List of academic disciplines of the entire period of study;

The distribution of these disciplines by year of study;

Determines the weekly and annual number of hours for each subject;

Determines the time of holidays, exams, practice;

Defines the topics of electives.

Clock grid - list of disciplines, with the definition of weekly hours.

History was taught 17 hours a week in the 1980s

	Number of hours per week
Fundamentals of State and Law
Social science

According to the grid, one can determine: 1) the type of education (the ratio of humanitarian and natural disciplines); 2) the depth of education (by the name of the subjects and the number of weekly hours).

The end of the 80s - new trends in the formation of curricula.

Introduction of a general discipline - social science.

1997/1998 – basic curriculum with regional component(mandatory part of the curriculum).

	Number of hours per week
Social science

The school curriculum defines:

The structure of the school course (the distribution of course materials by year of study);

Time that is aimed at studying the course, section, topic.

The central problem is that the arrangement of the material by year of study depends on the type of school and the levels of schooling (4-year, 7-year, 11-year)

Course Structure Principles

Concentric (from mid-19th century to 1914, from 1996/1997)

Linear (1934 - 1958, 1965 - 1996\1997)

Linear stepped (1959 - 1965)

concentric course. The study proceeds sequentially at separate stages - concentres - which covers the course of history from ancient times to the present, and the study of the material at each subsequent stage goes deeper than at the previous one.

At

Elementary nature of the course

Systematic(course of world history)

conditions for the implementation of concentrism (1945 - 60s): 2 concentres (5-8 grades and 9-12 grades)

VIIIRecent historyXII

The first concentre presupposes a narrative-conversational course, a lot of facts, few sociological generalizations. The principle is being developed - the teaching of history should begin with the history of the Fatherland and empathy.

Advantages of the concentric course: 1) young people with secondary education have full view about the history of mankind; 2) the principle is justified pedagogically and psychologically and allows you to determine the content in accordance with the age characteristics of students, which allows you to achieve a high figurative and educational effect; 3) all sections of history are assimilated with the same degree of depth; 4) inevitable repetition.

Russian gymnasium - the development of concentrism.

1913 - history was studied at three concentrations.

Studied the same class I-II - elementary course (2 hours)

IV–VI grade – basic course (3 hours)

VII–VIII grade – additional course (2 hours)

BUT! The elementary course was studied using systematic high school textbooks gap between theory and practice

Mandatory conditions of concentrism (not one of them was observed in Russian history): 1) the correct definition of the volume, specifics of the content and presentation of the material at each stage elementary course should not be a reduced copy, and a figurative plot should be built accordingly for textbooks; 2) there should be a gap in time between the respective sections of the concentres (at least 3-4 years); 3) a sufficient period of time (3-4 years) for the deployment of each of the training centers should be 12 years.

Linear course. The material is arranged systematically and consistently along the bottom line - from class to class

19th/20th centuries - two variants of linearity: chronologically progressive (from the ancient world to the present) and chronologically regressive (from the present to ancient world). The dispute is which material is more accessible to the younger ones: ancient (few peoples, it is easy to understand history) or modern (history around the children themselves). In the twentieth century, this dispute does not exist, because. modernity is increasingly difficult to understand.

Advantages of a linear course: 1) the distribution of material is most natural, corresponds to the course of the historical process and the structure of historical science; 2) students with secondary education get an additional understanding of the history of mankind; 3) saving study time, because repetition is avoided; 4) study in each class of a new course mechanically keeps students interested in the subject.

Difficulties of the linear course: 1) compliance with psychological and pedagogical requirements when determining the content of the course, i.e. uneven study of the stages of human development (IDM, WIS - elementary course); 2) the consistent study of individual stages of human development stretches for 7-8 years, which leads to the problem of consolidating the material and the strength of knowledge; 3) the impossibility of its use for step education.

Linear-step course.

October 7, 1959 - Resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR "on some changes in the teaching of history at school" (the establishment of a linear-step course in the school).

Vclass - IDM elementary

VI class - WIS course

VII-VIII grade - history of the USSR and introduction - elementary course

into foreign history

IX,X,XI classes - systematic courses in the history of the USSR and New and Recent history

Those. principles of linearity, but with discontinuity (5-6, 9-11 - foreign history, 7-8, 9-11 - the history of the Fatherland). The course is built on a linear basis foreign history, and on the concentric course of domestic.

Advantages of the linear-step course: 1) corresponds to the 2-stage education system; 2) complete historical education.

1965 - return to the linear structure.

May 14, 1965 - new stage in development historical education- "On changing the order of teaching at school" - a consistent, one-time study of the historical process. The linear principle (chronologically progressive) is restored.

	Availability of the subject in the program
The history of homeland
foreign history

1962 - transition to compulsory secondary education, i.e. there is no need to fit into the 8-year-old

BUT! Restoration linear principle was incomplete: V, VI, VII classes - elementary courses, VIII, IX, X - system courses (difference from the program of 1934).

Difficulties of the linear-step course: 1) violation of the principle of continuity in the study of foreign history; 2) the principle of synchronicity is not fully respected; 3) VIII, IX, X, classes are overloaded.

December 28, 1994 - resolution "On the strategy for the development of historical and social science education in educational institutions."

Since 1996/97, the transition to concentric education begins (in Russia in general, and in Samara education in particular). But a number of schools have retained the linear principle.

Stage I - grade 3 - historical propaedeutics (IDM, IO + Introduction to history). Submission form - plot stories.

Stage II - 5 (IDM), 6 (WIS), 7 (IO), 8 (IO + NNI), 9 (IO + NNI). Sequential linear education: world history course + information on the history of the fatherland.

Stage III - 10, 11 grades. Courses may be optional.

In practice - a violation of the principles of concentrism.

Disadvantages: 1) the uncertainty of the content of courses for the first and second concentres; 2) the inevitability of overload at the III center and a high level of overload at the II (in grades 7-9); 3) violation of the psychological and pedagogical requirements for the selection of the content of the material at the II and III concentrations; 4) synchrony and continuity are disturbed at the second center; 5) the need to switch to textbook concentres.

Offers: 1) refusal of concentrism; 2) preservation of concentrism, but with conditions: 12-year education, provision of textbooks, alignment of the program of textbooks for II and III concentres; 3) return (temporary) to linearity to prepare concentrism.

Alena Baltseva | 01/18/2016 | 19997

Alena Baltseva 01/18/2016 19997

If there is a schoolboy in your family, this is a great occasion to re-read with him the most best books included in the Literature Program. We can bet that many works will open up to you from an unexpected angle and become an occasion for frank conversations on important topics.

Everyone knows that in the novel "Fathers and Sons" Turgenev touches on the topic of generational conflict, but this work is much deeper. Here is not only the story of the relationship between an eccentric son and elderly parents who do not have a soul in him and at the same time are afraid of him. This small book is about the conflict of worldviews, human values, the meaning of life.

Perhaps, rereading "Fathers and Sons" with your child, you will recognize each other there. Why not a great opportunity to call the child to an open discussion and learn from the mistakes of others, albeit literary ones?

A censored novel written behind prison bars that caused a real storm in the Russian Empire and beyond - it seems that this is enough to intrigue a teenager, doesn't it?

To a large extent this philosophical work Nikolai Chernyshevsky is a response to Turgenev's Fathers and Sons. In Notes from the Underground, his ideas were challenged by Fyodor Dostoyevsky. And Lenin and Mayakovsky, for example, admired him.

So what is the mystery behind this book? Is the new society about which Chernyshevsky wrote possible? Try to figure this out together.

“I am a trembling creature, or do I have a right?” - this question tormented not only Raskolnikov, but at certain moments of life it also arises before each of us. Is evil acceptable for good? Does the offender have a chance for redemption and forgiveness? The teenager must find answers to all this first of all with his parents. Read "Crime and Punishment" together.

Be honest: did you master all four volumes of War and Peace at school without missing a single line about the war? If you answered in the affirmative, your endurance can only be envied!

In fact, Tolstoy's epic novel has only two drawbacks that scare away schoolchildren - this is an abundance of quotations in French and an impressive volume. Everything else is all virtues: a fascinating plot (love for girls, war for boys), dynamic narration, bright characters.

Help your child see the beauty of this piece. And to make reading more fun, add an element of competition: who will finish the first volume faster? And second? How about reading the whole book to the end? You will not regret that you decided to re-read the great work.

"How less woman we love, the easier she likes us”, “We all learned a little something and somehow”, “We honor everyone with zeros, and ourselves with ones”, “But I am given to another and I will be faithful to him for a century” - list catchphrases this poem can be continued ad infinitum. No wonder Pushkin considered this work one of the most significant works own composition.

In this book - the story of the first unrequited love of a romantic girl, the story of the idle life of a young dandy, the story of loyalty and self-denial. All this will appear in colors before your eyes if you arrange family readings on the roles of this masterpiece of Russian literature.

Fonvizin's hysterically funny play about the Prostakov family won instant success on the day of its premiere at the end of the 18th century and continues to amuse readers in early XXI. They say that Grigory Potemkin himself praised Fonvizin with the following words: “Die, Denis, you won’t write better”.

Why did this play fall into the category of immortals? Thanks to at least two quotes:

• “I don’t want to study - I want to get married!
• "Here are the worthy fruits of wickedness."

As a maximum - thanks to a biting satire that exposes ignorance. Another brilliant story about the relationship between parents and children.

Quoting Griboyedov, " happy hour are not watching." Especially when they hold “Woe from Wit” in their hands, because reading it is a real pleasure. As Pushkin predicted the work, almost half of the poems passed into the category of proverbs.

This brilliant tragicomedy only scratches the surface love theme denouncing sycophancy and servility. Important questions for every person, whether they are 15 or 40.

Most famous novel Gogol is a reference example of Russian ironic prose, a kind of "Odyssey" describing the journey of the enterprising landowner Chichikov through Russian province, an encyclopedia of archetypes.

To learn how to recognize plush, manila, boxes in life, you should read " Dead Souls' in his youth. And in order not to “lose your knack” - re-read it in adulthood.

The plot of this ironic, witty novel is obscenely simple: for the most part the protagonist lies on the couch in an old dressing gown, occasionally distracted by attempts to arrange personal life. Despite this, "Oblomov" is read easily and with interest.

Unfortunately, “Oblomovism” strikes not only lazy bachelors at just over 30, but also respectable fathers of the family already over 40, and is born in the minds of spoiled children under 18. In order to prevent this acute disease, read Goncharov with the whole family!

Unlike Ilya Ilyich Oblomov, the heroes of Chekhov's plays are quite vigorous activity, and the result is still the same - indecision and mental anguish, which in the end lead to nothing good. To cut down the garden or not to cut down? To lease the land or not?

Indeed, what would you do if you were there? main character plays by Ranevskaya? good theme for family discussion.

Orest Kiprensky, "Poor Lisa"

This dramatic novel is a good occasion to discuss with a teenager the ethics of relations with the opposite sex, to talk about male decency and girlish honor. Story poor Lisa, who committed suicide because of the betrayal of the young man who seduced her, unfortunately, is too often repeated in real life in various variations, so as to consider it only a literary fiction.

An epic work, the main character of which is the classic "bad guy", skeptic and fatalist Pechorin. A Hero of Our Time is inspired by the romantic works of Walter Scott and Lord Byron, as well as Pushkin's Eugene Onegin.

The gloomy protagonist will seem in many ways close to a teenager, and to an adult who has seen the views too.

Top up vocabulary laconic phrases of Ella Schukina, learn to beg for a few European languages, get a master class on turning skins of dubious quality into Shanghai leopard fur, learn 400 relatively honest ways to extort money? Easy!

While a schoolchild is likely to see only a sparkling humorous story in the novel of a talented writing duo, his parents will appreciate the subtle irony of the authors.

Another work, literally dispersed into quotes. Re-read the brilliant satire of Mikhail Bulgakov to remind yourself and explain to the child that "devastation is not in the closets, but in the heads."

Introduction

The document that defines the study of the history course is the curriculum. It determines the content of the school course in the study of history. The program must be an objective document, devoid of subjectivity, the program must be scientific.

The teacher begins his work at school by studying the program and an explanatory note to it. The program provides:

Time to study certain sections;

Distribution of material by lesson;

Specifying clarifications.

The purpose of this work is to analyze the current program of history courses. The following tasks can be distinguished from the goal:

1) characterize the essence and structure of the program, its structure, basic educational and psychological requirements;

2) on the basis of the conclusions drawn on the first point, to investigate current program history course in the fifth grade and find out if they meet the requirements.

In this work, such research methods as analysis, synthesis, comparison, description of the obtained data are used.

Chapter 1. General characteristics of school programs in history

1.1. Understanding the curriculum.

1. The structure of a school history course is a set of content elements of general historical education. The elements of the structure are separate facts, chosen as topics of knowledge, which are somehow united with each other.

Structuring - necessary condition systemic knowledge, skills and ideological, moral and aesthetic ideas that students learn in the process of studying history.

The structure of general historical education is reflected in the curriculum of the course. The concept of "Curriculum" in world pedagogy does not have a clear definition today. Here are some of them:

Training program - normative document, revealing the content of knowledge, skills and abilities in the subject, the logic of studying the main worldview ideas, indicating the sequence of topics, questions and the total dosage of time for their study.

In Ukraine, the program is a document that names the goals of the subject, reveals its content in each class, and also clarifies the main ideas, concepts, skills and abilities that students should possess. It is the program that concretizes the goal of general historical education and determines, through the structure of the course, teaching methods and criteria for evaluating its results.

Undoubtedly, the program is an important tool for the teacher. But the reform of school education, the need for which is caused by time, significantly influenced her. In this regard, let's compare two definitions that are separated by a little more than a decade:

1) "Subject curricula, like curricula, are mandatory for all schools and teachers as a state document that determines the content of history teaching" (1986). I.e we are talking about one single program, mandatory throughout the territory of the former Soviet Union.

2) Exemplary programs are a guideline for the preparation of author's programs, the development of calendar and thematic plans and create conditions for the creativity of the teacher, the free choice of forms and methods of teaching, the differentiation of the educational process "(1999) - here the question is raised about several programs, from which the optimal one will be selected for a specific area, school, class, etc.

Thus, curricula are real guidelines for teaching and learning activities at school. Modern status programs stimulates the critical approach of teachers to the choice of programs, their creativity in planning the teaching of history.

Model (state) curricula in history are developed on the basis of the state educational standard. They reflect historical and pedagogical experience based on achievements in pedagogy and psychology. Therefore, there is a need to periodically update curricula in accordance with the development pedagogical science and practices. Such programs are approved by the Ministry of Education and Science of Ukraine and are advisory in nature.

Working curricula are developed on the basis of state ones, but are more applicable in practice. They describe the national-regional component and make reference to the information base, technical support, student opportunities.

Author's curricula only take into account the requirements of the state educational standard. They reserve the right to contain a different principle of construction educational material, to have their own approaches to the consideration of certain theories, to express their point of view. Such programs must be reviewed by scholars of history and must be approved. pedagogical council schools.

Thus, there are three main types curricula. Each of them has its own advantages, and the task of the teacher is to creatively approach the proposed material and objectively evaluate the appropriateness of using a particular program.

1.3. Curriculum Structure

The general structure of the program contains mainly 3 elements:

1. Explanatory note (Appendix 1). It defines the main objectives of the subject, leading scientific ideas. Here, the authors define educational, educational and developmental goals in the study of history, its role and place in the system of modern school education. As a rule, this part states that the program is based on the mandatory minimum content. The educational content is organized at 2 levels: basic and variable material (based on the basic curriculum in grades 5-12, there are at least 23 hours of the invariant part)

2. Main part. Contains thematic plan, the content of topics, tasks and studies, basic concepts, skills, types of activities. This part is dispersed by classes and historical courses. Here, the authors can use different ways of formulating the educational material (Appendix 2)

3. Application. Contains guidelines relating to the assessment of knowledge, skills and abilities.

Thus, programs are spared from hard lesson planning. Topics at the discretion of the teacher can be rearranged without violating chronological order; also, the teacher has the right to determine the number of hours for the study of any topic, but not to exclude others.

1.4. The structure of the content of the curriculum

The curriculum specifies the purpose of general history education and determines the teaching methods and assessment criteria according to the structure of the course. The program of the history course can be built using specific, linear, spiral and mixed ways of structuring its content.

The concentrated method is a repeated return to the same topic, which will be overgrown with new facts, events related to dependence on other topics.

A linear structure is a continuous sequence of logically related topics(often in chronological order), each of which is worked out only once in the process of studying.

The spiral mode has an initial topic of study to which other topics are linked; their number is constantly increasing. This method is continuous and does not exclude multiple access to the same circuit.

A mixed structure is a combination of the three structuring methods mentioned above. Some topics are repeatedly addressed, some are considered only superficially, but without losing connection.

The choice of this or that structure of the content of the history course depends entirely on the views on the learning processes of the authors of the curriculum.

1.5. Tasks, goals, functions of curricula in history

According to Slastenin V.A., the curriculum performs a number of basic functions:

1. Descriptive - the program is a means of describing the content of education;

2. Ideological and worldview - the knowledge included in the program is aimed at the formation of spirituality and scientific outlook in schoolchildren;

3. Regulatory or organizational and methodological - organizing the activities of the teacher in preparation for classes, (selection of materials, methods and forms of education) and educational work students (determines the nature of their activities in studying subjects at school, at home).

The goal of the authors of curricula, in addition to the obligatory ones: general education, upbringing and development, should be to choose the optimal content of historical education, during the study of which it will be necessary to involve such types of learning activities schoolchildren as cognitive, practical, creative-search, value-semantic (emotionally-evaluative). That is, according to O. Turyanskaya, the content of historical education should be presented as a complex of the following components:

2. Operational - consists of a set of mandatory, subject and general skills provided by the study of this course (for this component, it is necessary to introduce lessons in the formation of skills and abilities into the program);

3. Creative-search - contains specific historical or ideological problems (a list of them is provided in the program), which carry educational historical information;

4. Value-semantic - is the basis for the formation of axeological (value), consciousness of the individual, her emotional intelligence, is aimed at the student's understanding of his feelings, himself, etc.

Turyanskaya O. says that the school history curriculum should define those concepts and events about the past public life who had and have today a great cognitive or negative value for the life of mankind (slavery; slave; master human destiny). Students should be aware of these phenomena not only in their socio-historical sense, but also in moral and even psychological.

Particular attention should be paid to the development of practical skills of students defined in the program: the development of creative information processing skills, critical thinking, information analysis. At the same time, the teacher should not impose his opinion.

So the story is unique academic discipline, which has special ways of influencing the personality. And it is these methods that should be taken into account when drawing up school curricula for the study of history. Their content should correspond to information capabilities, technical support and the current social state. So, great attention it is necessary to pay the most careful development of curricula, allowing the student not only to successfully master the material, but also to be able to apply their knowledge in practice with the help of the acquired skills in solving important life problems.

Bibliography

1. Vyazemsky E.E., Strelova O.Yu. Theory and methods of teaching history. – M.: VLADOS, 2003.-p.381

2. Pedagogy. Ed. Slastenina V.A. – M.: Academy, 2003.-p.240

3. Vyazemsky E.E., Strelova O.Yu. Theory and methods of teaching history. – M.: VLADOS, 2003.-p.158.

4. Collection of resolutions of the government of Ukraine. - 1999. - No. 4. - P.76-77.

5. History of Ukraine. - 2004. - No. 35. - S.2-3.

6. Pedagogy. Ed. Slastenina V.A. – M.: Academy, 2003.-p.240

7. History of Ukraine. - 2004. - No. 37. – P.12.

History is one of the most fascinating disciplines in the school general education course. It is interesting in its content and always relevant, as it allows us to trace the cause-and-effect relationship between the most different at first glance events, moreover, separated by centuries.

History clearly shows how great powers were created and collapsed, an example of which is the ancient Roman or Russian empire. As a subject, it is a multifaceted discipline both in terms of event processes and their interpretations. It is very voluminous, if we take into account the sources of information, and at the same time it is systemic in its presentation. To understand this subject, to assimilate the entire huge database of information that accompanies its study, the extensive video material presented on the general educational portal website and formed as a group of video lessons on individual topics and courses helps.

The Decembrist uprising and the Crimean War

The period of the beginning of the 19th century, when the Russian Empire became the arena for a new political movement, headed by a progressive young nobility. This historical stage better known as Decembrist revolt.

It is quite difficult to understand the reasons that prompted the elite of society to protest against the policy of Alexander I for radical changes in the country without careful and in-depth study. country's constitutional system, was the first serious signal for the power structures of the Russian Empire. The video lessons presented on the site contain carefully designed and systematized information related to the topic of the Decembrist uprising, and greatly facilitate the task of mastering the history program.

Of serious interest is such a stage in the life of the country as Crimean War. The reasons for it were the clash of political interests of Russia, Turkey, Austria, France and England, which could not be resolved peacefully, as well as the expansion of the sphere of influence and sales markets.

The final reason, as a result of which the Crimean War began in 1853, was, not surprisingly, a religious dispute over the ownership of the "Palestinian shrines" that were at that time on earth. Ottoman Empire. England and France found it necessary to resist in this conflict between Turkey and Russia on the side of the Ottomans, starting a diplomatic blockade against the Russian Empire.

As a result, the Crimean War was a serious defeat for Russia, as a result of which the empire lost its naval bases on the Black Sea and partly its fleet, and lost influence in the Balkans. But at the same time, the Crimean War became the reason for a number of serious reforms during the subsequent reign of Alexander II.

the site is the best assistant for a deep understanding of history

The huge amount of complex material becomes a serious obstacle to a deep understanding of the lessons on these topics. The opportunity once again in a calm home environment to listen to the presentation of information from the lips of a highly qualified teacher is an excellent opportunity to understand and understand what was the complexity of the historical path that Russian empire during this historical period.

The optimal solution to the problem will be those presented on the portal and for children who are forced for a number of reasons to pass home schooling. They will be no less interesting for teachers, as the possibility of absentee attendance at open lessons and exchange of experience in their implementation.

Introduction

The document that defines the study of the history course is the curriculum. It determines the content of the school course in the study of history. The program must be an objective document, devoid of subjectivity, the program must be scientific.

The teacher begins his work at school by studying the program and an explanatory note to it. The program provides:

Time to study certain sections;

Distribution of material by lesson;

Specifying clarifications.

The purpose of this work is to analyze the current program of history courses. The following tasks can be distinguished from the goal:

1) characterize the essence and structure of the program, its structure, basic educational and psychological requirements;

2) on the basis of the conclusions made on the first point, examine the current program of the history course in the fifth grade and find out whether they meet the requirements.

In this work, such research methods as analysis, synthesis, comparison, description of the obtained data are used.

Chapter 1. general characteristics school programs in history

1.1. Understanding the curriculum.

1. The structure of a school history course is a set of content elements of general historical education. The elements of the structure are separate facts, selected as topics of knowledge, which are somehow combined with each other.

Structuredness is a necessary condition for the systemic nature of knowledge, skills and worldview, moral and aesthetic ideas that students learn in the process of studying history.

The structure of general historical education is reflected in the curriculum of the course. The concept of "Curriculum" in world pedagogy does not have a clear definition today. Here are some of them:

Program summary main educational content, the goals of studying the subject and ways to achieve them.

The curriculum is a normative document that reveals the content of knowledge, skills and abilities in the subject, the logic of studying the main worldview ideas, indicating the sequence of topics, questions and the total dosage of time for their study.

In Ukraine, the program is a document that names the goals of the subject, reveals its content in each class, and also clarifies the main ideas, concepts, skills and abilities that students should possess. It is the program that concretizes the goal of general historical education and determines, through the structure of the course, teaching methods and criteria for evaluating its results.

Undoubtedly, the program is an important support for the teacher. But the reform of school education, the need for which is caused by time, significantly influenced her. In this regard, let's compare two definitions that are separated by a little more than a decade:

1) "Subject curricula, like curricula, are mandatory for all schools and teachers as a state document that determines the content of history teaching" (1986). That is, we are talking about a single program that is mandatory throughout the territory of the former Soviet Union.

2) Sample Programs are a guideline for the preparation of author's programs, the development of calendar and thematic plans and create conditions for the teacher's creativity, free choice of forms and methods of teaching, differentiation educational process"(1999) here the question is raised about several programs, from which the optimal one will be chosen for a particular area, school, class, etc.

Thus, curricula are real guidelines for teaching and learning activities at school. The current status of the programs stimulates the critical approach of teachers to the choice of programs, their creativity in planning the teaching of history.

1.2. Types of study programs

Curricula can be standard, working and copyright.

Model (state) curricula in history are developed on the basis of the state educational standard. They reflect historical and pedagogical experience based on achievements in pedagogy and psychology. Therefore, there is a need to periodically update curricula in accordance with the development of pedagogical science and practice. Such programs are approved by the Ministry of Education and Science of Ukraine and are advisory in nature.

Working curricula are developed on the basis of state ones, but are more applicable in practice. They describe the national-regional component and make reference to the information base, technical support, and student opportunities.

Author's curricula only take into account the requirements of the state educational standard. They reserve the right to contain a different principle for constructing educational material, to have their own approaches to the consideration of certain theories, to express their point of view. Such programs must be reviewed by historical scholars and must be approved by the school's pedagogical council.

Thus, there are three main types of training programs. Each of them has its own advantages, and the task of the teacher is to creatively approach the proposed material and objectively evaluate the appropriateness of using a particular program.

1.3. Curriculum Structure