explains facts, rules, principles;

2.

Understanding

An indicator of understanding can be the transformation of the material from one form of expression to another, the interpretation of the material, the assumption about the further course of phenomena, events.

– converts verbal material into mathematical expressions;

– tentatively describes future impacts based on available data.

3.

Application

– applies laws, theories in specific practical situations;

– uses concepts and principles in new situations.

4.

Analysis

– separates parts of the whole;

– reveals the relationship between them;

– determines the principles of organization of the whole;

– sees errors and omissions in the logic of reasoning;

– distinguishes between facts and consequences;

– evaluates the significance of the data.

5.

Synthesis

– writes an essay, speech, report, abstract;

– proposes a plan for conducting an experiment or other actions;

– draws up task plans.

6

Grade

– evaluates the logic of constructing a written text;

– assesses the consistency of the conclusions with the available data;

– evaluates the significance of a particular product of activity.

ANALYSIS OF THE HISTORY LESSON.

1) What is the place of this lesson in the study of the topic? What stage of the thematic block does it correspond to? In this regard, how justified is the choice of this type (and type) of lesson?

2) What are the objectives of the training session? What are they due to? How do they reflect modern approaches to the goals and content of school history education?

3) To what extent does the educational material of the lesson correspond to the Temporary requirements for the content of education in the educational field "Social Science" (History)?

4) How the content of the lesson reflects new data of historical science, modern approaches to the analysis and assessment of the past, the presence of ambiguous versions and judgments about

learned facts?

5) What (or who) was the main source of information for the students on the new topic? How was it presented (the only and categorical, one of the reliable, original and controversial, etc.)? Did the teacher teach students how to critically analyze historical sources?

6) What was academic work schoolchildren? At what level of cognitive activity was it organized? What teaching aids did they use?

7) By what methods and means did the teacher update the knowledge of students, concentrate their attention, maintain interest in a new topic, intensify participation in the lesson, take into account and encourage the cognitive characteristics of children?

8) How interconnected and successive were the stages of the lesson? How coherent and internally logical was the whole lesson? How does this activity prepare for the next one?

9) What are the results of the lesson? By what criteria does the teacher and students judge its effectiveness?

Problem analysis of the history lessoncan be devoted to one of the didactic problems, for example: the formation of chronological knowledge and skills of schoolchildren in the course of the history of the ancient world;

the formation of cartographic knowledge and skills (specifically which ones) when studying the topic "___"; use of visual teaching aids to form vivid images historical era (specifically what); teaching students to draw up stereotyped plans when studying homogeneous historical facts; diagnostics and development of students' creative abilities in history lessons; organization of creative and search activities of schoolchildren in the study of regional (local) history, etc.

The analysis of the lesson can be carried out on one of the contemporary problems school history education: the study of national (regional) history in the context of European and world; the formation of a critical attitude among schoolchildren to sources of historical information; education of schoolchildren in the spirit of tolerance and tolerance, interest and respect for the history of their country and other countries of the world; the use of family archives and materials from local history museums in the study of modern history courses, etc.

Carry out a structural and functional analysis of the educational material of one of the lessons stated in the calendar and thematic planning, formulate its target setting and prepareextended abstractaccording to the chosen form.Outline of the history lesson (approximate).

Subject: "________________" Class ___

Lesson Objectives:

Type (kind) of lesson Teaching aids:

1) Checking the knowledge and skills of students: (forms, techniques and means, cognitive tasks)

2) Generalization and bringing students to study new topic: (brief conclusions on the previous topic / lesson, formulation of a new topic, problem tasks) ______________

3) Learning a new topic:

Main questions of the topic

Methods and means of teaching

Cognitive tasks for students

4) Primary repetition and generalization of new material (brief conclusions, control tests, cognitive tasks for the reproduction and transformation of educational historical material, checking ahead tasks) ________________

5) Organization of homework (detailed instructions): ____________________________________


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