2.3.3. Historical local history Works on historical local history are a special, widespread type of historiographical sources belonging to the group of socially oriented historical writing. Strictly speaking, local history is represented

An important component of the system of historical local history at school is the content of local history knowledge in history. It is possible to conditionally speak about concentrations (circles) of this knowledge: My house. family pedigree; native school. Its history and traditions; Village (city): past, present, development prospects; History of the area; History of the Autonomous Okrug; History of the region (krai).

Other concentric topics are also possible: the history of our street, quarter, etc. Local history teachers and methodologists will have to develop the question of the relationship between these circles (layers) of knowledge in classrooms, in extracurricular activities. Unfortunately, in school practice, certain layers of local history knowledge are often “dropped out” or insufficiently studied, for example, on the history of one’s family, school, village, city, district, which negatively affects the possibilities of educational and educational work.

It is important that the teacher and students not only see the boundaries of concentrations, but also, most importantly, understand the need for their unity, integration, the "transparency" of their boundaries, the possibility and necessity of a constant, systematic transition from one circle of knowledge to another, the importance and expediency of constant communication of close with the distant, return from the distant to the near Belousov D.A. Literary and local history circle in a rural school: a book for a teacher. From the experience of extracurricular work / ed. M.D., Yanko. - M: Enlightenment, 1987. - S. 78 ..

So, for example, studying their genealogy, students connect it with the history of their village, city, region, possibly country, and, conversely, getting acquainted with the history of the state, region, region, they return to the facts of the history of their native village, city, family. This principle of organizing the cognitive activity of students can be called the principle of the pendulum (or shuttle).

At the same time, it is necessary to implement the principle of a spiral, when students, returning to certain historical issues, events, facts, would go from class to class, from year to year in the process of educational and extracurricular work in ascending order: deepening their local history and general historical knowledge, expanding the range of sources involved, learning to apply more complex techniques and methods of research.

The subject of historical local history is social processes in the local region - the life of people in its development, in all its diverse manifestations and results, within the boundaries of a certain territory (village, city, district, etc.). Various spheres of public life are studied, students get acquainted with the events of local history, in which the activities of many generations of the inhabitants of the region, their socio-economic, socio-political, cultural ties and relations were manifested. Of great importance is the study of the spiritual life of people in a given period of time. The statement is true: to know the people of the era, their views, thoughts, thoughts, ideals means to understand the era itself, history itself.

The study of the native land includes the knowledge of ethno-national processes. On the concrete examples students get acquainted with the history and traditions of their people, the past of other ethnic groups, the history of their settlement in a given area, the peculiarities of their life, culture, customs, national spiritual traits, economic life, work. The students find out how, in the crucible of historical events, sometimes tragic, people formed a consciousness of spiritual unity, belonging to the Russian people.

Students have the opportunity to see how the cultural and spiritual traditions of their peoples were mutually enriched, which is especially important in our multi-ethnic, multi-cultural country. At the same time, they seek to find out the causes of interethnic conflicts, manifestations of hostility and confrontation, if they were before or exist today, to think over measures to overcome these causes.

The subject of local history research and searches can also be materials about their fellow countrymen and tribesmen, their descendants who ended up in other regions of Russia, near and far abroad.

Religion and church history are an integral part of the history of every nation, its national culture and spiritual life. Students get acquainted in the classroom and outside of school hours with the religious beliefs of the local population, the history of different faiths in the region, study the past of temples and monasteries, the life and deeds of local ascetics, canonized saints, representatives of the clergy; refer to various sources and monuments of church history and culture. At the same time, it must always be remembered that our country is multi-confessional. Therefore, inattention to certain confessions is unacceptable.

With regret, we have to state that for many decades these issues actually fell out of the field of view of school local history or were presented distortedly. As a result, students did not have the opportunity to join one of the valuable, in particular in ethical terms, layer of the historical and cultural heritage of peoples.

It is also necessary to study other subjects of the historical process: various social groups and communities (for example, the estates of urban residents), public organizations and associations in the region (socio-political groups, local organizations of different political parties, religious, trade union, youth, veterans, sports and other associations and unions).

The history of the region, local events and phenomena are studied in the unity of three time dimensions: past - present - future. So, studying the history of the village with schoolchildren, it is important to acquaint them with its current state, as well as the prospects for renewal and development. Such an approach teaches children to comprehend the sequence of events more deeply, to identify cause-and-effect relationships, and contributes to the formation of historical thinking.

One of the problems associated with studying the past of the native land at school, as well as the history of the Fatherland and the world as a whole, is a versatile assessment of the events and phenomena of the past, deeds, actions and activities of people, public groups and organizations, public institutions and structures. It should be given from a scientific standpoint, from the standpoint of truth and morality, taking into account the characteristics of the era under consideration, the traditions, ideals and values ​​shared by the people of that time.

When organizing work on historical local history, it is important to remember some general provisions: there is no conflict-free history; The past of our Motherland is ambiguous, complex, it merged victories and failures, heroic and tragic, great hopes and disappointments. Therefore, one should not idealize the past, depict it in pink. But it would be a mistake to take the path of a nihilistic attitude towards him. What is needed is the truth about facts, events and persons, a documented presentation of events, objective coverage of real contradictions and difficulties that have had to be overcome in the process of renewal and development of society.

2.2 Forms of local history work at school

One of the components of the system of school local history is the organizational forms of local history work at school. These include:

1. The study of local history materials in the lessons of the main course national history. It's about about the lessons of the history of Russia, with the inclusion of elements of local history, and about special lessons on the history of the region (or their cycles) as part of the teaching hours for the course of national history (for example, in a basic school it is advisable to allocate up to 15% of the study time to the history of the region).

In the lessons of national history, the main attention is usually paid to revealing the history of the native land in a certain period of the past: “Our province in the first half 19th century”, “Our region during the Great Patriotic War”, etc. In the republics, the course of the history of the republic is studied in close connection with the history of Russia, with the inclusion of a number of information from the history of the districts, the native city (village), etc.

2. Special training courses in ordinary classes and schools with in-depth study of subjects of the humanities cycle, lyceums, gymnasiums, mainly in complete secondary schools. A significant place is occupied by local materials in primary school for the purpose of historical propaedeutics.

3. Optional courses(predominantly in complete secondary school, as well as in grades 8 and 9). This refers to special local history electives: “Native land: pages of history”, “Our land in the XX - early XXI centuries”, “Peoples of the region: history, culture, traditions”, “Our village (city): past, present, future”, as well as general historical ones, the program of which provides for the inclusion of local materials, for example: “Pages of the military past of the peoples of our Motherland”, “The Great Patriotic War of the Soviet people and the Second World War»; "From the history of religions", "History of Russian culture IX - early XXI centuries. They are usually carried out at the expense of the hours of the school component.

4. Quite widespread in schools, including rural ones, extra-curricular activities: the work of circles, scientific student societies, clubs, lecture halls, etc.

In pedagogical literature and school practice, historical local history, as well as school local history in general, is often divided into three areas (organizational forms): educational (lessons, optional classes), extracurricular (classes of local history circles and groups, student clubs and societies in schools) and extracurricular (led by institutions additional education: centers youth tourism and local history, houses of schoolchildren, creativity of the young). A pedagogically thought-out, reasonable combination of these forms is a condition for the successful organization and functioning of the system of school local history. This largely depends on the combined efforts of teachers, employees of educational authorities, institutions of additional education, methodologists of institutes for advanced training of educators, teachers of pedagogical universities, members of local history societies and employees of scientific institutions.

Ways and methods of studying the history of the native land are diverse. The complex of techniques and methods used by the teacher and students depends, of course, on the age of the students, their level of preparation, the goals of the lesson, and the tasks of the work being done. So, in classes with high school students, lectures of the teacher, lessons-excursions in museums, their independent work with a book and a document, seminars and workshops with a wide organization of dialogic learning are combined. It is the study of local history material (due to its accessibility, close proximity to students) that contains great opportunities for group studies, disputes, discussions. In particular, here it is possible to combine written sources and testimonies of contemporaries (using the so-called "oral history"). This is especially important for rural schools and schools of "small towns", where the very situation of many years of residence of several family generations in a given area contributes to a careful attitude to traditions, the preservation of vertical family ties. The elaboration in the process of dialogue of a moral assessment of events and human activity in history is very essential.

Various types of extracurricular activities have become noticeably widespread: excursions and inspection of monuments of the history of culture, expeditions around the native land, student conferences, historical evenings, round tables, organization of exhibitions and museum expositions. Many educational and extracurricular activities are held on the basis of state and public museums, archives and book depositories.

Educational local history classes, which is very important in terms of education and upbringing, are often associated with the socially useful activities of students. This is student research scientific interest(search, collection, study, publication of local history materials). This includes the participation of schoolchildren in various activities, projects: the protection and restoration of monuments of history, culture and nature, cultural and educational work. This is the revival of folk traditions, assistance to war and labor veterans.

Introduction of local history material into the lesson of Russian literature (on the example of Anatoly Garay's poetry)

One of the components of the system of school local history are organizational forms of education. There are three areas of work with students: Educational (lessons, optional classes) Extracurricular (classes in local history circles ...

The use of local history materials in the process of teaching ecology in secondary school

Regional bibliography. Local history bibliography, as well as bibliography in general, is the most important means of information about past and newly published literature. Her tasks include identifying, recording...

Methods and forms of work of a social pedagogue in a general education institution

Appeal to local history in the lessons of extracurricular reading in the middle classes

M. A. Rybnikova attached great importance to extracurricular work in literature. Even before the revolution, while working at the Vyazemsky gymnasium, Rybnikova led literary circles or meetings...

Features of extracurricular activities in literature

Patriotic education

The formation of patriotic qualities of a person is a purposeful, specially organized process. Patriotic qualities are the qualities of a person that characterize her ability to actively manifest her civic position ...

Planning of educational work

Social work at school

In the school environment, various related approaches are used that have boundaries and zones of influence in which certain effects are manifested. social work. In doing so, consideration should always be given to...

Theoretical foundations of local history work with older children in modern preschool educational institutions

Great attention has always been paid to the education of moral and patriotic feelings in the history of pedagogy. Even in the century before last, an outstanding figure in the field preschool education A.S. Simonovich is the organizer of the first kindergarten in Russia...

Theoretical foundations of local history work with older children in modern preschool educational institutions

I carry out the implementation of tasks in local history in two ways: by highlighting the subject "Local History", which is included in the structure of cognitive classes, and interspersing regional content into traditional classes ...

Theoretical foundations of local history work with older children in modern preschool educational institutions

Factors of adaptation of children in primary school

Children are far from being equally successful in “getting used to” new conditions of life. In the study of G.M. ChutkinaG.M. Chutkina Adaptation of first-graders to the pedagogical process of the school: Abstract of the thesis. dis. cand. ped. Sciences Moscow State Pedagogical Institute named after V.I. Lenin. - M 1987...

Formation of local history knowledge of junior schoolchildren with mental retardation

Solving the educational tasks of local history education in a special school of type VII, it is necessary to take into account the characteristics of children with mental retardation and the correctional orientation of the entire educational process ...

Ecological and local history education of junior schoolchildren

2.1 The ascertaining stage of the study To determine the level of environmental education of younger schoolchildren on the basis of school local history work, we conducted the ascertaining stage of the study...

Childhood is the daily discovery of the world,

and therefore it is necessary to make it

became, first of all, the knowledge of man

and Fatherland, their beauty and grandeur.

V. A. Sukhomlinsky

INTRODUCTION

Times, epochs, people change... But the human desire for goodness, love, light, beauty, truth remains eternal. The greatest happiness for the school and parents is to raise healthy and moral children.

Education in the school, aimed at the development of all children, must be structured in such a way as to ensure the optimal development of each child, based on the uniqueness of his individuality.

In recent years, the role of local history has been especially steadily increasing, when one of the most important social tasks is the moral and patriotic education of the younger generation. Local history better than other branches of knowledge contributes to the education of patriotism, love for the native land, the formation of public consciousness. After all, local lore is always “local love”.

Knowledge of one's land, its past and present is necessary for direct participation in its transformation, since the native land is a living, active part of the great world. Local history gives rise to a sense of patriotism - a deep love for the Motherland.

1. COMPONENTS OF PATRIOTISM

Patriotism is one of moral qualities personality, which is formed already at preschool age, and, like any moral quality, it includes:

- emotionally motivating component- experiencing by a person a positive emotional attitude to the acquired knowledge, the surrounding world (love for his native city (village), region, country, pride in the labor and military successes of the people, respect for the historical past of the native country, admiration for folk art, love for the native language, nature native land), the manifestation of interest in this information, the need to broaden one's horizons, the desire to participate in socially useful work;

- active component- implementation of emotionally felt and conscious knowledge in activities (providing assistance to adults, taking care of them, readiness to fulfill the task of an adult, respect for nature, things, public property, the ability to reflect the acquired knowledge in creative activity), the presence of a complex of moral and volitional qualities, the development of which provides an effective attitude to the environment.

2. The work of a kindergarten teacher in the formation of the beginnings of patriotism among older preschoolers

The correct organization of work on the patriotic education of older preschoolers is based, first of all, on knowledge of age capabilities and psychological features children of this age.

Child preschool age is highly emotional. Feelings dominate all aspects of his life, determine actions, act as motives for behavior, express the child's attitude to the environment. A distinctive feature of the feelings of older preschool children is the expansion of the field of phenomena that cause these feelings. A deep acquaintance of children of this age with the phenomena of social life contributes to the growth of the social principle in feelings, the formation of a correct attitude to the facts of life around them.

Of great importance, in the process of forming love for the motherland among preschoolers, is the fact that the emotional experiences of children of older preschool age acquire a deeper and more stable character. Children of this age are able to take care of loved ones and peers. In the upbringing of preschoolers, the example of the emotional attitude of adults to reality is of great importance. The emotional perception of children of this or that phenomenon of reality depends on the richness of manifestations of feelings of adults.

At the senior preschool age, the amount of knowledge about the world around which children master is significantly expanding, which is associated with their increased capabilities in mental development. Older preschoolers have access to knowledge that goes beyond the directly perceived. However, a child of preschool age alone cannot penetrate into the essence of social phenomena. Only under the guidance of adults can children of older preschool age learn a system of knowledge based on an understanding of the natural connections and relationships between individual objects and phenomena that really exist in the world around them. To do this, the teacher needs to build the content of the knowledge system according to a hierarchical principle: to single out the core, the central link of knowledge, which could become the basis of a purposeful system. In the process of forming such a system of knowledge among preschoolers, it is necessary to take into account the peculiarities of the content of this knowledge and their assimilation by children.

In children of older preschool age, not only full-fledged ideas can be formed, but also the simplest moral concepts, as well as the ability to analyze, compare, classify, group knowledge according to certain criteria.

Cognitive interests are formed in preschoolers - the selective orientation of the individual to objects and phenomena of reality. The child begins to set cognitive tasks for himself, looking for an explanation for the observed phenomena. There is a transition from simple curiosity to curiosity, which is caused by the inner side of an object or phenomenon. The child begins to be attracted to social phenomena, as evidenced by children's questions, topics of conversation, games, and drawings.

In children of older preschool age, it is possible to form a system of generalized knowledge about the phenomena of social life, which are the basis of their conscious attitude to the environment, a prerequisite for patriotic education. This is facilitated by an increase in the volume of ideas and concepts about the world around preschoolers.

At preschool age, the beginnings of an effective relationship to the Motherland in the full sense of the word are formed, manifested in the ability to take care of relatives and friends, to do what is necessary for others, to protect what has been created by human labor, to treat the task assigned responsibly, to treat nature with care.

One of the essential features of children of older preschool age is that at this age the child develops a subordination of motives and on this basis social motives for labor activity, the desire to do something necessary, useful to others, are formed. This fact is of great importance for the education of the principles of patriotism among preschoolers, since the emergence of social motives for activity is the basis for the formation of the moral qualities of a person, leads to a change in the content of feelings.

The latter begin to arise not only in connection with the satisfaction of narrowly personal needs, but also in connection with the interests of the collective. The social motivation of the work of children of senior preschool age contributes to an increase in the efficiency of children's activities.

The most important direction in the work of a kindergarten teacher is a systematic, purposeful activity to familiarize older preschoolers with their native country. When selecting the content of knowledge, it is important to proceed from the requirements of scientificity, accessibility, age capabilities of children, the logical sequence of the presentation of the material, its educational value, as well as the interest of children in this or that information, the possibility of reflecting the acquired knowledge in the activities of preschoolers.

3. Local history work as a form of patriotic education

An important principle in the selection of information about the world around us for preschool children is the principle of local lore, which involves the use of close, accessible material in working with children. The use of local history material in work with children corresponds to the age characteristics of preschoolers, their concrete-figurative, visual thinking.

The main tasks that are solved in the course of classes to familiarize older preschoolers with their native country are:

Expansion and deepening of children's ideas and concepts about the Motherland;

Raising a sense of love and affection for the native land, country, respect and pride in their people, their history, culture;

Development of interest, need for social science information, emotionally positive attitude to the environment;

Formation of desire and readiness to reflect the acquired knowledge in activities.

The main forms of familiarizing children of senior preschool age with the phenomena of social life are classes, excursions, targeted walks, and game activities. Excursions and targeted walks should be used more often when familiarizing preschoolers with their hometown (village). The value of these forms of work is determined not only by the fact that children have the opportunity to directly get acquainted with the city, but also by the fact that, on the basis of the specific ideas that arise as a result of their implementation, the children subsequently more easily form knowledge about the republic and the country.

Playing is one of the most favorite activities for children. They are interesting to preschoolers, bring them joy, because in the course of such activities, children act directly, freely. Their value lies in the fact that the knowledge gained in the process of such activities is easily transferred by children to creative games.

The system of work on the patriotic education of older preschoolers makes it necessary to guide the creative activity of children in order to form in them the prerequisites for an active attitude to the world around them.

In order to create a unified system of patriotic education for children of senior preschool age, along with play, it is also necessary to widely use the possibilities of visual activity of children of this age. The significance of visual activity in the patriotic education of children is determined by its ability to strengthen and deepen the child's moral experiences in the process of creating a drawing.

When introducing children to the work of adults, it is important to be guided by the principle of transition from simple, close to more distant, complex (work of kindergarten employees, parents, people in the immediate environment, characteristic types of work of people from the city, region, other republics).

The patriotic education of students begins with the knowledge of the Little Motherland, with the knowledge of the smells of spicy steppe herbs, the mysterious breath of the sea depths, the singing of the lark in the sky. It is no coincidence that in pre-revolutionary Russia in school curricula there was a subject "Motherland Studies", which was later renamed "Local Studies".

In the explanatory dictionary of V.I. Dalia: “Local history is a body of knowledge (historical, geographical, etc.) about individual areas or the country as a whole, it is a comprehensive study of one's area - nature, economy, history, people's life - mainly by local schools.”

Without a comprehensive, comprehensive study of the native land (which is what local history does), it is impossible to form a person of culture.

School local history, being one of the areas of general local history, is the most important factor in the moral, intellectual, aesthetic education of the younger generation. Any student interested in local history can choose an occupation to their liking. There are the following areas of local history work: geographical, artistic, historical, literary, environmental.

Geographic local history studies the climatic features of the area and their dynamics, forest and steppe tracts, hills, ravines, individual trees, barrows, fragments of the landscape and sea areas, steppe barrows, individual mountains and dunes, soils, animal world, streams and springs.

Sculpture, architecture, art crafts, oral folk art, musical folklore, wood carving, dance art, etc. can become the object of artistic local history research.

The subject of attention of local historians is the history of cities, towns, individual buildings, prominent personalities, enterprises, schools, social processes and phenomena, population

AT pedagogical science the purpose of literary local history is to identify two dependencies: how this or that city (village) shaped the personality of the writer (poet) and how this writer reflected this or that locality in his work.

The main sources of local history information are:

Periodical press (newspapers, magazines, almanacs);

Fiction (but you need to remember that not every writer-artist accurately reflects reality);

Archival funds;

Museum funds;

All kinds of plans and maps;

Material traces of culture (works of sculpture, painting, architecture);

Materials of statistics;

Oral testimonies of the elders. Basic principles of local history work:

Systems approach;

The ultimate reliability of the facts;

The synchronism of individual areas of search (for example, the art or nature of the region cannot be considered in the historical context).

Forms of local history work - classroom and extracurricular, both active (search itself, tourism, field work) and passive (working out field materials, excursion services in school museums). Extracurricular local history work is search expeditions, tourism, local history theoretical circles, theme evenings, competitions, olympiads, plein air (painting sketches from nature).

The end result of serious local history work is the school museum.

The quality and volume of local history work, the enthusiasm of children and the scope of their activities largely determine the personality of the teacher. You cannot count on success if you treat work formally, without much personal interest. After all, children will immediately feel the official taste in communication.

4. Patriotic education in elementary school

Patriotism, according to Methodists, is a deep awareness of one's inseparability with the Fatherland, not only in its historical, cultural and territorial aspect, but also in inseparable involvement with its nature.

To educate patriotism in the work, you can use folk themes: folklore, folk poetry, fairy tales, epics, phraseology and vocabulary of the native language, a variety of types of arts and crafts, folk rituals and traditions, i.e. all those spiritual values ​​with which our great Motherland is rich, which is the core of the national character. At first, this work can be carried out in the classroom, then through a folklore circle, through elective courses in aesthetics.

The unity of the requirements of teachers in the field of patriotic education of students finds its concrete expression in a productive school regime, without which it is impossible to successfully solve the problems of education, or education in general. A clear regime of school life, academic work and extracurricular activities is an important, effective factor in instilling discipline in students. If the unity of the requirements of teachers-educators in big and small is not achieved, neither the content will help out educational process, nor high individual skill individual teachers. It teaches, educates, disciplines, instills a high culture of work, first of all, the very organization of the educational process, in which there can be no trifles, everything is “close-up”: and how the teacher entered the classroom, how the mutual greeting went, was whether the report of the duty officer for the class was heard, in what condition is workplace each student, whether everyone is ready for the lesson, etc.

The correct mode determines the efficiency of the team, the clarity of its working rhythm, educates the culture of mental and physical labor. Increasing the level of exactingness to the pupils, it has a positive effect on their emotional sphere, disciplines externally and internally, educates the will and tempers the character.

If the proper working atmosphere is not created in the school, firm discipline will not be established in the lessons, breaks and extracurricular activities, teachers will never be able to solve general educational and educational tasks, including patriotic education.

CONCLUSION

Practice shows that only purposeful work in the family, live parental communication with children, taking into account their age, helps to instill in sons and daughters a sense of patriotism, using the richest possibilities of works of literature and art. Grandparents, fathers and mothers see the power of the impact of these works in showing children and grandchildren love for the Motherland and the conviction, courage and self-sacrifice of the dead and living peoples, revealing their moral, spiritual and human qualities. A concrete understanding of the role and place of native nature in the life of society and the fate of the Fatherland is manifested in each of us in a personal interested, indifferent attitude towards it. It is possible that thanks to the activities implemented in the school environment, schoolchildren who have become adults, depending on their field of activity and social status, will try to do everything in their power to preserve natural resources Russia. Of course, it is impossible to cover the entire history and traditions in one event. But it is possible and necessary to talk about the most valuable, striking and noticeable phenomena and events all over the world, recognized as typical only for Russia. And if a child takes care of his national symbols from childhood, then with more confidence we can say that he will become a patriot of his country. In elementary school, patriotic education can begin with extracurricular activities. Educational work in the classroom will give noticeable results if it is part of the entire work of the school for the patriotic education of children, and if it becomes more complicated from class to class in terms of content and methods of implementation.

Local history teaches people not only to love their native places, but also to know about them, teaches them to be interested in history, art, literature, to improve their cultural level. This is the most popular form of science. D. S. Likhachev

Municipal budgetary educational institution"Secondary school with. Pavlo-Fedorovka»

The system of local history work at school

Work completed

Paley Larisa Alekseevna,

teacher of history and social studies

Iqualification category

2016

Content

I. Introduction ___________________________________page 2

II.Goals and objectives of local history work at school ____ p. 3

III. The system of local history work at school

1. The content of local history work _________ p. 4

2. Forms and methods of local history work __________p. 4 - 6

3. Organization of local history work at school ______ p. 6 - 8

IV. Local Lore Circle _______________________ pp. 9 - 12

V.Conclusion _________________________________ page 13

VI. Appendix________________________________page fourteen

VII. Literature________________________________ page 15

I . Introduction.

One of the important means of linking education and upbringing with life is school local history.School local history pursues educational goals and is carried out by students under the guidance of a teacher. Sofirst the condition for successful local history work at school will be the teacher's deep knowledge of the history of his region, possession of the methodology for studying it.Second The condition for successful local history work is the systematic use of local material in the classroom, constant extracurricular work, its long-term planning on the scale of the class, school. In our school, we have already worked on interesting complex topics of local history: we studied the fighting and labor traditions of our countrymen, wrote the annals of our school, village, studied the history of an agricultural cooperative.Third condition - school local history in all its parts needs a deeper scientific basis.

The purpose of my work - to show the system of local history work at school, the relationship of its different directions.

In doing so, the followingtasks :

show the importance of local history work at school;

describe its directions;

show options for using local history material in extracurricular activities;

analyze research work on the study of the history of the native land;

identify the main ways of organizing local history work;

evaluate performance.

II . Goals and objectives of local history work at school

Lesson and extracurricular activities in historical local history contribute to the development of students' love and respect for the Fatherland, for their land, home, family.

Thanks to local history, the student has the opportunity to better understand the provisions of:

history is the history of people;

the roots of a person are in the history and traditions of their family, their people, in the past of their native land and country;

in the course of the historical process, eternal, enduring values ​​are transmitted from generation to generation: diligence, honesty, justice, conscientiousness, a sense of national dignity, respect for older generations, duty, mercy, a sense of master;

labor is the main source of material and spiritual wealth and human well-being, a condition for the successful development of society.

Goals of historical local history:

didactic: expanding horizons, cognitive activity, the application of local history knowledge, skills and abilities in practical activities, the development of general educational skills and skills, labor skills;

educators: education of independence, will, formation of certain approaches, positions, moral, aesthetic and worldview attitudes, education of cooperation, collectivism, sociability;

developing: development of attention, memory, speech, thinking, imagination, the ability to compare, contrast, find analogues;

socializing: familiarization with the norms and values ​​of society, adaptation to environmental conditions, self-regulation.

The role of the teacher is to help students:

develop observation, scientific curiosity;

to raise the intellectual and cultural level of the individual;

expand horizons, erudition;

get involved in creative activities;

psychologically prepare for work;

cultivate love for the native land, and through it - for the Motherland;

to form the ability to analyze, read thoughtfully, collect material bit by bit, work in archives, draw up a family tree;

acquire the skills of a guide, work in a school museum.

Knowledge of the history of the native land specifies many events in national history, helps to understand many of the processes taking place in the modern world. Acquaintance with the bright pages of local history, with famous countrymen, with architectural monuments causes pride in one's ancestors. Studying the history of your family helps to restore the connection between generations, improves relationships with parents.Research work on local history helps children realize their interests and opens new pages in the annals of their native places.

All this contributes to the education of a patriot of one's country, which is difficult to do in our difficult time, but very important. A person will love his land, its history, if he knows its past and present. Some loud calls are not enough here. We must act, and the school and the family must become allies, work in the same direction. Much depends on the personality of the teacher. It is important to interest the children in the history of their native land, to develop this interest, to skillfully direct the desire to know more.

III .System of local history work at school.

1. The content of local history work

Local history work at school should be built in a complex and carried out in several interrelated areas.

Directions of local history work:

4.History of the area.

5. History of the region.

Only by working in different directions can one achieve good results. So, for example, studying their genealogy, students connect it with the history of their village, district, region, possibly country, and, conversely, getting acquainted with the history of the state, region, they return to the facts of the history of their native village, family.

It must be remembered that the subject of historical local history is social processes in the local region - the life of people in its development, in all its diverse manifestations and results, within the boundaries of a certain territory:

Spiritual life (views, thoughts, ideals);

Ethno-national processes (peculiarities of culture, life, history of the indigenous inhabitants of the region);

Religion, church history (history of different confessions in the region, beliefs of the local population);

Events of local history (activities of many generations of residents of the village, district, region, socio-economic and political relations);

The fate of specific people, the history of families;

Everyday life.

The history of the region, local events and phenomena are studied in the unity of three time dimensions: past - present - future. So, studying the history of the village, it is important to acquaint students with its current state, as well as the prospects for renewal and development. Such an approach teaches children to more deeply comprehend the sequence of events, identify cause-and-effect relationships, and contribute to the formation of historical thinking.

2. Forms and methods of local history work.

A component of the system of school local history are organizational forms of education. These include:

The study of materials of local history at the lessons of the main course of national history. Here it should be understood that the regional material is used as part of a lesson on the history of Russia or as an independent lesson on the history of the region within the curriculum.

optional courses, i.e. special local history courses, which are held at the expense of the hours of the school component. They are attended by students who show a deep interest in the history of the region. The main task of the elective course in local history is to develop interest in the native land, its history and historical science in order to deepen the knowledge and develop the abilities of students. The implementation of this goal is facilitated by:

a) expanding knowledge by increasing the source base: the study of documents, monographs, materials of toponymy, ethnography, archeology, etc.;

b) teaching students the basics of scientific research, familiarization with the methods of historical research;

c) involvement of children in active cognitive activity.

Local history electives combine many forms, techniques and methods of both extra-curricular and classroom work with children: there are seminars and workshops in museums and archives, conferences, and excursions. On electives, children can learn how to write essays correctly, conduct various studies, questionnaires, surveys, work with scientific, popular science literature and sources, and gain experience in public speaking.

Extracurricular activities.

They can be mass, group, individual. Therefore, events based on local history and taking place outside school hours can be divided into three groups:

1) events where participants act as consumers of information (class hours, excursions, meetings with representatives of the administration and other interesting people);

2) activities that continue student activities started in the lesson (games, holidays, exhibitions of creative works);

3) activities that allow you to apply the knowledge and skills gained by the children in the training course (the work of the local history circle, the defense of abstracts, research work, search expeditions).

Ways and Methods studies of the native land are diverse. Their choice depends, first of all, on the age of schoolchildren, on the level of their preparation, on the objectives of the lesson, on the tasks of the work being carried out. The most common:

lecture (the teacher himself tells the children about the history of the region, but this method should be used extremely rarely, because local history makes it possible for the children to explore and make discoveries on their own. In addition, what they see will be better remembered);

excursion lesson (museums, archives, exhibitions, archaeological sites, natural monuments, architecture, monuments - all this arouses interest in history, educates not with moralizing and sermons, but an example of exciting joint work, the result of which will be deep and solid knowledge). But for the excursion, special training is required, both for the children and for the teacher.

The teacher chooses the object of the excursion, it can be an enterprise, a place where historical events took place, a museum or something else. When choosing an object, the leader must imagine how this excursion will help the children deal with the all-Russian historical process, and what opportunities exist for patriotic and aesthetic education. Next, you need to determine the goal, route, exhibits, the place of the excursion in the educational topic.

Local history excursions can be divided into several types:

Introductory excursions, they precede the study of educational material in the lesson. The guys at such an event accumulate factual material, draw conclusions, which helps a lot when studying the topic in the classroom.

Excursions that are a continuation of the study of the material. The information received is specified educational material, make subject.

Excursions, the purpose of which is to deepen, consolidate and generalize general historical material on the basis of material and written historical monuments.

Historical and industrial excursions help the correct career guidance of students

It is important to warn students that after the tour they will be asked questions to which they must answer.

Independent work (historical local history puts teachers and children in the position of researchers).

Independent work methods:

- surveys, surveys ( does not need special training for the guys, only careful work is needed to think through questions);

- interviewing ( takes much longer to prepare as the interviewer has to change questions to reflect current events, the circumstances of the interview, the atmosphere of the conversation, and the age of the interviewee);

- seminar (The main goal of the seminar is to involve a large number of students in active search and research work. The teacher organizing the seminar needs to be very careful in developing the topics of classes. It is necessary to take into account age characteristics and the level of development, the degree of preparedness of the class. Differentiation of tasks is possible. Preparing for seminars , some search, collect, accumulate material, analyze it, systematize, generalize, draw primary conclusions... More prepared students write reports, abstracts, and the rest develop individual questions and act as co-speakers, opponents);

- practical (laboratory) classes ( students learn how to work with local literature, monographs, periodicals, documents, material monuments, methods for compiling a complex plan, abstracts, abstracts);

- compiling a chronicle on the history of a school, enterprise, village, city (sources for compiling the chronicle are books by local historians, periodicals, documentary materials, memoirs of local residents and personal observations of students).

A game - This is also one of the types of study of local history. In a fun way, the guys learn something new, consolidate previously studied material and skills in working with documents.

Local history circle (students collect, summarize, draw up the collected materials, create or replenish the school museum).

Variety of forms and methods, availability of sources for self-study, the proximity of events, the opportunity to ask questions to eyewitnesses of historical events - all this makes local history work more lively and interesting, helps to captivate children into the wonderful world of research and discovery, reveals their creative abilities, liberates and has an educational impact on students.

3. Organization of local history work at school

Local history work in the educational institution is carried out in the following areas:

1. My house. Family pedigree.

2. Native school. Its history and traditions.

3. Village: past, present, development prospects.

4.History of the area.

5. History of the region.

Local history work in the MBOU "Secondary School of the village of Pavlo-Fedorovka" has different forms.

The study of materials of local history at the lessons of the main course of National History. Local history material is included in the teacher's explanation. Attracting vivid episodes from the history of the native land makes it possible to make many events in national history closer and more understandable to students. For a number of questions, you can give the task to independently work out the material in local history literature to complete a creative task.

Extracurricular work.

work with archival documents, with periodicals;

collection of newspaper materials about people and events of the native land, district, village;

work of the school museum;

the work of the lecture group;

collaboration with the Council of Veterans;

intellectual marathons;

chronicle of school life;

meetings with participants and eyewitnesses of historical events;

photographing participants in events, other noble people, as well as buildings and other historical objects;

consultations scientific staff archives, museums, librarians and extracurricular institutions;

conversations with the local population;

search for objects of material and spiritual culture.

When conducting extracurricular activities, all the methods described above are used.

Cognitive local history work hasthree levels.

1 level. Obtaining ready-made knowledge

According to the teacher, teaching aids and media;

Meetings with veterans;

Tours.

2nd level. Independent acquisition of knowledge

Design of stands "Native land", "Kirov district", "History of the school in faces";

Issue of combat leaflets, newspapers;

Working with archival documents.

3rd level. Participation in research activities.

Students take part in the preparation and conduct of many events at different levels.

Participation of students and teachers of educational institutions in local history activities

district and regional levels for 2008-2012.

Karasev Aleksey, 8th grade student (supervisor Paley L.A.)

3rd place

Second Autumn School "Primorsky Krai in the history of the Fatherland" (2009)

Fialov Anton, 10th grade student (supervisor Paley L.A.)

Member Certificate

Creative report " Extracurricular activities in civic-patriotic education "(from work experience) (2009)

Paley L.A., history teacher

Appendix to the certificate of advanced training

District conference of student research work "The path to success." Abstract “Name on the map. The history of the village of Pavlo-Fedorovka "(2010)

Fialov Anton, 11th grade student (supervisor Paley L.A.)

Member Certificate

Regional conference "The path to success." Abstract "A few pages from the history of the Second World War"

Abstract "Six generations of Pavlofedorovites"

Abstract "Our dam" (2011)

Gavrilov, Mikhail

student 10 cells. (supervisor Paley L.A.)

Strelkov Pavel, 6th grade student (supervisor Paley L.A.)

Group of students 4th grade (supervisor Danilchenko L.A.)

2nd place

3rd place

2nd place

Regional brain ring dedicated to Victory Day (2010)

Team of students

3rd place

Participation in the expedition dedicated to the year of the Teacher with a visit to the memorial of Chegodaev V.M. Installation memorial plaque at the highest point of the Kirov region (2011)

Climbing flagovaya hill (2011)

A group of OU students as part of the district team

10.

Participation in the expedition with the exploration of the cave on the Zolotaya hill

A group of OU students as part of the district team

Extracurricular activities at school are varied.

cool hours on the topics “My fellow countrymen”, “Our protected area”, “What do I know about the village?” and etc.;

quiz "Love and know your land", "Researchers of Primorye";

the action “We remember…”, dedicated to the end of the Second World War;

the Obelisk action dedicated to the end of the Great Patriotic War;

absentee travel "Villages of the Kirov region";

design of stands "Primorsky Krai", "Kirovskiy district";

environmental subbotniks "Make the village cleaner";

excursions to the memorable places of the village;

compilation of pedigrees;

Cossack gatherings "No transfer to the Cossack family";

competition "The most active class", the winners of which are awarded a trip around the region (in 2011, 6th grade students visited a tiger reserve near the city of Spassk-Dalny, in 2012, 10th grade students made a trip to Vladivostok with a visit to the regional drama theater named after Gorky).

In the current academic year The school held a conference of student research papers. It featured 3 local history works:

- “From the history of the school”, Strelkova Svetlana, 4th grade student (supervisor Strelkova A.V.)

- "Poets of my village" Gagenko Veronika, 6th grade student (supervisor Salimova O.A.)

- “My parents are the defenders of the Fatherland”, Batog Margarita, student of the 2nd grade (supervisor Danilchenko L.A.).

All works will be presented at the regional competition "The Way to Success".

Local history work at school develops the creative abilities of schoolchildren, broadens their horizons and enriches them with local history knowledge, forms the skills of conducting search and research work, arouses interest in studying the life of people and the nature of their region, and educates the personality of a patriotic citizen.

IV . Local history circle

Local history work is carried out by me constantly, both in the classroom and outside of school hours. But I came to the conclusion that it is necessary to organize a local history circle at school. It is the circle that will make it possible to more effectively implement all the accumulated material and work experience, combine and use various forms of extracurricular work. I have developed a program for a local history circle.

The work program of the local history circle "Istok"

Explanatory note.

At present, there is an acute need for the revival of spirituality, the study of the culture of one's people, the study of the past and present of one's "small homeland", the restoration of spirituality for the formation moral personality citizen and patriot of his country. The idea that a small homeland, fatherland, native land plays a significant role in the life of every person is undeniable. But it is not enough to talk about love for the native land, one must know its past and present, rich spiritual culture, folk traditions, and nature. This program is the author's program of Paley Larisa Alekseevna, a synthesis of many years of systematic work on local history, carried out at the MBOU "Secondary School with. Pavlo-Fedorovka, Kirovsky District.

The program is designed for 2 years of study with 17 lessons per year. Total 34 hours.

Target programs: to acquaint students with the historical and cultural heritage of the villagePavlo-Fedorovka and Kirovsky district.

Program objectives:

To study the past and present of the Kirov region and the village of Pavlo-Fedorovka.

To instill a sense of patriotism in students through local history knowledge.

Contribute to the preservation and formation of family values ​​and traditions.

Encourage students to explore.

To develop the skills of conducting research work in the field of local history.

To form the skills of information culture in schoolchildren.

To replenish the funds of the school museum with the works of students in local history.

Forms of conducting classes:

Excursion.

Expedition.

Work in archives.

Conferences.

Lessons.

Work with documents.

Research activity.

Program implementation mechanism:

organization of excursions to the regional museum of local lore;

walking tours around the village and its environs;

visiting concerts of folklore groups;

collection of materials;

design of materials;

organization of work inregionalarchive;

participation in Russianregionaland regionallocal history competitions.

Predicted results:

the formation of local history knowledge in children;

fostering respect and interest in the history of their "small Motherland";

application of acquired knowledge in the lessons of history, literature, geography;

development and strengthening in children of a sense of love for their native land;

the formation of the personality of a patriot and citizen of their homeland;

realization of creative potential in various types of local history activities.

Thematic planning of classes

Our Kirov land is famous for its beauty.

Acquaintance with the nature of the region. Legends and traditions. Physical and geographical characteristics of the region. Geographical position. Climate. Vegetable world. Animal world.

Our small homeland

The geographical position of the village of Pavlo-Fedorovka in the Kirov region and Primorsky Krai. natural conditions village and its environs. Climatic features. The green dress of the village.Education of respect for nature.

4-5

The name on the map

The history of the village.

Toponymy of our region

Science of toponymy. Explanation of names settlements, geographical objects in the Kirov region.

Toponymy of our village

The history of the emergence of names of streets, rivers, hills. Modern and former names.

Current state rivers. Ecology.

Russian explorers

Settlement history. The role of the Cossacks in the history of the village

9-11

Where did my family come from

Getting to know your family tree. Create a family tree.

11-12

Landmarks and monuments of the village.

Acquaintance with memorable places (a monument to the fallen fellow villagers, a mass grave of soldiers of the Second World War, a monument to the dead pilots)

Occupations of our countrymen

Acquaintance with the main activities of the villagers in different years

our school

The history of education in the village

Cultural life of the village

The history of the club

The village is proud of them

Meeting interesting people

Final conference

creative report

Second year

1-2

Kirovsky district - the pearl of Primorye

Reserve. Resort area.

Pavlo-Fedorovka: past, present, future

The history of the origin and development of the village. Development prospects.

The fate of generations

population at different times. Demographics. National composition. The role of the Cossacks in the history of the village. Population migrations.

Lost shrine

Church in the village.

Everyone has their own destiny.

Civil war in our region.

Formation Soviet power

Collectivization. education in our region. Repressions of the 30s.

8-9

"From one metal they pour a medal for a battle, a medal for labor."

Our village and district during the war. Rear front. Working with archival sources.

10-11

"I do not participate in the war, the war participates in me."

Acquaintance with the book "Memory". Our countrymen Heroes of the Soviet Union. War in the fate of my family. Military prowess of our countrymen.

Labor prowess

Acquaintance with fellow villagers-order-bearers

13-14

What the photos from the family album told about.

Make up a story about people in old photographs in a family album. Man and history. History in faces

Poets of our village

Acquaintance with the creativity of fellow villagers.

Our "Springs"

Acquaintance with the work and history of the creation of the Rodniki team

Final conference

creative report

V .Conclusion

Thus, the school has developed a system of local history work, accumulated extensive experience in organizing local history work, and achieved good results. All areas of local history work are interconnected and allow this work to be carried out in a complex. During this time, several issues of the guys, one way or another, were connected with the study of their native land. This work did not go unnoticed for them - it allowed them to get to know their small homeland better, to contribute to the study of its history, to raise the prestige of the school in local history work, and to decide on the choice of a future profession.

Literature

1.V.N.Suslov. My family. My people. My Fatherland. Legion, Rostov-on-Don, 2011

2. I don’t see the fate without the Motherland ... The history of the Kirov region. P. Kirovsky, 2011

3. N.V. Butkovskaya. Don stanitsa district of the Ussuri Cossack army. Vladivostok, 2011

4. T.K. Shcheglova. Oral history and local history work. Teaching history at school, No. 5, 1998: School-Press, 1998

5. Local history in school history education. Teaching history and social studies at school, No. 10, 2004: school press, 2004

6. Materials of the school museum

VI Appendix

Sample Programs study of local history material

HISTORY OF THE VILLAGE

The history of the village, the origin of its name. natural conditions. start of construction,

Village before 1917:

Control,

The population, its size,

Labor and occupations of the first settlers,

The state of education and health,

Communication paths.

Participation of fellow villagers in the events of pre-revolutionary Russian history.

The village during October revolution and the Civil War. Establishment of Soviet power. Participation of fellow villagers in the Civil War. The emergence of party and Komsomol organizations (cells) in the countryside, their organizers.

pre-war years. The organization of the collective farm, its first chairman, the first collective farmers. Dekulakization and its consequences.

The village during the Great Patriotic War. Help the front. Fellow villagers. The village during the Soviet-Japanese war. Perpetuation of the memory of the fallen fellow villagers.

Post-war years in the history of the village. Participation of villagers in the implementation of the Soviet five-year plans. Fellow villagers-order bearers.

resettlement policy.

Modern village and prospects for its development.

According to the history of the village, it is necessary to collect archival documents, information about its origin, its inhabitants, about the change in the appearance of the village, the memories of the inhabitants about the history of the village, photographs and biographies of old residents, descriptions of monuments, long-term plans for the development of the village.

History of the agricultural enterprise.

The history of the emergence of the collective farm. Time of occurrence, its name. The first chairman, the first members of the collective farm, the board, their biographies. Dispossession. The development of the collective farm until 1941. The main branches of agricultural production. The economic state of the collective farm. Wages of collective farmers.

Kolkhoz during the Great Patriotic War. Help the front. Heroic labor of collective farmers during the war. Participation of schoolchildren in agricultural work.

State farm formation. Time of occurrence, its name. Features of the organization. First director. The main branches of agricultural production. The economic state of the state farm.

Notable people of the collective farm, their achievements in the struggle for high yields and the development of animal husbandry.

Economy in the years of perestroika. Changes in the system of organization and management.

Modern economy. The main branches of agricultural production. Achievements. Development prospects.

According to the history of the agricultural enterprise, minutes of meetings, meetings, work books of workers, statements on the calculation of workdays and wages, certificates, pennants, badges, photographs, memoirs, materials from periodicals, long-term development plans are collected.