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 in schools.

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 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 is 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.

System individual assignments in history, has some general conditions that ensure the effectiveness of individual practical work, both in the classroom and at home:

1) Individual practical work is best done in writing, especially in high school - this contributes to the development writing and preparing for the new format of exams.

2) Individual practical work (workshop) is most appropriate in the lessons of consolidating and deepening new material and developing skills, sometimes as homework(of course, 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 literary text)

textbook text

Video or audio material

Historical map, picture

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, Bible stories”, “Poems of Homer”, on history ancient world“Through the pages of the past”, etc. In the 8th grade, we conduct seminars “Why did the reform of 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 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, expanding the range of sources of information used by students, and involving 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 makes it possible 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.

The authors offer effective solutions to the actual problems of school history education that teachers face in everyday practice. The authors are characterized by a modern interpretation of the classical plots of the methodology of teaching history at school. In search of new methodological solutions, the authors rely on modern achievements in world pedagogical practice, while not forgetting the heritage of the best Russian teachers.

Non-standard chronological tasks.
Solve the proposed problems and explain how they differ from standard problems.

1. Alexander the Great was born in the year of the 105th Olympiad. What year according to the Christian calendar was this?

2. In the summer of 6367, “the Varangians from overseas levied tribute from the Chuds, and from the Slovenes of Novgorod, and from Mary, from all the Kriviches, and the Khazars took from the glades, and from the northerners, and from the Vyatichi for a silver coin and a squirrel from smoke ". What year according to the Christian calendar was this?

3. Continuing the work of Muhammad, the caliphs in 89 from the Hijra conquered North Africa and Spain, the basin of the river. Indus, and 40 years later they defeated the Chinese on the Talas River. In what years from the Nativity of Christ did these events take place? What happened in Western and Eastern Europe during these years?

CONTENT
Introduction
Topic 1. Cognitive abilities of students and ways to diagnose them in school courses stories
Topic 2. Structural and functional analysis of educational historical material and methods for determining lesson goals
Topic 3. Formation of chronological knowledge and skills in school history courses
Topic 4. Formation of cartographic knowledge and skills in school history courses
Topic 5. Techniques for working with statistical information in school history courses
Topic 6. Ways of forming images of the main historical facts
Topic 7. Ways of studying theoretical material in school history courses
Topic 8. Ways to organize problem-based teaching of history
Topic 9. Ways of working with the text of the history textbook
Topic 10. Methods of working with historical documents
Topic 11. Techniques for working with visibility in school history courses
Topic 12. Teaching schoolchildren techniques academic work
Topic 13
Topic 14. Preparing a teacher for a history lesson.
History Lesson Analysis
Recommended literature.

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Gorbunov A.V., methodologist
Department of Theory and Methodology of the Subject
JSC IPPK RO

Guidelines for teaching history in grade 5
for educational institutions of the Arkhangelsk region -
"pilot sites" for the introduction of the state educational standard of the main general education

The general goal of teaching history as a subject in the context of the new federal state standard of general education is formulated in the text of the fundamental core of the content of general education. It consists in "the formation of students' historical thinking as the basis of the civic identity of a value-oriented personality."

The main objectives of studying the subject "History" are presented in an exemplary history program for grades 5-9 of a comprehensive school.

In the process of designing your own work program it is important for the teacher to correlate the goals of studying the subject "History", stated in the new standard of basic general education, the fundamental core of the content of general education, corresponding to the exemplary program, with the target guidelines for studying the subject, stated in the author's programs included in one or another educational and methodological set on the subject .

It is obvious that educational institutions that are “pilot sites” for the introduction of the Federal State Educational Standard of LLC (basic general education), when developing curricula, are guided by the basic curriculum presented in the exemplary basic educational program of the educational institution. According to the first and second versions of the basic curriculum, the total number of hours allocated for the compulsory study of the subject "History" in the 5th grade is 70 hours (2 hours per week) .

At the same time, a decrease in the number of teaching hours for studying the subject is not allowed (at least 2 hours per week). An increase in the number of study hours is within the competence of the educational institution and is carried out, if necessary, at the expense of a part of the basic curriculum formed by the participants in the educational process, without exceeding the maximum allowable weekly load of students. In fifth grade, the maximum allowable weekly workload is 32 hours.

An exemplary history program for basic general education (grades 5-9), designed for 374 hours, contains an invariant (unchanged) part of the subject. In general, the variable part of the program for grades 5-9 is 11 hours (3% of the total number of hours provided in the basic curriculum).

When compiling a work program on history, the teacher should pay special attention to the following provisions.

1. In conjunction with general course history, regional and local history is also considered. In grade 5, it is possible to use materials about ancient sites in the North and expositions of local museums as regional content.

2. In the process of studying history in the fifth grade, it is important to pay attention to practical lessons, including lessons that involve simple research activities for students. It is necessary to pay attention to the formation of such skills as working with historical sources.

The number of lessons of a practical orientation is determined by the authors of the teaching materials, according to which the teacher works.

3. Diagnostic, current and final control of the level of historical education - a full-fledged section of an exemplary history program. Forms, types of control are contained in the exemplary program for the subject, can be chosen at the discretion of the teacher and carried out both orally and in writing.

Number of works to control the level of historical education - at least 2 per year.

4. Due to the fact that the forms of final certification of students in history are currently undergoing some changes, the state final certification of 9th grade graduates in a new form is actively developing, the teacher of history and social science is recommended to make appropriate adjustments to the forms of control, increasing the share of tasks associated with extracting information from historical sources, comparing historical events and phenomena, analysis of historical situations.

At the same time, it should be taken into account that classroom practical work may not involve a separate training session intended only for its implementation. It can be considered as a completely natural part of a lesson of any type, depending on the joint goal-setting of the teacher and students in the lesson.

5. The choice of a history textbook for grade 5 is carried out in accordance with the order of the Ministry of Education and Science of the Russian Federation dated December 27, 2011 No. 2885 “On approval of federal lists of textbooks recommended (approved) for use in the educational process in educational institutions that implement educational programs of general education and having state accreditation, for the 2012/2013 academic year" (

"On the teaching of history and social science"

in educational institutions of the Kaliningrad region

in academic year

The teaching of the subjects "History" and "Social Studies" in general educational institutions of the Kaliningrad region should be carried out in accordance with the regulatory and instructive-methodological documents of the Ministry of Education and Science Russian Federation and the Ministry of Education of the Kaliningrad Region:

1. The concept of modernization of Russian education for the period up to 2010 (order of the Ministry of Education and Science of the Russian Federation).

2. “On approval of the federal component of state standards for elementary general, basic general and secondary (complete) general education” (Order of the Ministry of Education and Science of the Russian Federation of 05.03.2004 No. 000).

3. The basic curriculum of the Kaliningrad region for the 2007/2008 academic year (Appendix to the order of the Ministry of Education of the Kaliningrad region dated 24.08.07 No. 000/1).

For informational and methodological support of the modernization of historical and social science education, a special website of the Ministry of Education and Science of the Russian Federation and the Prosveshchenie publishing house has been created: http://www.history.standard.edu.en/, an advisory line on the website of the Academy for Advanced Studies and professional retraining education workers: http://www/apkpro.ru/.

To search for information resources on the Internet on the problems of modernization of historical and social science education, it is recommended to use the information and methodological manual “Information System “Single Window for Access to Educational Resources”. Information and methodological manual for institutions of general education. M., 2007: http://window.edu.en

Under the new Basic Curriculum, the system of history education covers the second and third stages of general education. The state standard does not involve teaching in primary school any separate propaedeutic course or training module in history. At the same time, the content line "History of the Fatherland" is included in the mandatory minimum content of the course " The world as the study of “individual, most important and striking historical events; pictures of life, work, traditions of people in different historical times.

As part of the basic general education, the study of history is expected in grades 5-9 for 70 hours a year / at the rate of 2 hours per week /. Thus, the total time allocated for the study of history in the basic secondary school is 350 hours.

At the level of secondary/complete/general education, the federal component of the BUP includes a set of basic and specialized general education subjects. History is part of the invariant part of the subjects required to study at the basic level. The study time allotted in this case for the study of history is 140 hours / ton. e. at the rate of 2 hours per week/. If history is chosen for study at the profile level, then it is excluded from the composition of the invariant part, and the study time is 280 hours / t. e. at the rate of 4 hours per week/.

An exemplary history program for a basic school provides for the implementation of the standard within the framework of two courses "History of Russia" and "General History", as well as a separate propaedeutic module "What History studies" at the beginning of grade 5.

It is supposed to study these two courses synchronously - in parallel with the possibility of integrating some topics from both courses.

Content novelty of the main standard high school consists in refusing to detail the content of history courses, strengthening the general educational, general cultural orientation of the educational process, its ideological significance. In contrast to the Mandatory minimum content of 1998, the standard provides for the mandatory study of the personalities of the most important historical figures, the history of the peoples living on the territory of our country is more fully considered.

The approximate program establishes the approximate distribution of study time and the order of passing the courses:

It should also be taken into account that the new curriculum in the ninth grade, the number of hours for studying the history of the 20th century was reduced by a third, while it is during this period that the study of the most complex problems of national history, relevant for the successful socialization of modern schoolchildren, the education of patriotism and citizenship, respect for the history and traditions of our Motherland, falls. In accordance with the regional Basic Curriculum, an integrated study of the courses - "History of Russia" and "General History" is recommended, while the main volume (2/3 of the allotted study time) should be focused on studying the socio-economic, political, and ethno-cultural aspects of Russia's development in modern times.

In case inIXIn the class, an integrated history course is taught, one final grade is given in the subject "History".

In accordance with the regional basic curriculum of the Kaliningrad region, due to the study time from the regional component in grades VI - IX, it is supposed to study the subject “History of Western Russia. Kaliningrad region" in the amount of 1 hour per week / 35 hours per year/.

At the level of secondary (complete) general education, the study time allotted for the study of history is 140 hours (ie, at the rate of 2 hours per week). If history is selected for study at the profile level, then it is excluded from the composition of the invariant part, and the study time is 280 hours (i.e., at the rate of 4 hours per week).

An exemplary history program for the stage of secondary (complete) general education provides for the implementation of the standard within the framework of two courses - "History of Russia" and "General History" both at the basic and at the profile level:

in X grade- "History of Russia" (from ancient times to the middle of the 19th century); "General History" (from ancient times to the middle of the 19th century);

in class XI- "History of Russia" (second half of the 19th century - the beginning of the 21st century); "General History" (second half of the 19th century - the beginning of the 21st century).

For the basic level of history studies in high school, the sample program establishes the following distribution of study time:

Thus, if the FBUP allocates 140 hours for the compulsory study of the subject "History" at the basic level in high school (at the rate of 2 academic hours per week for two academic years), then the approximate program is designed for 120 academic hours. The reserve of free study time is 20 study hours.

For the profile level of studying history in high school, the sample program establishes the following distribution of study time:

Thus, if the FBUP allocates 280 hours for the compulsory study of the subject "History" at the profile level in high school (at the rate of 4 academic hours per week for two academic years), then the approximate program is designed for 240 academic hours. The reserve of free study time is 40 study hours.

The reserve of study time is recommended to be used for planning lessons of an introductory nature and repetitive and generalizing lessons with a mandatory entry in a journal, as well as when implementing a competency-based approach, provide hours for practical and laboratory classes using anthologies and collections of documentary materials for practical classes in the course of the history of Russia and the General stories.

The study of the courses "History of Russia" and "General History" at the basic level is recommended to be integrated, therefore, in classes where history is not a core subject, it is supposed to put one mark in the certificate in the subject "History". At the profile level, where two courses of history are supposed to be taught: the history of Russia and world history, two grades are put up in the certificate: in the history of Russia and in world history.

In accordance with the regional basic curriculum of the Kaliningrad region, educational institutions have the right to study the subject “History of Western Russia. Kaliningrad region" in the amount of 70 hours. (1/1).

Social studies in basic school according to the new basic curriculum is introduced from grades 6 to 9 in the amount of 1 hour per week / 35 hours per year.

In high school (grades 10-11), 70 hours a year (2 hours a week) are allotted for studying the integrated course "Social Studies" (with the obligatory inclusion of sections "Law" and "Economics") at the basic level.

Sections "Law" and "Economics" as independent subjects are taught in the amount of 35 hours (1 hour per week). The sequence of their study in grades 10 and 11 is determined by the educational institution. In this version, the subject "Social Science" is studied without the specified sections in the amount of 70 hours for 2 years of study.

To study the course "Social Science" in classes of a socio-economic profile (option 1) - 3 hours a week are allotted (105 hours at 10 and 105 hours in 11 classes). To study the course "Social Science" in the classes of the socio-economic profile (option 2) - 1 hour per week is allotted (35 hours at 10 and 35 hours at 11 classes).

Currently, by order of the Ministry of Education and Science of Russia, a project is being implemented aimed at providing educational and methodological support for the strategy of updating school historical and social science education in general and teaching courses in recent Russian history and social science as a key element of school historical and social science education in the final grade. Within the framework of this project, a program " Topical issues historical and social science education in secondary (full) school”, designed to provide teachers with theoretical and practical assistance in mastering modern approaches to teaching in the senior classes of courses “ recent history Russia (Years)" and "Social Science: Global Peace in the 21st Century".

Program, thematic planning of the course “History of Russia. years." and the textbook are designed to study in the amount of at least 26 hours. This amount of study time allows you to implement the main goals and objectives of this course at a basic level. To study this course at the profile level, you must allocate at least 70 hours of study time. At the same time, the teacher should involve additional components of the teaching materials (digital electronic resources and cartographic materials).

New course “History of Russia. years." organically fits into the system of preparing graduates for the exam. The methodological apparatus of the textbook includes test tasks various kinds, historical texts that, in principle, coincide with those that are checked using the KIMs of the Unified State Examination.

The teaching of a social science course in grades 10-11 is organized with the obligatory use of the teaching materials "Global World in the 21st Century" (primarily books for teachers) - regardless of which programs and textbooks are used to study the integrated subject in this educational institution. When planning a course, teachers are recommended to provide time for studying the EMC "Global World in the 21st Century" in the amount of 35 hours ( a basic level of) or 70 hours (profile level) - including at the expense of the study time reserve provided for in the exemplary programs. These topics can be studied both separately - as an independent module, an elective course (Grade 11), or included in the relevant sections of the course "Social Studies" at the basic and profile levels.

The issue of preparing students for the exam in history and social studies in USE form. Responsibility for State exam increases doubly, since the USE is both a final and an entrance exam to a higher educational institution.

In a non-core school, the number of hours devoted to history (including the history of Russia) has been reduced to a minimum, and experience shows that the number of graduates who choose history to pass an exam in the form of the Unified State Examination is up to 30% of graduation. Therefore, it is necessary to develop in students various types of cognitive activity based not on memorization, but on a deep understanding of historical facts and phenomena. The teacher should be more attentive to the preparation of thematic planning. It is imperative that in each topic it is necessary to provide for the repetition and generalization of the studied material: dates, events, historical personalities. These should be both tests, and oral and written questions. A well-thought-out system of repetitive-generalizing lessons forms the ability to systematize, classify historical materials, identify and compare the characteristic features of individual historical periods, confirm generalized judgments, conclusions related to them concrete examples, to correlate the rows of the presented information with each other.

The orientation of the educational process towards the development of independence, the practical orientation of training does not detract from, but enhances the importance of strong historical knowledge, the ability to distinguish between facts, concepts, opinions. It is desirable that active cognitive activity of students be organized at each lesson through the use of different forms of training sessions, new pedagogical technologies, including those that make it possible to implement a competency-based approach to learning. We are talking about a significant change in the nature of teaching history - the development of active cognitive activity of students, the inclusion of all types of educational information, the expansion of the practice of solving cognitive problems, the implementation of a problematic approach to the study of history.

The teacher must use in preparation for the Unified State Examination in history and social studies printed collections of tests (mandatory with the FIPI stamp), a codifier of the elements of the content of the examination paper, study the demonstration versions of KIMs in history and social studies for the years.

History teachers take an active part in the implementation of the state program "Patriotic education of citizens of the Russian Federation for 2006 - 2010", approved by the Decree of the Government of the Russian Federation of 01.01.2001 No. 422. The upcoming 2009/2010 academic year will be marked by jubilee celebrations dedicated to the 65th anniversary of the Victory of our people in the Great Patriotic War. The central theme of classroom and extracurricular work in the new academic year in history will be the 65th anniversary of the Victory Soviet Union in the Great Patriotic War

In accordance with Article 32 (clause 7) of the Law of the Russian Federation "On Education" "Competence and responsibility of an educational institution", the competence of an educational institution includes "the development and approval of work programs for training courses, subjects, disciplines (modules)". The wording of the Federal Law of December 1, 2007 (clause 5) establishes that the main educational program in an educational institution with state accreditation is developed on the basis of exemplary basic educational programs and must ensure that students achieve the results established by the relevant federal state educational standards. Consequently, educational institution is obliged to develop working programs of training courses on the basis of exemplary curricula. The exemplary program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours by sections of the course and the recommended sequence for studying topics and sections of the subject, taking into account the age characteristics of students, the logic of the educational process, inter-subject and intra-subject communications.

By order of the Ministry of Education and Science of the Russian Federation of 01.01.2001 No. 000, the federal component of state standards for primary general, basic general and secondary (complete) general education was approved, on the basis of which the following were developed:

Exemplary program of basic general education in history;

Exemplary program of secondary (complete) general education in history (basic level);

Exemplary program of secondary (complete) general education in history (profile level).

Exemplary program of basic general education in social science;

Exemplary program of secondary (complete) general education in social studies (basic level);

Exemplary program of secondary (complete) general education in social science (profile level).

Collection of normative documents / Comp. E. D. DNEPROV, A. G. ARKADIEV – M.: Bustard, 2004. – 443 p.

Modern education. Story. The content of education: a collection of legal documents and teaching materials. – M.: Ventana-Graf, 2008. S. 87–157.

Modern education. Social science. Economy. Right. The content of education: a collection of legal documents and methodological materials / Comp. T. B. Vasil'eva, I. N. Ivanova. – M.: Ventana-Graf, 2008. – 256 p.

An exemplary program in history contributes to the implementation of a unified concept of history education, while maintaining the conditions for the variable construction of curricula and the manifestation of the creative initiative of teachers. An exemplary program is a guideline for the compilation of variable (author's) training programs. At the same time, the authors of variable curricula can offer their own approach to structuring educational material within the framework of the main thematic blocks established by the exemplary program, determining the sequence of studying this material, ways of forming a system of knowledge, skills, methods of activity, development and socialization of students.

The exemplary program defines the invariant (mandatory) part of the curriculum. The variable part of the course is formed on the basis of the reserve of free study time established by the exemplary program. The principles of constructing the variable part of the course are determined either by the authors of the curricula, or by the teacher himself. The ratio of curricula at various levels by status and options for developing working curricula is shown in the diagram:

When compiling a working curriculum, a teacher can use either an exemplary curriculum (1) or any of the variable programs (2) as a basis, observing continuity in education from grades 5 to 9 - at the level of basic general education and in grades 10 - 11 - at the level of secondary (complete) general education. The procedure for agreeing and approving the working curriculum for the subject is determined by the local regulations of the educational institution.

Associate Professor of the Department of Humanitarian Disciplines KOIRO

Methodical letter of the Ministry of Education of the Russian Federation "On teaching the subject "History" in the context of the introduction of the federal component of the state standard of general education" ***** Center for Educational Legislation/.

Cm.: . The study of the theme "Great Patriotic War years." To the 65th anniversary of the Victory in the Great Patriotic War // About teaching history in the account. G.: methodical manual. - M .: MIOO, textbooks. - 2009. - S. 46-65.

Among the factors that determine modern approaches to the study of history at school and, consequently, to the assessment of 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 realize on this basis their identity and value priorities in 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 implementing a student-centered approach, at ideological and spiritual development, at checking the mastery of students with 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, salient features 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 plots of national and general history (topics on the history international relations and foreign policy Russia, 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. Special attention you should pay attention to the tasks of parts 1 (A) and 2 (B), which require the grouping of events, phenomena, their results, consequences, etc., the systematization of knowledge. Generalizing repetition lessons on individual topics should include the implementation of similar tasks based on the materials studied.

Diverse forms of organization of students' learning activities should be used, especially those that contribute to creating an atmosphere for discussing materials, debatable issues of history, identifying their own opinions, and applying the skills to consider alternatives. historical development to justify your opinions.

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, given that all three parts of the examination paper include sources different levels difficulties.

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 connection 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:

A combined study of a number of topics (for example: "The first World War»; "The Second World War. Great Patriotic War of the Soviet Union, etc.);

Alternating the study of individual topics;

Synchronization of two courses;

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", "The world community at the beginning of the 21st century", 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 assignment 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, and secondly, not only quantitative, but also qualitative differentiation of students' answers, and thirdly, it allows checking the most essential elements of the preparation of graduates in history. They play an important role in identifying the levels of individual readiness 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 lessons of pre-examination repetition to update students' knowledge of the content elements checked within the GIA, to 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. Students should also be familiar with the exam plan, chronological framework 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 mastering 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);

Teaching materials for members and chairmen of regional subject commissions for checking the fulfillment of tasks with a detailed answer of 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