Methodological recommendations for teaching history and. Methodological recommendations "On teaching history and social studies" in general educational institutions of the Kaliningrad region in the academic year Recommendations for teaching history
Active forms of learning in history lessons are the key to improving the quality of education in school education.
Sofin Oleg Valentinovich
For many 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.
Modernization Russian education, which is currently being implemented, aims to master the set of competencies necessary for successful adaptation in a constantly changing modern society.
Task new school- to teach to learn and teach to think, to teach to set goals and act competently in the chosen direction. At the same time, the acquisition of knowledge becomes not an end in itself, but a means to achieve the goal. And the formation of competencies occurs in the process of practical activity. Therefore, it is necessary to systematically introduce active forms of education at school.
The system of active forms of learning in history lessons, which has been introduced over the course of several recent years diverse. But two forms deserve special attention - group practical work(team developmental game, business game) and individual practical work (practical test, workshop on solving cognitive problems). Since at present the priority task of the history lesson is learning how to search for historical information and work with it in the process of solving cognitive and practical problems of varying complexity, developing business and personal communication skills, independent and team work.
One of the options for solving this problem is the use of a group form of teaching in the classroom. Work in small group contributes to the effective assimilation of new and actualization of existing information, the development of training 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 school lesson stories.
3) Groups should be formed taking into account psychological characteristics of this class.
4) Evaluation of the student's activity in the lesson should consist of an assessment of his personal activity and the activity of the group as a whole. It is unacceptable to give the same mark to all members of the group, regardless of their personal participation in the work. At the end of the lesson, there should be a discussion of the assessment of each student's work, first by the group itself, and then the rationale for each assessment in front of the class. Each student, evaluating the work of others, a person necessarily evaluates his own work. Thus, the student gets the opportunity not only to know, but also to know himself.
In grades 5-7, team developing games that carry a competitive element are the most effective, and in grades 8-11 - business games and seminars.
Equally important is individual practical work. It promotes the development of abstract-logical thinking, ensures the assimilation of the main thing in the material being studied, constant updating and application of existing knowledge and skills, contributes to the acquisition of new competencies, allows you to comprehend what is already known in a new way, individualizes the learning process, helps to organize continuous, deep and comprehensive monitoring the quality of education.
The system of individual tasks in history has some general conditions that ensure the effectiveness of individual practical work, both in 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 artistic 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”, “Biblical tales”, “Poems of Homer”, on the history of the ancient world “Through the pages of the past”, etc. In the 8th grade we hold seminars “Why M.M. Speransky?”, “Is the Marquis de Custine right?”, business games on the topic “Abolition of serfdom”, “Economy and society of post-reform Russia”, etc. In the 10th grade, the business game “Alternatives of the Time of Troubles” is interesting; in the 11th grade - a seminar "October 1917: revolution, coup or ...?", business games "Modernization of Russia at the beginning of the 20th century: ways, achievements, problems", "Political parties of Russia in 1917" etc.
At present, active forms of education are acquiring special meaning. 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 the study of any thematic block in grades 10-11:
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.
This teaching method allows you to achieve a solid assimilation historical facts without mechanical learning, expands the range of sources of information used by students, involves each student in the work at an accessible level of complexity. And most importantly, students independently establish various logical connections between historical events and phenomena, perceive the historical process in all its diversity, and express well-reasoned judgments about the material being studied.
Conclusion: the systematic introduction of active forms of learning in history lessons allows you to effectively develop key competencies related to the search and practical application 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.
– transforms verbal material into mathematical expressions;
– tentatively describes future impacts based on available data.
3.
Application
– applies laws, theories in specific practical situations;
– uses concepts and principles in new situations.
4.
Analysis
– separates parts of the whole;
– reveals the relationship between them;
– determines the principles of organization of the whole;
– sees errors and omissions in the logic of reasoning;
– distinguishes between facts and consequences;
– evaluates the significance of the data.
5.
Synthesis
– writes an essay, speech, report, abstract;
– proposes a plan for conducting an experiment or other actions;
– draws up task plans.
6
Grade
– evaluates the logic of constructing a written text;
– assesses the consistency of the conclusions with the available data;
– evaluates the significance of a particular product of activity.
ANALYSIS OF THE HISTORY LESSON.
1) What is the place of this lesson in the study of the topic? What stage of the thematic block does it correspond to? In this regard, how justified is the choice of this type (and type) of lesson?
2) What are the goals training session? What are they due to? How do they reflect modern approaches to the goals and content of school history education?
3) To what extent does the educational material of the lesson correspond to the Temporary requirements for the content of education in the educational field "Social Science" (History)?
4) How new data is reflected in the content of the lesson historical science, modern approaches to the analysis and evaluation of the past, the presence of ambiguous versions and judgments about
learned facts?
5) What (or who) was the main source of information for the students on the new topic? How was it presented (the only and categorical, one of the reliable, original and controversial, etc.)? Did the teacher teach students the techniques of critical analysis historical sources?
6) What was academic work schoolchildren? At what level cognitive activity was it organised? What teaching aids did they use?
7) By what methods and means did the teacher update the knowledge of students, concentrate their attention, maintain interest in a new topic, intensify participation in the lesson, take into account and encourage the cognitive characteristics of children?
8) How interconnected and successive were the stages of the lesson? How coherent and internally logical was the whole lesson? How does this activity prepare for the next one?
9) What are the results of the lesson? By what criteria does the teacher and students judge its effectiveness?
Problem analysis of the history lessoncan be devoted to one of the didactic problems, for example: the formation of chronological knowledge and skills of schoolchildren in the course of history ancient world;
the formation of cartographic knowledge and skills (specifically which ones) when studying the topic "___"; the use of visual teaching aids to form vivid images of the historical era (specifically which one); teaching students to draw up stereotyped plans when studying homogeneous historical facts; diagnostics and development creativity students in history lessons; organization of creative and search activities of schoolchildren in the study of regional (local) history, etc.
The analysis of the lesson can be carried out on one of the contemporary problems school history education: the study of national (regional) history in the context of European and world; the formation of a critical attitude among schoolchildren to sources of historical information; education of schoolchildren in the spirit of tolerance and tolerance, interest and respect for the history of their country and other countries of the world; use of family archives and materials local history museums when studying courses in modern history, etc.
Conduct a structural-functional analysis educational material one of the lessons stated in the calendar-thematic planning, formulate its target setting and prepareextended abstractaccording to the chosen form.Outline of the history lesson (approximate).
Subject: "________________" Class ___
Lesson Objectives:
Type (kind) of lesson Teaching aids:
1) Checking the knowledge and skills of students: (forms, techniques and means, cognitive tasks)
2) Generalization and bringing students to study new topic: (brief conclusions on the previous topic / lesson, formulation of a new topic, problem tasks) ______________
3) Learning a new topic:
Main questions of the topic
Methods and means of teaching
Cognitive tasks for students
4) Primary repetition and generalization of new material (brief conclusions, control tests, cognitive tasks for the reproduction and transformation of educational historical material, verification of advanced tasks) ________________
5) Organization of homework (detailed instructions): ____________________________________
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Among the factors that determine modern approaches to the study of history at school and, consequently, to assessing the quality of schoolchildren's education, the most significant should be noted:
The goals and objectives of studying the subject are formulated as a set of value orientations and personal qualities that are priority for a given society and manifest themselves in a broad social context. The main goal of school history education is to give the younger generation the opportunity to comprehend the historical experience of their country, humanity as a whole, to 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 the implementation of a personality-oriented approach, at the worldview and spiritual development, to check the students' mastery of knowledge and skills that are significant for their socialization.
The level of preparation of schoolchildren in history is determined taking into account the activity and competence-based approaches, in the interaction of the categories of "knowledge", "relationships", "activity". Tasks are aimed at identifying the level of mastery of key knowledge, skills, methods of activity; skills - apply them to solve practical problems.
As already noted, the content of the subject "History" includes the study of two courses - "History of Russia", which occupies a priority place in terms of study time, and " General history».
The course of the history of Russia gives an idea of the main stages of the historical path of the Fatherland, while it is revealed as originality and uniqueness Russian history, and its connection with the leading processes of world history. The course of world history plays an important role in the students' understanding of the historical conditionality of the diversity of the world around them, knowledge and understanding of key events, salient features different historical eras. Exam materials focused on testing knowledge in general for the course national history, however, as mentioned above, a number of plots 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 for a particular pedagogical situation sequence of consideration of individual topics and plots. 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, the inclusion of all types educational information, expanding the practice of solving cognitive problems, implementing a problem-based approach.
Widespread use in educational process all types of tasks included in the GIA options as training, and then control. When studying each topic, it is desirable to use tasks similar to those of their types that are given in parts 1 (A) and 2 (B) of the examination paper, or close to them. Particular attention should be paid to the tasks of parts 1(A) and 2(B), which require the grouping of events, phenomena, their outcomes, consequences, etc., the systematization of knowledge. Generalizing repetition lessons on individual topics should include the implementation of similar tasks based on the materials studied.
A variety of 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, taking into account the fact that all three parts of the examination work include sources of different levels of complexity.
It is necessary to use a problematic approach when studying such important issues as evolution political system from antiquity to the present, the process of modernization, formation and evolution social structure society, the role of the individual in national history, the relationship between power and society, the process of the formation of a new democratic Russia, etc. The coverage of these problems requires a close connection with world events, phenomena, processes, which makes it possible to highlight the general and the 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 Soviet Union" and etc.);
Alternating the study of individual topics;
Synchronization of two courses;
The organization of integrated lessons based on the use of intercourse and interdisciplinary links (for example: "Contribution Russian culture nineteenth century in world culture”, “The world community at the beginning of the 21st century.” and etc.).
In the content elements codifier for the subject "History" those content elements are highlighted that require the involvement of knowledge in the course of general history.
The most difficult methodological task is the development of cognitive actions in schoolchildren necessary to complete the tasks of part 3 (C).
The place and purpose of tasks with detailed answers (C) in the examination work are determined on the basis of the requirements for the level of preparation of graduates of the basic school in history. These are the most difficult tasks included in the third part of the examination paper. They require writing detailed answers. These tasks test a wide range of historical knowledge and the skills of the examinees, the extent to which they master the main activities inherent in historical knowledge.
Tasks C1-C4 check the formation of the student's skills to conduct complex analysis historical sources; tasks C5, C6 - systematize the material, give general characteristics a historical phenomenon, for example, a description of significant historical movements (the formation and development of the state, social movements, etc.) or large-scale events (the development of culture in a particular period, etc.). It is important to understand what the words “give an open detailed answer” mean to the tasks of part 3 (C), to what extent the answer can be detailed.
A detailed answer when completing the tasks of part 3 (C) should show the ability to clearly and consistently state their knowledge in accordance with the requirements of the task. The examinee should not take this wording as an invitation to write as detailed an answer as possible. He should, in a few sentences or abstracts, reveal the most essential elements of the answer in strict accordance with the wording of the task. To do this, you need to read the task very carefully and understand its basic requirements.
The form of a detailed answer makes it possible to see how fluently the graduates are fluent in historical material, it allows, to a much greater extent than in the task with a choice of answers, to assess the individual preparedness of the graduate. Thus, tasks of this type provide, firstly, the comprehensive nature of the test, secondly, not only quantitative, but also qualitative differentiation of students' answers, and thirdly, it allows checking the most essential elements of the preparation of graduates in history. They play an important role in identifying the levels of individual preparedness of the examinees in the subject, the degree of their knowledge of historical material, the ability to apply knowledge to solve the tasks. Such tasks provide an opportunity to the greatest extent to identify the strengths and weaknesses in the preparation of graduates, first of all, their ability to analyze and systematize historical information, reason, justify their point of view, etc. It is important to give students an algorithm for completing the tasks of part 3 (C), to use them in the educational process.
When preparing for the exam, it is necessary to familiarize students in advance with the content, structure, types of tasks, methods of organizing and conducting the exam. A special place in the implementation of the requirements of the educational standard and the preparation of students for the exam should be occupied by generalizing repetition lessons on topics, sections of the course. The direct use of the tasks of the examination paper in the current lessons should be educational in nature. In the final lessons, they can be used as a means of deepening knowledge, generalizing specific historical material, and also as a way to test knowledge.
It is necessary to provide special 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 for 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 on the development of a complex of cognitive skills of students and the assimilation of the content of the subject, presented in the requirements of the educational standard.
Methodological assistance to the teacher can be provided by the following materials posted on the FIPI website:
Documents regulating the development of control measuring materials for the state (final) certification in 2010 in history in the main school (codifier of content elements, specification and demo version examination work);
Educational and methodological materials for members and chairmen of regional subject commissions for checking the fulfillment of tasks with a detailed answer examination papers 9th grade graduates;
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
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 basic general education
The overall goal of teaching history as a subject in the context of the new federal state standard 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 civic identity 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 model program, with the target guidelines for studying the subject, stated in the author's programs included in one or another educational kit by 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 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 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 must Special attention to the following provisions.
1. In connection with the general course of 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 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 graduates of the 9th grade is actively developing in new form, the teacher of history and social studies is recommended to make appropriate adjustments to the forms of control, increasing the proportion of tasks related to 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 general education and having state accreditation, for the 2012/2013 academic year" (
Guidelines for teaching history and social studies in general educational institutions of the Arkhangelsk region in 2010-2011 academic year Modern education system Russian Federation is in the process of profound change. The latest regulatory documents of the federal center consistently fix the change in priorities in the educational policy of the state, it consists in the transition to an activity (competence) paradigm, the aspirations of the developers of the second generation of educational standards are aimed at implementing this problem. In terms of historical and social science education, the new documents assume the following goals: - education of patriotism, respect for the history and traditions of our Motherland, for human rights and freedoms, and democratic principles of public life; - development of knowledge about major events, processes of domestic and world history in their relationship and chronological sequence; - mastery elementary methods historical knowledge, the ability to work with various sources of historical information; - formation of value orientations in the course of acquaintance with historically established cultural, religious, ethno-national traditions; - application of knowledge and ideas about the historically established systems of social norms and values for life in a multicultural, multi-ethnic and multi-religious society, participation in intercultural interaction, tolerant attitude towards representatives of other peoples and countries. On the regulatory and legal framework of a teacher of history and social science To the general regulatory documents of any teacher include: the Constitution of the Russian Federation, the Federal Law "On Education", the Federal Component of the State Educational Standard, the Basic Curriculum, exemplary and author's programs in the subject, requirements for equipping the educational process, educational work programs. Currently, the development of the draft of the Federal Component of the State Standard of the second generation (for the main and high school), some of the materials have already been published for discussion (and guidelines for action too), some are undergoing the testing stage in a number of regions of Russia. Documents highlighted in italics in the text are concepts that some time ago were either absent or ignored, not mentioned. Until the adoption of new normative acts, one should be guided by the former norms and orders. The Federal Component of the State Educational Standard establishes the norms and requirements that determine the mandatory minimum content of the basic educational programs of general education, the maximum volume study load students, the level of training of graduates of educational institutions, the basic requirements for ensuring the educational process (including material and technical, educational and laboratory, information and methodological and staffing). FCES has identified mandatory for study academic subjects. "History" and "Social Studies" are compulsory subjects in basic and secondary (complete) schools. The Basic Curriculum (2004) has not changed, all its provisions are valid. In basic school History (per week) Total for the year Social studies (per week) Total for the year V 2 70 - VI 2 70 1 35 VII 2 70 1 35 VIII 2 70 1 35 IX 2 70 1 35 350 140 school Basic level 10 11 total 2 2 140 2 2 140 Profile level 10 11 total 4 4 280 4 4 280 History (hours per week) Social studies, including economics and law (hours per week) If both subjects: economics and law ” are studied in separate courses, then the curriculum of the subject “Social Science” is compiled without their content. Social science (without 1 1 70 3 3 210 economics and law) Curriculum An educational institution should pay attention to the division of the HISTORY line into two parts, for example, for grade 6, the entry will look like this: General History Middle Ages 24 hours HISTORY (70 hours) History of Russia 46 hours This should be done when planning work in all classes where two courses of history are studied. On the Correlation of Hours for the Courses of "General History" and "History of Russia" At the stage of basic school, the following distribution of the total amount of hours by class is possible. Classes Volume of study time hour. (according to FKGOS) V - VI 140 VII - VIII 140 IX 70 Sections of the curriculum General history History of Russia What history studies (at least 10 hours) History of the Ancient World and the Middle Ages (at least 75 hours) History of Modern times (XVI - end XIX century) at least 48 hours Newest and modern history- at least 24 hours History of Russia (from antiquity to the end of the 16th century) - at least 35 hours History of Russia (XVI - the end of the 19th century) - at least 72 hours The latest and modern history of Russia - at least 36 hours 20 20 10 Possible distribution of the total volume of hours at the stage of secondary (complete) school (at the basic and profile levels). Scope of the curriculum Sections of the curriculum Time reserve hour. Hour class. General history History of Russia (according to FKGOS) General history (from the most ancient 140 X History of Russia (from antiquity to times to late XIX century (at least 20 Base level of the end of the 19th century) - at least 72 hours 280 48 hours) General history (from ancient times to 40 Profile level XI 140 Base level 280 Profile level of times until the end of the 19th century (at least 96 hours) History of the New Time (XX - beginning of the XXI century) at least 48 hours of the end of the XIX century) - at least 144 hours History of Russia (XX - beginning of the XXI century) - at least 72 hours 20 History of the Modern Times (XX - beginning of the XXI century) at least 96 hours History of Russia (XX - beginning of the XXI century) - at least 144 hours 40 Please note that the study of the topic "What does history study?" knowledge. The order of studying the courses "General History" and "History of Russia" is determined by the teacher, but as practice has shown, it is advisable to start studying precisely with the course "General History". Entries in journals when studying history courses should be separated, highlighting individual pages and signing them General history. History of the Middle Ages”, “History of Russia” (grade 6 entry) or “General History. History of the New Age (part 1), "History of Russia" for the 7th grade. Set current and final grades separately for each subject. This provision must also be applied in secondary school in grades 10-11, but without specifying a specific section of the course "General History". At the end of the study of each major topic, small tests should be provided aimed at fixing knowledge, skills and abilities, they can also be of a game nature. The study of the courses: "General History", "History of Russia" is being completed with the final control works, mark the scores in the journal. According to the latest regulatory documents (Federal Law “On Education”), the responsibility for studying local history material is transferred to the subject of the Federation, we offer possible ways to study regional history. First. When compiling thematic planning, indicate the subject of regional history in one of the paragraphs of the lesson plan, i.e. not to single out separate lessons for studying the history of the Arkhangelsk Territory. Second. Introduction to the practice of teaching a separate integrated subject "Local History" or individual modules of local lore. This path is preferable, provided that there is an appropriate basis for the introduction of a new subject. When compiling the curriculum, it is mandatory to include material related to local history and modernity (i.e., district, city, village ...) Studying local history material is mandatory, but the choice of a study model is the prerogative of the educational institution. When developing training programs, one should be guided by sample programs , prepared at the State Educational Institution "JSC IPPK RO" (see the collection "Regional component of general education in the Arkhangelsk region. History. Social science. Economics. Geography", Arkhangelsk, 2006, p. 132). You can use the methodological manual of Kopitsa M.N. “History of the Arkhangelsk North from ancient times to the beginning of the 20th century”, Arkhangelsk, 2009. Publishers for a teacher of history and social science Since 2008, information support for federal lists of textbooks has been entrusted to the Academy for Advanced Studies and Professional Retraining of Education Workers (APKiPPRO). The official website of the Academy (http://www.apkpro.ru) constantly updates materials on the examination of textbooks, the approved list of federal textbooks, as well as additional and reference information, including information provided by publishers on the composition of educational and methodological sets. Within the framework of the Federal Target Program for the Development of Education for 2006-2010, the APKiPPRO is implementing the project “Formation of a system of public and state examination of textbooks and organizational and methodological support for the activities of the Federal Council on Textbooks of the Ministry of Education and Science of the Russian Federation (FSU)”. A specialized portal (http://www.fsu-expert.ru) publishes materials discussing the features of using textbooks from federal lists and regularly holds online conferences with the involvement of pedagogical workers of the constituent entities of the Russian Federation. The federal list of textbooks for the 2010-2011 academic year traditionally contains two appendices. Appendix 1 is a list of recommended textbooks included in the completed subject lines. It consists of 1470 titles, including history textbooks (65 titles for the basic school course and 17 for the secondary school course), i.e. 6 and 8 sets, respectively, in social studies there are 23 for the course of the basic school and 16 for the course of the secondary school, which is 5 and 8 for the courses of basic and secondary (complete) education. .Appendix 2 - a list of approved textbooks, that is, single ones, with an unfinished subject line. The federal list contains several applications. It must be emphasized that one should use the teaching materials (program, textbooks, methodological recommendations) of one author or group of authors, since only in this case the ideas embodied in them are fully implemented. Textbooks with an incomplete subject line can also be fully used in the educational process. If textbooks are not included in the federal list of textbooks recommended (approved) by the Ministry of Education and Science of the Russian Federation for 2008-2009 and the academic year, the educational institution has no right to work on them. More detailed information about educational literature, the composition of the set can be found on the website “All about textbooks of the federal list http://fp.edu.ru/asp/. For example, in Appendix No. 1 we place a website page that tells about the textbook of one of the sets. The site contains lists of textbooks starting from the 2007 - 2008 academic year. 6 publishing houses are engaged in the release of textbooks on history and social science and all related literature. Educational and methodological set on the history of the publishing house "Prosveshchenie" http://www.prosv.ru/ are used in most educational institutions of the Arkhangelsk region. Along with the updated "traditional" textbooks, the publishing house has completed a line of textbooks prepared in the process of implementing the "Academic Textbook" project. Textbooks on world history were published under the scientific editorship of the director of the Institute of World History of the Russian Academy of Sciences, Academician of the Russian Academy of Sciences A. O. Chubaryan. The director of the Institute of Russian History, Corresponding Member of the Russian Academy of Sciences, Professor A. N. Sakharov is the scientific editor of the textbooks that form the line on the history of Russia. Educational and methodical set on the history of publishing house " Russian word» http://www.russkoeslovo.ru/ are also widely used in educational institutions. Scientists-historians from Moscow State University and leading Russian methodologists are involved in the preparation of textbooks. A feature of the set of textbooks of this publishing house is a clear, well-considered structure, a thoughtful selection of the main content, and a rich illustrative series. The author of the methodological apparatus of the textbook S.I. Kozlenko is the chairman of the jury of the All-Russian Olympiads in History. Publishing house "Ventana-Graf" http://www.vgf.ru/ completed a new line of textbooks for basic schools. It should be noted that the textbook "History" (A. N. Maikov) is currently the only one that fully provides the study of the new section "Introduction to History", included in the federal component of state educational standards in 2004 (grade 5, 1 quarter). Provided that the material (on the role of auxiliary historical disciplines) was not studied in elementary school at the lessons of the course " The world". The textbook is highly recommended for use, especially for teachers elementary school who do not have a basic historical education. In the 5th grade of the basic school, it can be used as an independent block before studying the course "History of the Ancient World". Educational and methodological set on the history of the publishing house "Mnemozina" http://www.mnemozina.ru/ is recommended for use in lyceums and gymnasiums. A feature of the teaching materials is a detailed methodological apparatus, built on the principle of a system of cognitive tasks solved by students in the course of educational activities. The kit should help the teacher (in the role of a consultant) formulate tasks and provide students with the necessary information to independent decision these tasks. Since the student is required, first of all, to be able to solve educational problems, conditions are created for turning on the mechanism involuntary memorization, which, according to psychology, is more productive than the exploitation of arbitrary memory. One of the authors of this publishing house is Aleksashkina LN, doctor of ped. Sciences, one of the leading methodologists of the country. The Academy Publishing House, http://www.academia-moscow.ru/shcool_books/history/, which traditionally publishes educational literature for universities, develops a teaching materials for an integrated course of general and national history for a secondary (complete) school (basic level). Textbooks for grades 10 and 11, ed. A. V. Chudinova and A. V. Gladysheva have been included in the list recommended by the Ministry of Education and Science of the Russian Federation since the 2009/2010 academic year. These textbooks, prepared for studying the integrated course of history at the basic level, are distinguished by: relatively compact volume and simplicity of presentation of the material; use of the necessary minimum of special terminology and definitions; shift of emphasis from categorical thinking to figurative, from the flow of facts - to the key events of world history and moments of interaction between different societies and civilizations, from a monologue - to a dialogue with a student; - Emphasizing the educational function of history. The peculiarity of the educational and methodological set on the history of the Drofa publishing house http://www.drofa.ru/drofa/about/trivia/ is the complex nature of the approach to its development. The publications are distinguished by a solid, high-quality methodological apparatus and an illustrative series. UMK created in the publishing house "Balass" meets all modern requirements that apply to educational publications. Implements the principle of succession. The line of textbooks was created for the development and continuation within the framework of the main school of the educational system "School 2100" http://www.school2100.ru/, which is characterized by a problem-dialogical approach. In addition to textbooks and teaching aids, almost all publishing houses publish reference books, wall charts and maps, atlases and contour maps for students, scientific and educational literature and manuals for elective courses on historical and social science topics. Educational literature on social science is traditional in terms of authors and publishing houses that produce it. VENTANA-GRAF Barabanov V.V., Nasonova I.P. / Ed. Bordovsky G.A. Social science. 6 cells Soboleva O.B., Korsun R.P. / Ed. Bordovsky G.A. Social science. 7 cells Soboleva O.B., Chaika V.N. / Ed. Bordovsky G.A. Social science. 8 cells Nasonova I.P. / Ed. Bordovsky G.A. Social science. 9 cells Enlightenment Bogolyubov L.N., Vinogradova N.F., Gorodetskaya N.I. etc. Social science. 6 cells Bogolyubov L.N., Gorodetskaya N.I., Ivanova L.F. Social science. 7 cells Bogolyubov L.N., Ivanova L.F., Matveev A.I. etc. Social science. 8-9 cells. Bogolyubov L.N., Gorodetskaya N.I., Ivanova L.F. and others / Ed. Bogolyubova L.N., Gorodetskoy N.I. Social science. 8 cells Bogolyubov L.N., Matveev A.I., Zhiltsova E.I. and others / Ed. Bogolyubova L.N., Matveeva A.I. Social science. 9 cells Academic book/Textbook Korolkov E.S., Suvorova N.G. Social science. 6 cells Suvorova N.G., Korolkova E.S. Social science. 7 cells Kishenkova O.V. Social science. 8 cells Kishenkova O.V. Social science. 9 cells Russian word Kravchenko A.I., Pevtsova E.A. Social science. 6 cells Kravchenko A.I., Pevtsova E.A. Social science. 7 cells Kravchenko A.I. Social science. 8 cells [Russian word Kravchenko A.I., Pevtsova E.A. Social science. 9 cells Bustard Nikitin A.F. Social science. 6 cells Nikitin A.F. Social science. 7 cells Nikitin A.F. Social science. 8 cells Nikitin A.F. Social science. 9 cells Completed lines of social studies textbooks for a high school course. . Bogolyubov L.N., Averyanov Yu.I., Gorodetskaya N.I. and others / Ed. Bogolyubova L.N. Social science (basic level). 10 cells [Enlightenment] Bogolyubov L.N., Gorodetskaya N.I., Matveev A.I. / Ed. Bogolyubova L.N. Social science (basic level). 11 cells [Enlightenment]. Bogolyubov L.N., Ivanova L.F., Lazebnikova A.Yu. etc. Social science (basic and profile levels). 10-11 cells. [Enlightenment]. Bogolyubov L.N., Lazebnikova A.Yu., Smirnova N.M. and others / Ed. Bogolyubova L.N., Lazebnikova A.Yu. Social science ( profile level). 10 cells [Enlightenment] Bogolyubov L.N., Lazebnikova A.Yu., Kinkulkin A.T. and others / Ed. Bogolyubova L.N. Social science (profile level). 11 cells [Enlightenment] Gurevich P.S., Nikolaeva E.Z. Social science (basic level). 10 cells [Mnemosyne] Gurevich P.S., Nikolaeva E.Z. Social science (basic level). 11 cells [Mnemosyne] Ionin L.G., Polyakov L.V. / Ed. Polyakova L.V. Social science (basic level). 10 cells [Enlightenment] Polyakov L.V., Neklessa A.I., Ionin L.G. etc. Social science (basic level). 11 cells [Enlightenment] Kravchenko A.I. Social science (basic level). 10 cells [Russian word] Kravchenko A.I., Pevtsova E.A. Social science (basic level). 11 cells [Russian word] Nikitin A.F. Social science (basic level). 10 cells [Bustard] Nikitin A.F. Social science (basic level). 11 cells [Bustard] Nikitin A.F., Metlik I.V., Galitskaya I.A. / Ed. Nikitina A.F. Social science (basic level). 10 cells [Enlightenment] Nikitin A.F., Metlik I.V. / Ed. Metlika I.V. Social science (basic level). 11 cells [Enlightenment] Salygin E.N., Salygina Yu.G. Social science (basic level). 10 cells [VENTANA-GRAPH] .Salygin E.N., Salygina Yu.G. Social science (basic level). 11 cells [VENTANA-GRAPH] Soboleva O.B., Barabanov V.V., Koshkina S.G., Malyavin S.N. / Ed. Bordovsky G.A. Social science (basic level). 10 cells [VENTANA-GRAPH] Vorontsov A.V., Koroleva G.E., Naumov S.A., Romanov K.S. / Ed. Bordovsky G.A. Social science (basic level). 11 cells [VENTANA-GRAF] All textbooks, with the exception of one set, are positioned by the authors as textbooks for basic level, while almost all have specially prepared methodological manuals, which give the author's recommendations on the use of these teaching materials at the profile level. From this list of textbooks, only the Ventana-Graf publishing set can be distinguished, a relatively new one that received good reviews during its testing. The main advantage of this set, both for primary and secondary schools, is the careful selection of material, a good methodological apparatus. Only this kit has a workbook (organizer) for the teacher. (Pasman T.B., Kharlashova E.V. "Social science. Man in society." Grade 10. Organizer for the teacher. Lesson scenarios., Moscow, "Vettana - Graf", 2006. Please note that none of the sets textbooks are not ideal for preparing for the exam or GIA, in real pedagogical process the teacher should use additional sources that will expand both the content and methodological component of textbooks and manuals. Appendix No. 1 http://fp.edu.ru/asp/card.asp?IDB=2733 Completed subject line | Series: Lineage of the UMK on General History A.A. Vigasina - O.S. Soroko-Tsyupy. 5-9 cells | Vigasin A.A. etc. History of the Ancient World. 5 cells [Enlightenment] Agibalova E.V., Donskoy G.M. History of the Middle Ages. 6 cells [Enlightenment] Yudovskaya A.Ya. etc. General history. History of the new time. 7 cells [Enlightenment] Yudovskaya A.Ya., Baranov P.A., Vanyushkina L.M. General history. History of the new time. 8 cells [Enlightenment] Soroko-Tsyupa O.S., Soroko-Tsyupa A.O. General history. Recent history. 9 cells [Enlightenment] TMC: "Vigasin AA (5-9)" The civilizational approach on which all textbooks are based, and careful selection of factual material allow the authors to maintain continuity between the courses of general history studied in the basic school. New editions of well-known textbooks in the school have been finalized taking into account the comments of teachers and students, as well as the requirements of the State Standard on History for Complete General Education (2004), the text and illustrations, and the methodological apparatus of textbooks have been updated. The teaching kit for each textbook includes workbooks for students with a variety of cognitive and game tasks, teaching aids for teachers with various options for conducting lessons, additional questions, assignments, tests, as well as books for reading. http://www.prosv.ru/Attachment.aspx?Id=7482 Program 1) Programs of educational institutions. Story. Social science. 5-11 cells Benefit 2) Goder G.I. Toolkit on the history of the ancient world. 5 cells 3) Yudovskaya A.Ya. Lesson developments according to New History 1500-1800. 7 cells A guide for the teacher. 4) Yudovskaya A.Ya. Pourochnye developments on New history. 8 cells 5) Soroko-Tsyupa A.O. Recent history of foreign countries. XX - beginning of the XXI century. Guidelines. 9 cells Workbook 6) Goder G.I. Workbook on the history of the Ancient World, 5th grade. In 2 editions. Issue 1. Life of primitive people. The Ancient East. 7) Goder G.I. Workbook on the history of the ancient world. 5 cells Handbook for students of educational institutions. In 2 editions. Release 2. Ancient Greece. Ancient Rome. 8) Kryuchkova E.A. Workbook. "History of the Middle Ages". 6 cells Workbook 9) Goder G.I., Rtishcheva G.A. Workbook on the History of the Middle Ages. 6 cells Workbook 10) Yudovskaya A.Ya., Vanyushkina L.M. Workbook on new history. 7 cells 11) Yudovskaya A.Ya., Vanyushkina L.M. Workbook on new history. 1800-1913. 8th grade. In two editions. Issue 1 12) Yudovskaya A.Ya., Vanyushkina L.M. Workbook on new history. 1800-1913. 8th grade. In two editions. Issue 2 13) Soroko-Tsyupa O.S., Soroko-Tsyupa A.O. Workbook for the textbook "Recent history of foreign countries. XX-beginning XXI century. Grade 9. Reader 14) Yudovskaya A.Ya. A book for reading on new history. 1500-1800. A manual for students in grade 7. 15) Yudovskaya A.Ya. A book for reading on new history. 1800-1913. Grade 8. Electronic edition 16) Yudovskaya A.Ya., Vanyushkina L.M. Pourochny developments on New history of 1500-1800 Grade 7. 17) Yudovskaya A.Ya., Vanyushkina L.M. Pourochny developments on New history of 1800— 1913 Grade 8. Electronic supplement 18) Vigasin A.A., Goder G.I., Sventsitskaya I.S. Electronic supplement to the textbook History of the Ancient World Grade 5 of educational institutions
