reforms of the 1990s and 2000s in the education system has led to the process of training and education was in a deep systemic crisis.Especially strongly affected by the crisis in the humanities, in particular such thing as history.School and high school history education ceased to meet the requirements that are presented to him.And what are these requirements?
In my view, history education should first educate pupils and students a sense of patriotism, humanism;to develop respect for the culture and traditions of the peoples of the country and the world.On the other hand, history education should be aimed at building skills of pupils and students to analyze the facts and events not only the past, but this time, to be able to see the historical perspective.Third: history education should not be separable and the main principle of the science of history, namely historicism.
Historicism - is the principle of knowledge of things and events from their origin, formation and development in the specific historical conditions.In this regard, I would like to note that modern textbooks completely ignore the principle of historicism.As it is unclear how, when and why there is this or that event, or that fact.As a result, reading of modern textbooks there is a feeling that all historical events and facts have arisen by themselves, by themselves have lived.Relations between the two can not be traced.Thus lost the main thread of world historical development of mankind, not to mention the fact that the piling up of events and facts without explaining the cause-effect relationships is a distortion of history itself as a process where all interrelated.No, that does not arise out of nothing, and do not disappear without a trace anything - so you can characterize historicism.Indeed, this principle does not exist today in almost all modern textbooks on history.Why is that?
The trouble is that the authors, is modern school textbooks on history, we have to take into account two kontsenternuyu initially flawed training system when the same events, the facts, the stage of development, to present for the first concentration (Grades 5-9), soand for the second - 10 - 11 classes.In addition, the State exam on the history built more on a factual basis than on an analytical base.Pupils who donate exam in history have generated more than memorize facts, events, dates, personalities, what to think about why this event occurred, why in this period of time, not earlier or later, and the consequences it led to.As a result, it lost the connection between the events and the facts, and students no longer understand and find causal relationships between individual facts, personalities and events.But, this is what forms the basis of history;It is the main law of all historical development of mankind.
loss of historical perspective - that's one of the main negative trends resulting from ill-conceived reform the school system.Another negative trend is that today lost an important educational function of school history education.So far, since the 1990s, are not worked out the principles of historical education.If the Soviet school of historical education based on the principle of citizenship and the communist world, today this no.Instead of giving students the fundamental guidelines, teachers have to deal with the fact that pour in front of them (figuratively speaking) "wrappers", passing them off as "candy."In words like everything looks nice and tempting - to develop patriotic feelings, nurture tolerance, humanistic outlook, build citizenship.In fact, it all boils down to the verbiage, so it is not known on what and in what form the bases of these feelings, which are examples of these goals.Even for a simple assessment of the historical figure, not textbook material that is not enough, and they are simply not.
Thus, today there is a negative trend in all school history education, which can be characterized as a degradation.To overcome the degradation is quite possible.To do this, first of all, you must give up two kontsenternoy training system and to move to a linear system.Second, we take the historical teaching by stages to the approach to the theory of historical development.Third: to create the conditions for non-formal and real historical training and education.And this can only be done when, instead of the notorious exam re-enter a traditional exam, and instead of simply memorizing dates, facts, personalities begin to give students real knowledge based on the principle of historicism, to teach them to identify causal relationships, to give their own assessment,as the facts and historical figures.Such an approach is possible, and what's more it is a must.Only in this way, we can overcome all the negative consequences of the school reform of the 1990s and zero years.
promising in this respect is a trend in school history education, the transition to a linear system of education, but not for the textbooks that exist today.Looking at all the other books, which will be collected not so much facts as shall be determined by the principal moments in the historical development of the world, the history of our country.
Summing up we must say that the main trend of modern history education is that far from solving the main problems, which are:
- formation of new teaching methods based on stadial theory and principle of historicism.
- pay more attention to rather than memorization of facts as to be able to give a correct assessment of these facts, to determine the historical perspective and to simulate historical past, analyze the present and anticipate the future.
- Go on unsubstantiated slogans to a real system of historical education based on historical examples.
