The concept of school history education. The concept of a new educational and methodological complex on national history material on the topic

The presented Concept of a new educational and methodological complex on national history includes the Historical and Cultural Standard, which contains fundamental assessments of key events of the past, the main approaches to teaching national history in a modern school with a list of topics, concepts and terms, events and personalities recommended for study.

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The concept of a new educational and methodological complex

According to national history

EXPLANATORY NOTE

The need to create a new educational and methodological complex of the history of Russia is dictated by the increased requirements for the quality of historical education, the increased public interest in the events of the past, the development of world historical science, and the accumulation of new historical knowledge.

The historical and cultural standard is the scientific basis for the content of school history education and can be applied both to the basic and to the profile - an in-depth level of study of history and the humanities. In this regard, each section of the Standard is provided with a list of the main historical sources. The historical and cultural standard is accompanied by a list of "difficult questions of history" that cause heated discussions in society and for many teachers - objective difficulties in teaching.

The concept is aimed at improving the quality of school history education, cultivating citizenship and patriotism, developing the competencies of students in secondary schools in accordance with the requirements of the Federal State Educational Standard (FSES) for basic general and secondary (full) education, and forming a unified cultural and historical space of the Russian Federation.

The implementation of the Concept involves not only the preparation of an educational and methodological complex consisting of the curriculum of the course, textbook, teaching aids, books for teachers, a set of maps, electronic applications, but also the formation of a single scientific and educational space on the Internet.

Successful implementation of the Concept is possible only in the case of a set of measures aimed at developing the historical information space, saturating it with evidence-based materials for both teachers and students of educational institutions.

It seems appropriate to prepare a series of thematic modules devoted to certain issues of Russian history.

Tasks of the educational and methodological complex:

To create conditions for graduates to acquire solid knowledge of the history of Russia;

To form an idea of the main stages of development of the multinational Russian state and their succession;

To reveal the essence of the historical process as a combination of efforts of many generations of Russians;

Present the history of Russia as an integral part of the world historical process.

It is supposed to use the Concept in the preparation of texts of the corresponding line of school textbooks. These texts need:

Take into account the historical and cultural diversity of Russia, reveal the origin, development and content of the fundamental all-Russian symbols and traditions;

Pay attention to the events and processes of world history in terms of synchronizing the Russian historical process with the global one;

Apply a new approach to the history of Russian culture as a continuous process of acquiring a national identity, not limited to listing names and creative achievements, logically linked to the political and socio-economic development of the country;

Eliminate the possibility of internal contradictions and mutually exclusive interpretations of historical events, including those

Essential for certain regions of Russia;

Ensure accessibility of presentation, imagery of the language.

The preparation of a new educational and methodological complex on national history should be accompanied by the development of a similar line on world history.

In addition, the need to develop interdisciplinary connections in the framework of other humanitarian courses: literature, Russian language, social science, world art culture is of particular relevance. The introduction of new rulers will require large-scale refresher courses for history teachers. In addition, the question of revising the approaches to the organization and structure of the State Examination and the Unified State Examination in history becomes fundamental.

MAIN PROVISIONS

The development of the concept of a new educational and methodological complex on national history is an important step in the development of the Russian education system, the formation of the civic identity of the younger generation, and the consolidation and unity of the Russian people.

It relies on previous experience accumulated in this direction both over the last quarter of a century and in the Soviet and pre-Soviet periods.

In modern Russian society, the new concept acts as a social contract, offering balanced points of view on debatable issues of national and global history.

This approach provides for the preservation of the pluralism of assessments and judgments within the framework of historical research, as well as methodological approaches to teaching national history at various stages of teaching and educating students.

The purpose of developing a new concept is to form a socially agreed position on the main stages of the development of the Russian state and society, to develop a holistic picture of Russian history, taking into account the interconnection of all its stages, their significance for understanding the modern place and role of Russia in the world, the importance of the contribution of each nation, its culture in the general history of the country, the formation of the modern image of Russia.

The main objectives of the concept:

representation of the continuity of periods in the history of Russia, the continuity of the processes of formation and development of Russian statehood, the formation of the state territory and a single multinational Russian people, as well as its main symbols and values;

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

determination of requirements for the content of training and education, organization of the educational process and extracurricular activities at all levels of education;

determination of basic guidelines for the formation of the content of school education as a whole, especially the social and humanitarian cycle of disciplines, the content of extracurricular and extracurricular activities.

The basis for the development of the concept is the provisions of the current Constitution of the Russian Federation, which secure the status of Russia as a democratic federal legal state with a republican form of government, in which a person, his rights and freedoms are the highest value.

Along with the Constitution, the development of a new concept is also based on the Address of the President of the Russian Federation to the Federal Assembly of the Russian Federation and the Instructions of the President of the Russian Federation to the Government and other bodies of state power and administration, which detail the tasks of further development of the Russian democratic legal state, improvement of the Russian system of education and upbringing of young people.

These tasks are also enshrined in the Federal Law "On Education in the Russian Federation", in the Law "On the Languages of the Peoples of the Russian Federation", the Strategy of the State National Policy of the Russian Federation, the National Security Strategy of the Russian Federation until 2020, the Concept of the Long-Term Socio-Economic Development of the Russian Federation for period until 2020, Concepts of the federal target program for the development of education for 2012-2015, Federal state educational standards of general education.

The basic principles of the concept are:

the values of civil society - the rule of law, social solidarity, security, freedom and responsibility;

the idea of the continuity of the stages of Russian history;

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

public consent and respect as a necessary condition for the interaction of states and peoples in modern history.

cognitive value of Russian history;

formation of requirements for each stage of continuous historical education throughout life.

The methodological basis of the concept are:

the principle of scientific character, which determines the correspondence of educational units to the main results of scientific research;

a multifactorial approach to covering the history of all aspects of the life of the Russian state and society;

the historical approach as the basis for the formation of the course content and interdisciplinary connections, primarily with the subjects of the social and humanitarian cycle;

an anthropological approach that forms a personal emotionally colored perception of the past;

historical and culturological approach, which forms the ability for intercultural dialogue, perception and respect for cultural heritage.

Based on the adoption of the new concept, educational and methodological complexes will be developed for each stage of school history education.

Determining the foundations and priorities of education that meet the current stage of social development is a function of the educational standard and basic curricula. As domestic and international experience shows, as society develops and actual requirements for the preparation of the younger generation are formed, standards are updated and new aspects are included in them. The proposed document defines the educational and upbringing priorities of the school course in the history of Russia, which are intended to serve as guidelines for the creation of textbooks and other manuals for secondary schools.

HISTORY OF RUSSIA IN THE SYSTEM OF HISTORY COURSES:

EDUCATIONAL AND EDUCATIONAL POTENTIAL

The course of national history is the most important component of the school subject "History". A system-forming role in the creation and teaching of this course is played by the goals and objectives of school history education, reflecting the social order, as well as a complex of scientific, historical and didactic categories.

They are defined in subject standards and curricula.

The modern approach to teaching history presupposes the unity of knowledge, value relations and cognitive activity of schoolchildren. So, in the current federal state educational standards for basic general and secondary (complete) general education, adopted in 2009 - 2012, the following tasks for studying history at school are named (given in a summary):

Formation in the younger generation of guidelines for civil, ethno-national, social, cultural self-identification in the outside world;

Mastering by students of knowledge about the main stages in the development of human society from antiquity to the present day, with special attention to the place and role of Russia in the world-historical process;

Education of students in the spirit of patriotism, respect for their Fatherland, the multinational Russian state, in accordance with the ideas of mutual understanding, harmony and peace between people and nations, in the spirit of the democratic values of modern society;

Development of students' abilities to analyze the information contained in various sources about events and phenomena of the past and present, to consider events in accordance with the principle of historicism, in their dynamics, interconnection and interdependence;

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

The study of the history of Russia must comply with the system-activity approach as one of the key methodological principles of the Federal State Educational Standard of the new generation.

The course of national history makes a decisive contribution to the solution of the general problems of studying the subject. At the same time, he has a special potential for achieving the most important pedagogical results. We are talking about the following educational and educational priorities.

MULTILEVEL HISTORY VIEW

The course of national history should combine the history of the Russian state and the peoples inhabiting it, the history of the regions and local history (the past of the native city, village). Such an approach will help schoolchildren to realize their social identity in a wide range - as citizens of their country, residents of their region, city, representatives of a certain ethno-national and religious community, keepers of clan and family traditions.

An important ideological task of the course is to reveal both the originality and originality of Russian history, and its connection with the leading processes of world history. This is achieved by synchronizing the courses of the history of Russia and world history, comparing key events and processes in Russian and world history, and introducing elements of comparative characteristics into the content of education. And for the history of Modern and Contemporary times, when Russia has become an active subject of world history, the disclosure of its contacts and interaction with other countries in all areas - from economics and politics to culture, is of particular importance.

MULTIPLE (MULTI-FACTORY) CHARACTER OF HISTORY

In the course of national history, objectively, there are greater opportunities than in other disciplines for revealing various aspects of the historical process.

We are talking about the economy, the domestic and foreign policy of the state, the relationship between government and society, social stratification, public ideas and everyday life of people, military affairs and the defense of their Fatherland, the development of science, education, spiritual and artistic culture in the country, about the church and religious teachings, etc. This determines the special position of the course of national history in a number of other humanitarian disciplines at school.

A relatively detailed examination of the key events and processes of national history allows us to trace how they intertwined political and economic interests, moral, religious and other motives of the participants.

The events themselves, especially those relating to the latest era, appear in a multitude of testimonies that are available to both teachers and students. This creates the conditions for a comprehensive integrative analysis, the formation of voluminous historical ideas among students. On the other hand, an obstacle to the improvement of the educational process is the continued dominance of political history in programs and textbooks, with the obvious poverty and schematism of historical and cultural material. The problem of a balanced selection and presentation of historical facts requires the attention of the authors of programs and textbooks on national history.

Illumination of the problems of the spiritual and cultural life of Russia is one of the most important tasks of historical education. Students should learn that the production of spiritual and cultural values is no less important task than other types of human activity, and the study of culture and cultural interaction between the peoples of Russia/USSR will contribute to the formation of schoolchildren's ideas about the common historical fate of our Motherland.

MAN IN HISTORY

For the teaching of history at school, the role of the historical-anthropological approach is exceptionally great.

It is the human dimension of history that instills interest in and respect for one's own history, serves as a source and tool for the formation of a personal, emotionally colored perception of the past in the younger generation. In Russian education, there are corresponding traditions that should be continued and developed.

Thus, the education of patriotism and citizenship among schoolchildren in the study of national history is facilitated by turning to vivid examples of labor and military exploits of many generations of Russians. The greatness of victories and the severity of defeats are convincingly revealed through the lives and destinies of people, including the fathers and grandfathers of schoolchildren, through the history of their clan and family. Therefore, it is especially important that textbooks reflect the presence of a person in specific events.

Interests and aspirations, value orientations and motives of people's behavior should be shown. This approach contributes to the development of a young person's sense of belonging to the history of the country. At the same time, we are talking about both outstanding personalities, leaders, to whom separate biographical notes are dedicated, and about ordinary, “ordinary” people. Along with the event history, the standard provides for the expansion of material about the daily life of people in various historical eras.

History should appear as a fascinating story about the past, about people and their characters, about everyday life.

HISTORICAL AND CULTUROLOGICAL APPROACH: SPACE OF DIALOGUE

The images of culture in historical education are the basis for the formation of a worldview and the main way of translating the traditions and values of Russian society. A significant perspective for designing the content of the course of national history is provided by modern cultural studies concerning the dialogue of cultures in the same historical space (“horizontally”) and in time (“vertically”).

The characteristic of the diversity and interaction of the cultures of the peoples that at different stages of history became part of the multinational Russian state helps to form in students a sense of belonging to the richest common cultural and historical space, respect for cultural achievements and the best traditions of their own and other peoples. This, in turn, serves as the basis for the ability to dialogue in school and out-of-school communication, social practice.

Forming the ability of schoolchildren to intercultural dialogue, the ability to perceive civilizational and cultural features is a significant task. Important in the worldview is the perception of historical and cultural monuments by schoolchildren as a valuable asset of the country and all mankind, which everyone should preserve. The formation of a careful attitude to cultural heritage is one of the tasks of the course of national history.

STORIES

Based on these principles and methodological approaches, we can formulate the following recommendations that can be used as the basis for new educational and methodological complexes on national history:

1. The principles of the unity of the history of Russia, the continuity of historical periods and eras, the continuity of the processes of formation and development of Russian statehood, the formation of the state territory and a single multinational Russian people, its main symbols and values, should play a decisive role in the presentation of educational material.

2. The understanding of Russia's past as an integral part of the world historical process should become a key link in educational and methodological complexes on national history. The presentation of the material in the textbook should form students' value orientations aimed at educating patriotism, citizenship and tolerance. An important part of the complex should be creative tasks that contribute to the development of independent thinking of students.

3. The patriotic basis of historical presentation aims to instill in the younger generation pride in their country, awareness of its role in world history.

At the same time, it is important to focus on mass heroism in the liberation wars, primarily the Patriotic Wars of 1812 and 1941-1945, revealing the feat of the people as an example of citizenship and self-sacrifice in the name of the Fatherland. At the same time, the positive pathos of historical consciousness should be created not only by pride in the military victories of the ancestors. Close attention should be paid to the country's achievements in other areas. The subject of patriotic pride, of course, is the great work of the people in the development of the vast expanses of Eurasia with its harsh nature, the formation of Russian society on a complex multinational and multi-confessional basis, within which the principles of mutual assistance, harmony and religious tolerance prevailed, the creation of science and culture of world significance, labor traditions and entrepreneurial culture, charity and patronage.

The pathos of creation, a positive attitude in the perception of national history, should prevail in the school course. However, students should not form the idea that the history of Russia is a series of triumphal processions, successes and victories. In the historical past of our country there were also tragic periods (disturbances, revolutions, civil wars, political repressions, etc.), without which the idea of the past in all its diversity cannot be considered complete. Tragedies cannot be hushed up, but it must be emphasized that the Russian and other peoples of our country found the strength together to overcome the difficult trials that fell to their lot.

4. Russia is the largest multinational and polyconfessional country in the world. In this regard, it is necessary to expand the volume of educational material on the history of the peoples of Russia, focusing on the interaction of cultures and religions, strengthening economic, social, political and other ties between peoples. It should be emphasized that joining Russia and being part of the Russian state had a positive meaning for the peoples of our country: security from external enemies, an end to internal unrest and civil strife, cultural and economic development, the spread of enlightenment, education, healthcare, etc.

5. One of the main tasks of the school history course is the formation of a civil all-Russian identity, while it is necessary to focus on the idea of citizenship, primarily when solving the problem of interaction between the state and society. Related to this is the problem of civic activity, the rights and obligations of citizens, the construction of civil society, the formation of legal consciousness. Attention should be paid to the historical experience of civic activity, local self-government (communal self-government, zemstvo councils, zemstvos, guilds, scientific societies, public organizations and associations, political parties and organizations, mutual aid societies, cooperatives, etc.), class representation.

6. It is necessary to increase the number of hours (paragraphs) on the history of culture, keeping in mind, first of all, sociocultural material, the history of everyday life.

Culture should not be on the periphery of the school course of national history.

Schoolchildren should know and understand the achievements of Russian culture of the Middle Ages, Modern Times and the 20th century, great works of fiction, music, painting, theater, cinema, outstanding discoveries of Russian scientists, etc. It is important to note the inextricable link between Russian and world culture.

Conceptually, it is important to form students' understanding of the process of historical development as a multifactorial phenomenon. At the same time, at various stages of historical development, the leading and determining factors can be either economic, or domestic political or foreign political factors.

EDUCATIONAL AND METHODOLOGICAL COMPLEX IN HISTORY

RUSSIA: INFORMATION SPACE AND

COGNITIVE MODEL

In the significantly expanded information space of school courses, a history textbook in its traditional form can and must retain its educational mission. Nevertheless, the role of the textbook acquires new features and features. The textbook should not only provide information and offer interpretations, but also encourage students to reason independently, analyze historical texts, draw conclusions, etc. In addition, a modern textbook should encourage students to obtain historical knowledge from other sources, and the teacher should help students master research techniques, the development of their critical thinking, teaching text analysis, methods of searching and selecting information, comparing different points of view, facts and their interpretations. Recommendations are needed for working with Internet resources, so the new educational and methodological complex should serve as a "navigator" in the rapidly growing information space.

It is important to include in the educational and methodological complex historical sources that reveal the essence of events through vivid and memorable images.

It seems expedient to initiate the preparation of thematic modules for students (with appropriate teaching aids for teachers) devoted to various debatable issues of Russian history.

The new educational and methodological complex on national history should include:

1) textbook;

2) an anthology or a collection of documents;

3) historical atlas;

4) a workbook and a collection of tasks;

6) a book to read.

These materials should be presented both in the form of traditional publications and on electronic media. Depending on the level of education and the age of the students, the composition of the kit may vary.

A set of teaching materials and manuals for teachers should include:

1) regulatory documents and program and methodological materials, including the historical and cultural standard, the federal state educational standard, an exemplary program in history;

2) thematic planning;

3) subject and course manuals.

When studying history at school, wall or screen maps, chronological tables, and illustrations are also used; training and control (testing) programs; encyclopedias and reference materials; electronic books; multimedia albums, etc.

A modern history textbook, which is the core of the educational and methodological set, should be:

a) a universal (multi-component) carrier of historical information,

b) a means of developing cognitive activity, a resource for the personal development of students.

A modern history textbook should:

Be complex in composition and presentation of historical material (author's text; sources; elements of historiography and value judgments that contribute to a holistic and dialectical perception of national history, its positive content, as well as tragic pages; visual materials; reference apparatus - a chronological table, a glossary of terms, dictionary of personalities, etc.). At the same time, the emphasis in the textbook should be placed on the presentation of not ready-made author's judgments, but a certain set of facts and arguments, on the basis of which students themselves can draw conclusions and make judgments;

Be written in figurative literary language;

Stimulate cognitive and historical dialogue (provided by the nature of the author's text, the system of questions and tasks);

Be open to interaction with other educational and information resources, teaching aids (museums and libraries, electronic manuals, the Internet, periodicals, etc.). The most important rubric for each paragraph should serve as a navigator in the scientific and educational space on history;

Be a partner in relation to students (including taking into account their age characteristics).

The textbook should contain a preliminary summary (in the form of an introduction, comparable in volume to a paragraph), in which the place of the course in the system of school history education is considered, and a plan for further actions is presented and substantiated. The number of paragraphs should be about a third less than the number of hours allotted for studying the course (this will allow time for other activities, not just working with the textbook).

At the beginning of each paragraph, the main question of the paragraph (lesson) should be asked and motivated. The content of the paragraph is intended to help the student formulate his own answer to this question about choosing the necessary arguments.

Textbooks are designed to stimulate the need for students to form independent judgments.

The cognitive model proposed in the textbook is based on the requirements for preparing schoolchildren in history (see educational standards and exemplary programs in history adopted in 2010-2012). To organize the cognitive activity of schoolchildren, the textbook includes the following components:

1) didactic introduction (on how to work with the textbook);

2) a system of questions and tasks for students;

The didactic system of a modern textbook assumes:

a) the inclusion of questions and tasks for all components of the textbook - the author's text, historical sources, maps, illustrations, etc.;

b) the use of tasks of various types, including: those that contribute to the development of subject and logical skills; search, creative, design assignments; tasks for working with local history materials; assignments involving participation in discussion, debate, debate, etc.;

c) differentiation of tasks by complexity, providing an individual approach to learning.

In the textbook of national history, it is in the didactic block, through special tasks, that schoolchildren are asked to study local history, the history of their family, and collect oral history. These content components contribute to the formation of the ability of schoolchildren to apply the knowledge gained in the classroom, to gain experience in search and analytical work on material that is accessible and close to them, and to integrate it organically into the history of the Fatherland (“co-creation” of history).

STAGES OF STUDYING NATIONAL HISTORY AT A COMPREHENSIVE SCHOOL

At present, school history education is based on the so-called.

"concentric" system. Taking into account the opinion of the scientific community, parent organizations and teachers - participants of the First and Second All-Russian Congresses of Teachers of History and Social Science (Moscow, 2011, 2012), it seems appropriate to revise the principles of organizing a school history course.

The adoption of the new Federal Law No. 273 “On Education in the Russian Federation”, the expansion of guarantees of free basic (complete) general education removes a number of regulatory restrictions.

When studying stories on the history of Russia in elementary school (grades 3–4), students should be socialized by forming elementary historical and cultural ideas, enriching the cognitive and emotionally valuable spheres of the individual. Already in the propaedeutic courses of primary school, history appears in the relationship between the history of the country and the history of the city, village, and one's family.

In the basic school (grades 5-10, systematic courses in the history of Russia and general history), basic knowledge about the main stages of the historical path of Russia, its place in world history should be formed. History is revealed on a multi-level basis: as the history of the state, its regions, peoples and social groups, the history of the family and the individual, etc. This contributes to self-identification of students as citizens of their country, region, city, members of certain ethnic and religious communities. Students gain experience in studying various sources of information about the history of Russia, their native land.

Historical education in the graduating class of secondary school has a differentiated character. In accordance with the requests of schoolchildren, the capabilities of the educational organization (institution), the study of history is carried out at the basic and / or advanced levels. An educational institution is given the opportunity to form an individual curriculum, implement one or more training profiles.

In the course of history for the 11th grade, it is supposed to expand the historical, methodological, culture-forming, as well as personally significant components of the historical training of schoolchildren. We are talking about the organic inclusion of knowledge about national history in the system of worldview that is emerging in a young person, about expanding the experience of analyzing the phenomena of the past and the present.

High school students study complexes of historical sources, conduct a comparative review of information from the courses of national and general history. At this stage, the foundations of a social culture adequate to the conditions of the modern world are fixed.

The study of history at an in-depth level should ensure the achievement of the substantive results of mastering the course of history at a basic level and additionally provide:

Formation of knowledge about the place and role of historical science in the system of scientific disciplines, ideas about the achievements of historiography;

Possession of the basic techniques of working with historical sources;

Formation of skills to evaluate various historical versions.

Significant changes require approaches to the structure of the history course in the basic school. The most optimal model seems to be one in which the study of history will be based on a linear system from grades 5 to 10.

In grade 11, at the basic level, a systemic course in History, comparatively historical in nature, can be offered. At the profile level, the main efforts should be aimed at preparing for the final certification and entrance examinations to universities. At the same time, students (in accordance with the requirements of the Federal State Educational Standard) must form knowledge about the place and role of historical science in the system of scientific disciplines, ideas about historiography; master systemic historical knowledge, understanding the place and role of Russia in world history; master the techniques of working with historical sources, the ability to independently analyze the documentary base on historical topics; to form the ability to compare and evaluate various historical versions.

The modern concept of teaching history at school

History is one of the most important school subjects, which allows students to form and build a clear picture of the world around them, to understand the history of their country and their place in the world. Knowledge of historical events, their causal relationships gives the student the opportunity to analyze current events, think critically and evaluate events taking place in the world.

In our country, every year more and more attention is paid to the teaching of this subject in the school system. FrontierXX- XXIcentury, in the field of teaching history, became a period of a number of problems that resulted from the reorganization of the state and changes in its ideological doctrines.

The diversity of historical concepts and their varied interpretation, the lack of a single methodological complex of the school history textbook, as well as the desire for Western models in teaching methods have led to the disunity of school history education. Students no longer perceive the concept of patriotism as the fundamental basis of the worldview of Russian society. The dominance of Western landmarks, their popularization and, as a result, the infringement of the significance of historical events, their blurring and loss of meaning, the desire to popularize foreign interpretations of the historical past of the Russian state led to the loss of cultural self-identification.

In February 2013, the President of the Russian Federation V.V. Putin came up with the initiative to create a unified school textbook on the history of Russia, in which all historical events should acquire a single interpretation in order to avoid internal contradictions and dual meanings.

The result of this initiative was the emergence of a unified concept of teaching history at school, which represents the cathedral a number of important points:

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

mastering by students of knowledge about the main stages in the development of human society from antiquity to the present day, with special attention to the place and role of Russia in the world-historical process;

education of students in the spirit of patriotism respect for their Fatherland, the multinational Russian state, in accordance with the ideas of mutual understanding, harmony and peace between people and nations, in the spirit of the democratic values of modern society;

development of students' abilities to analyze information contained in various sources about events and phenomena of the past and present,

consider events in accordance with the principle of historicism, in their dynamics, interconnection and interdependence;

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

The modern course of national history should combine the history of the Russian state and the peoples inhabiting it, the history of regions and local history(past hometown, village)

The modern model assumes that the study of history willbe built on a linear system from grades 5 to 10.

In grade 11, at the basic level, a systematic history course can be offered, comparatively historical in nature.

At the same time, in the process of learning, students (in accordance with the requirements of the Federal State Educational Standard) must form knowledge about the place and role of historical science in the system of scientific disciplines, ideas about historiography; master systemic historical knowledge, understanding the place and role of Russia in world history; master the techniques of working with historical sources, the ability to independently analyze the documentary base on historical topics; to form the ability to compare and evaluate different historical versions

Participants in the modern process of the education system can already observe the results of the introduction of the historical concept into the educational process:

1. Active development of a unified history textbook

2. During the academic year 2016-2017, there was a gradual transition to linear teaching of the history of Russia in grades 6.7

3.Since 2017 an additional history lesson was introduced in grades 10-11

4. High school graduates must write a final qualifying work on the subject

5. The initiative of the Ministry of Education to introduce the mandatory passing of the exam in history for graduates from 2020 is being considered in the media

Thus, history remains one of the most important school subjects, which allows you to shape the horizons and worldview of students.

The concept of historical education, the historical and cultural standard, teaching materials, as a condition for the effectiveness of the quality of education in the context of the implementation of the requirements of the Federal State Educational Standard Completed by the chairman of the OMO Subject area: history, social studies, law Chudinova Inna Vasilievna GAU DPOS "Smolensk Regional Institute for the Development of Education Sectional meeting of teachers of humanitarian subjects August 2015

Order of the President of the Russian Federation Vladimir Putin dated February 19, 2012 at a meeting of the Council for Interethnic Relations The draft concept was approved at a meeting of the Council of the Russian Historical Society on October 30, 2013. The concept of a new educational and methodological complex on national history

Complements and concretizes the requirements of the Federal State Educational Standard (FSES) in the methodological, scientific-historical and general pedagogical aspects Aimed at improving the quality of school history education, developing the competencies of secondary school students in accordance with the requirements of the FSES In modern Russian society, the new concept acts as a social contract, offering balanced points of view on the debatable issues of national and general history. The concept of a new educational and methodological complex on national history

The purpose of developing the concept is to form a socially agreed position on the main stages of the development of the Russian state and society, to develop a holistic picture of Russian history, taking into account the interconnection of all its stages, their significance for understanding the modern place and role of Russia in the world, the importance of the contribution of each nation, its culture to the common the history of the country, the formation of the modern image of Russia The main objectives of the concept: -consideration of the history of Russia as an integral part of the world historical process; - understanding of the features of its development, place and role in world history and in the modern world; - determination of requirements for the content of training and education, organization of the educational process and extracurricular activities at all levels of education; - determination of basic guidelines for the formation of the content of school education in general, especially the social and humanitarian cycle of disciplines, the content of extracurricular and extracurricular activities.

the values of civil society the idea of the continuity of the stages of Russian history; educational potential of historical education; public consent and respect; cognitive value of Russian history; formation of requirements for each stage of continuous historical education throughout life. Basic principles of the concept The methodological basis of the concept is the principle of scientific character; multifactorial approach; historical approach; anthropological approach; historical and cultural approach.

Multi-level representation of history: synchronization of courses in the history of Russia and world history, comparison of key events and processes in Russian and world history, introduction of elements of comparative characteristics into the content of education. The multidimensional (multifactorial) nature of history: consideration of the key events of national history allows us to trace how political and economic interests, moral, religious and other motives of the participants were intertwined in them. Educational and upbringing priorities

A person in history: we are talking about both outstanding personalities, leaders, to whom separate biographical notes are dedicated, and about ordinary, “ordinary” people. Along with the event history - the expansion of material about the daily life of people in different historical eras. Historical and cultural approach: the space of dialogue: the perception of historical and cultural monuments by schoolchildren as a valuable asset of the country and all mankind, which everyone should preserve. Educational and upbringing priorities

Recommendations that can form the basis of new educational and methodological complexes on national history: 1. The key link is the understanding of Russia's past as an integral part of the world historical process. 2. Patriotic basis. 3. Russia is the largest multi-ethnic and poly-confessional country in the world. 4. Formation of a civil all-Russian identity. 5. Increase the number of hours (paragraphs) on the history of culture, keeping in mind, first of all, socio-cultural material, the history of everyday life.

The educational and methodological complex on the history of Russia is both an information space and a cognitive model: A new educational and methodological complex on national history should include: 1) a textbook; 2) an anthology or a collection of documents; 3) historical atlas; 4) a workbook and a collection of tasks; 6) a book to read. A set of methodological materials and manuals for a teacher should include: 1) regulatory documents and program and methodological materials, including ICS, GEF, an exemplary history program; 2) thematic planning; 3) subject and course manuals.

Must contain a holistic view of the historical process; complex in composition and presentation of historical material written in a figurative literary language; stimulate cognitive and historical dialogue; be open to interaction with other educational and information resources; be a partner in relation to students (including taking into account their age characteristics). A modern history textbook should be: a) a universal (multi-component) carrier of historical information, b) a means of developing cognitive activity, a resource for the personal development of students.

A modern history textbook a) inclusion of questions and assignments for all components of the textbook - the author's text, historical sources, maps, illustrations, etc.; b) the use of tasks of various types, including: those that contribute to the development of subject and logical skills; search, creative, design assignments; tasks for working with local history materials; assignments involving participation in discussion, debate, debate, etc.; c) differentiation of tasks by complexity, providing an individual approach to learning. The didactic system of a modern textbook assumes:

Stages of studying Russian history in a general education school Optimal model from grades 5 to 10 according to a linear system In grade 11, at the basic level, a system course "History of Russia in the World Context" can be offered At the profile level, the main efforts should be directed to preparing for the final certification and entrance exams testing in universities

The basis of the concept is the historical and cultural standard. Prepared in 2013 on the basis of the Institute of Russian History, approved by a working group led by Academician, Director of the Institute of World History of the Russian Academy of Sciences Alexander Chubaryan. topics, concepts and terms, events and personalities for each section that are mandatory for study, the main approaches to teaching national history in a modern school a list of “difficult questions of history” that cause heated discussions in society

Grade 6 Section I. From Ancient Russia to the Russian State Grade 7 Section II. Russia in the XVIXVII centuries: from the Grand Duchy to the Kingdom Grade 8 Section III. Russia at the end of the 18th century: from kingdom to empire Grade 9 Section IV. Russian Empire in the 19th and early 20th centuries. Grade 10 Section V. Russia in the years of "great upheavals" Section VI. Soviet Union in the years Section VII. Great Patriotic War Section VIII. Apogee and crisis of the Soviet system Section IX. Russian Federation in the years. An approximate list of "difficult questions in the history of Russia" Historical and cultural standard

An approximate list of "difficult questions in the history of Russia" 1. the formation of the Old Russian state and the role of the Varangians in this process; 2. the existence of the Old Russian people and the perception of the heritage of Ancient Russia as a common foundation for the history of Russia, Ukraine and Belarus; 3. the historical choice of Alexander Nevsky; 4. the role of Ivan IV the Terrible in Russian history: reforms and their price; 5. attempts to limit the power of the head of state during the Time of Troubles and in the era of palace coups, possible reasons for the failure of these attempts; 6. Accession of Ukraine to Russia (causes and consequences); 7. fundamental features of the social and political system of Russia (serfdom, autocracy) in comparison with the states of Western Europe; 8. causes, features, consequences and price of Peter's reforms; 9. causes, consequences and assessment of the fall of the monarchy in Russia, the coming to power of the Bolsheviks and their victory in the Civil War; 10. reasons for the curtailment of the NEP, evaluation of the results of industrialization, collectivization and transformations in the sphere of culture;

11. the nature of the national policy of the Bolsheviks and its assessment; the Soviet federation as a form of solving the national question with the right to freely secede from the USSR; 12. causes, consequences and assessment of the establishment of a one-party dictatorship and autocracy I.V. Stalin; reasons for repression. 13. assessment of the foreign policy of the USSR on the eve and at the beginning of World War II; 14. the price of the victory of the USSR in the Great Patriotic War; 15. assessment of the USSR in the conditions of the "cold war"; 16. Causes, consequences and evaluation of N.S. Khrushchev; 17. assessment of the period of L.I. Brezhnev and the role of the dissident movement; 18. causes, consequences and assessment of "perestroika" and the collapse of the USSR; 19. assessment of the causes, nature and consequences of the economic reforms of the early 1990s. (“shock therapy”, methods of privatization); causes and consequences of B.N. Yeltsin in the political struggles of the 1990s; 20. Causes, consequences and assessment of the stabilization of the Russian economy and political system in the 2000s. An approximate list of "difficult questions in the history of Russia"

Based on the results of public, pedagogical and scientific historical and cultural examinations, changes were made to the federal list of textbooks - by order 576 of June 08, 2015 "On amendments to the federal list of textbooks ..." it includes three lines of textbooks on the history of Russia from the following publishers: "Prosveshchenie" , Bustard and Russian Word. From the publishing houses "Drofa" and "Enlightenment" were approved lines of textbooks from grades 6 to 10. From the "Russian Word" a "shortened version" of the line was approved - for grades 6-9. WMC

Prosveshchenie Publishing House UMK includes: Textbook + EFU (electronic textbook form) Work program and thematic planning Lesson developments Workbook Reading book Reader Collection of didactic materials Atlas Textbook components Didactic introduction System of questions and tasks for students Materials for self-study Reference information Project topics Scientific and editorial board: A.V. Torkunov, N.M. Arsentiev, M.A. Gareev, A.Yu. Lazebnikova, P.P. Pankin, V.A. Tishkov V.I. Ukolova

Drofa Publishing House Features of the teaching materials: - A truly new set, created on the basis of a single methodological approach developed on the basis of the Federal State Educational Standard and the new concept of teaching materials on national history. - The new WMC is the result of the joint work of historians and methodologists-practitioners. - The extended composition of the teaching materials includes, in addition to the main components, also atlases, contour maps and readers. - Convenient and easy to use, but at the same time saturated with electronic educational resources, the electronic form of the textbook (ETS). - Compactness of textbooks: despite the abundance of methodological elements and additional materials for paragraphs, each textbook is in one book that meets the requirements of San PiN in terms of weight characteristics. The authors of the UMC. Scientists-historians I. N. Danilevsky,. I. L. Andreev L. M. Lyashenko S. P. Karpachev, O. V. Volobuev + methodologists-practitioners
30 Features of teaching materials: Compliance with the Federal State Educational Standards in General History, the History of Russia and the Exemplary Program, the Historical and Cultural Standard. The team of authors consists of recognized experts in the relevant fields of historical science and methods of teaching history. Commonality of author's approaches to the selection and presentation of educational material. The unity of the organization of content and methodological apparatus. Unity of design and illustrative series. Russkoe Slovo Publishing House Authors: Yu.A. Petrov, E.V. Pchelov, P.V. Lukin, V.N. Zakharov, K.A. Solovyov, A.P. Shevyrev.

We compare the “single” textbooks on the history of the 19th - early 20th centuries (Grade 9): IKS “Enlightenment” “Bustbust” “Russian Word” Decembrist uprising on December 14, 1825 “The soldiers were told that Nicholas wanted to seize the throne in defiance of the legitimate heir Konstantin Thus, they did not advocate the abolition of serfdom, but only the observance of the rule of law when a new king came to the throne. "The Decembrists tried to present the uprising as an attempt to 'defend' the rights of the lawful monarch Constantine. In fact, it was about changing the form of government and cardinal socio-economic changes in the country." With the threat of arms, the Decembrists wanted to force the senators to swear allegiance not to Nicholas, but to the Provisional Government. win the support of the soldiers, they convinced them that the oath to Nicholas was illegal.

We compare the "single" textbooks on the history of the 19th - early 20th centuries (Grade 9): IKS "Enlightenment" "Bustbust" "Russian Word" Additional questions "Find out how the search for the burial of five executed Decembrists went, find out in which of the districts of St. probable place of this burial. "Historian N. Ya. Eidelman considered the Decembrist uprising as a kind of attempt at a "revolution from above" aimed at modernizing Russia. What grounds did he have for such a conclusion?" "The performance of the Decembrists took place at the time of the change of reign. Why, in the historical tradition, was it not attributed to a series of palace coups known since the 18th century?"

Sources. 1. Federal portal "History of Russia" 2. Speech by the President of the Russian Federation V.V. Putin at a meeting of the Council for Interethnic Relations February 19, 2013 Moscow 3. The concept of a new educational and methodological complex on national history. 4. Historical and cultural standard Russian-slovo.rf

The need to create a new Russian history textbook is dictated, first of all, by the development of world historical science, the accumulation of new historical knowledge, and the increased public interest in the events of the past.

The concept is aimed at improving the quality of school history education, developing the competencies of students in general education schools in accordance with the requirements of the Federal State Educational Standard (FSES) for basic general and secondary (full) education, and forming a unified cultural and historical space of the Russian Federation.

The implementation of the Concept involves not only the preparation of an educational and methodological complex, consisting of the curriculum of the course, textbook, teaching aids, books for teachers, a set of maps, electronic applications, but also the formation of a single scientific and educational space on the Internet.

The list of "difficult questions in the history of Russia" was compiled with the aim of including additional reference materials in methodological manuals and books for the teacher, offering the most common points of view on these events. It seems appropriate to prepare a series of thematic modules devoted to certain issues of Russian history.

Tasks of the educational and methodological complex:

To create conditions for graduates to acquire solid knowledge of the history of Russia;
- to form an idea of the main stages of development of the multinational Russian state;
- to show the history of Russia as an integral part of the world historical process;
- to reveal the essence of the historical process as a combination of efforts of many generations of Russians.

It is supposed to use the Concept in the preparation of texts of the corresponding line of school textbooks. These texts need:

Pay attention to the events and processes of world history in terms of synchronizing the Russian historical process with the global one;
- apply a new approach to the history of Russian culture as a continuous process of acquiring a national identity, not limited to listing names and creative achievements, logically linked to the political and socio-economic development of the country;
- exclude the possibility of internal contradictions and mutually exclusive interpretations of historical events, including those of significant importance for certain regions of Russia;
- to ensure the availability of presentation, figurativeness of the language.

The preparation of a new educational and methodological complex on national history should be accompanied by the development of a similar line on world history. In addition, the need to develop interdisciplinary connections in the framework of other humanitarian courses: literature, Russian language, social science, world art culture is of particular relevance. The introduction of new rulers will require large-scale refresher courses for history teachers. In addition, the question of revising the approaches to the organization and structure of the State Examination and the Unified State Examination in history becomes fundamental.

Historical and cultural standard