Теоретико-методичні основи змісту шкільної історичної освіти у ХХІ ст.
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті досліджено теоретико-методичні основи змісту шкільної історичної освіти на початку ХХІ ст. та з'ясовано, що зміст історичної освіти - це система історичної інформації, яка засвоюється учнями у вигляді історичних знань, умінь і навичок, у яких особистість опановує відомі способи діяльності, досвід творчої пізнавальної діяльності в розв'язанні проблем, емоційно-ціннісний досвід ставлення до світу, до людей та до себе.
The article deals with the theoretical-methodological basis of the school historical education content in the beginning of the XXI century, and reveals that historical education content is the system of historical information that is acquired by students in the form of historical knowledge, skills and abilities in which the person masters the familiar methods of activity, the experience of creative cognitive activity in solving problems, emotional and valuable experience of attitude to the world, to people and to oneself. The content should be formed on the basis of the selection of facts and concepts of historical science and structuring of educational material in accordance with the goals and objectives of teaching history at school. Methodological science determines the principles and criteria for such selection and structuring. As a rule, the main facts, the most important events and phenomena of national and world history, the corresponding theoretical concepts and ideas, methods of historical knowledge and analysis are selected for studying in school historical courses. According to modern scholars, the basic content of studying the history of Ukraine at school should be determined in three ways: according to chronological periods (antiquity, Middle Ages, new history, modern history of Ukraine), content lines (economic, social and political life, spirituality and culture), and by components of knowledge (facts, concepts, causal relationships). Today, the content of school history courses integrates social, economic, political and spiritual history and reflects the close interconnection of all spheres of human existence. Particular attention is paid to questions of spirituality, everyday life, psychology of society, relationships, mutual influence and dialogue of cultures of different peoples. This allows, together with formation of specific knowledge and general-historical representations of students, to create conditions for the development of their moral and aesthetic values.
The article deals with the theoretical-methodological basis of the school historical education content in the beginning of the XXI century, and reveals that historical education content is the system of historical information that is acquired by students in the form of historical knowledge, skills and abilities in which the person masters the familiar methods of activity, the experience of creative cognitive activity in solving problems, emotional and valuable experience of attitude to the world, to people and to oneself. The content should be formed on the basis of the selection of facts and concepts of historical science and structuring of educational material in accordance with the goals and objectives of teaching history at school. Methodological science determines the principles and criteria for such selection and structuring. As a rule, the main facts, the most important events and phenomena of national and world history, the corresponding theoretical concepts and ideas, methods of historical knowledge and analysis are selected for studying in school historical courses. According to modern scholars, the basic content of studying the history of Ukraine at school should be determined in three ways: according to chronological periods (antiquity, Middle Ages, new history, modern history of Ukraine), content lines (economic, social and political life, spirituality and culture), and by components of knowledge (facts, concepts, causal relationships). Today, the content of school history courses integrates social, economic, political and spiritual history and reflects the close interconnection of all spheres of human existence. Particular attention is paid to questions of spirituality, everyday life, psychology of society, relationships, mutual influence and dialogue of cultures of different peoples. This allows, together with formation of specific knowledge and general-historical representations of students, to create conditions for the development of their moral and aesthetic values.
Опис
Ключові слова
зміст освіти, шкільна історична освіта, нормативно-правові документи, education content, school historical education, legal documents
Бібліографічний опис
Драновська, С. Теоретико-методичні основи змісту шкільної історичної освіти у ХХІ ст. [Текст] / С. Драновська // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2018. – № 5 (79). – С. 305–314.