Methodological foundations of teaching history. Methodological foundations for teaching social and humanitarian disciplines at school and university. Key Learning Factors
Learning objectives | Content of training | Organization of the learning process | Learning Outcomes | |
Teacher activity | Student activities | |||
Three groups of goals are formulated: 1. 1. Educational- they are aimed at the formation of knowledge about historical facts. To formulate the teaching goal of a lesson means to determine its main idea and the main events that reveal it, phenomena that must be learned by students. At the same time, it is important to think over and take into account the level of knowledge at which the assimilation of each historical fact will take place (the level of ideas, the level of concepts, the level of ideas and patterns historical process).Educational- the formation of general and subject skills. Determining the developmental goals of the lesson, one should rely on the list of mandatory skills defined by the program and at the same time take into account what skills the students of this class actually possess and what opportunities the lesson material provides for their development, the formation of one or another new skill at a certain level of complexity. Educational - the formation of morality, i.e. formation of value relations (knowledge, feelings, value judgments). | - a system of historical facts presented in chronological order; - establishment of cause-and-effect relationships between historical facts; - establishment of local connections; - establishment of temporary connections; - establishment of patterns of the historical process (theoretical level); - determination of evidence-based criteria for selecting content, the depth of their disclosure, the logic of presentation (principles for constructing courses). | - ways of transferring educational information, managing its assimilation by students; - mastering professional skills by a teacher: · as a teacher of history (speech, text, etc.); · as an organizer of the activities of students. | The activity of students can be organized at three levels: - reproductive; - partial search; creative; The activity of students is aimed at mastering knowledge, skills, appropriation of value relations. | Criteria for evaluating methods and the learning process as a whole: - volume; - scientific character; - depth; - strength of historical knowledge; - the ability of students to operate with knowledge and skills; - ability to acquire knowledge from different sources; - the ability of students to navigate in historical reality and in modern life; - the level of historical thinking (degree of development of creative and recreating imagination, memory, speech, etc.); |
So, results training is provided:
Correctly set goals;
Scientific selection of content;
Optimal organization of the learning process.
Criteria The effectiveness of school history education can be made by the components of school history education:
formation of knowledge;
Formation of skills and abilities;
· the formation of value relations, which reflect the level of upbringing and general development of schoolchildren.
Thus, the methodology explores all components of the history teaching process in order to give the teacher answers to three main questions:
1. Why teach the history of schoolchildren, i.e. what goals should and can be set taking into account the age characteristics and cognitive abilities of students?
2. What to teach in history lessons, i.e. what is the optimal selection of the content of the material and what is the structure of the history course at school?
3. How to teach stories to students, i.e. What are the most effective ways to carry out learning activities?
Tasks methods of teaching history stem from its content and place in the system of pedagogical sciences and are as follows:
Arming the teacher with the content of the school subject, the rules for selecting content;
Selection of optimal teaching methods for teaching schoolchildren (taking into account age);
Identification of methodological conditions for the development of students' thinking in the process of teaching history;
To identify the moral potential of history courses, to determine the methodological conditions for the implementation of the moral education of students;
Identification of methodological conditions for solving three goals in unity: training, education, development.
1. 2. The connection between the methodology of teaching history and the psychological, pedagogical and special sciences.
Pedagogy, psychology, methodology, history and other sciences will help the teacher to become a master of pedagogical work, to find his own way.
Let us consider the connection between the methods of teaching history as a science and historical science . It should be borne in mind that historical science is not equivalent to teaching history at school. History as an academic subject is based on historical science, but this is not a reduced model of it. The school history course does not include all sections of this science: all historiography, ethnology, auxiliary historical disciplines, debatable questions are not included, the course is devoid of details. The school history course offers the basics of the historical process. At the same time, one should not forget about the social meaning of history. The American historian Herbert Aptheker wrote that “there is no more sensitive sphere of intellectual activity than historical science. Lying in the interpretation of the past leads to failures in the present and prepares for the catastrophe of the future.”
General between the methodology of teaching history and historical science:
- methodological basis- theory of knowledge, i.e. a single path of cognition (from specific facts to generalization and to the cognition of new facts).
Differences:
- subject ( history as a science as a subject studies the process of development of society; methods of teaching history - the process of teaching history at school);
- tasks ( the main task of historical science is to reveal the patterns of historical development, and the task of the methodology of teaching history is to reveal the patterns of the process of teaching history, the education and development of students);
- research methods(thus, historical science involves the study of sources, documents, and the methodology of teaching history - observation, experiment).
History teaching methodology is closely related to pedagogy . Pedagogy is the science of education. Being an integral part of pedagogy, didactics studies the general laws of the learning process at school. The methodology of teaching history studies these patterns and applies them to a particular subject. The methodology is called private didactics, i.e., the methodology belongs to the pedagogical sciences.
General methods of teaching history with didactics: goals, pedagogical laws (see components of the process of teaching history), research methods. However, it should be borne in mind that methodology is such a branch of pedagogical science that builds a “bridge” from theory to practice. But this is a “bridge with two-way traffic” (E.E. Vyazemsky), since great importance for methodology has the study of pedagogical experience. Describing and summarizing pedagogical experience, the methodology receives empirical material for theoretical research, finds practical approaches to solving urgent problems. Thus, combining the knowledge of a particular science with its own specific laws, the methodology develops methods for optimal teaching of schoolchildren.
Not less than importance have data for the methodology of teaching history psychology. In the process of teaching history, knowledge, skills, and value relations of students are formed on the basis of their receipt of certain information from the outside and internal processing of its perception, imagination, and memory. “Knowledge, skills and abilities are forms and results of reflective and regulatory processes in the human psyche. This means that they can arise in a person's head only as a result of his own activity. They cannot be obtained. But they should be obtained as a result of the mental activity of the student himself ... ”(Age and pedagogical psychology / edited by A.V. Petrovsky. - M., 1973. p. 173). Only what has passed through such processing is assimilated by the student, leaves a certain mark in his mind, forms his knowledge and personality.
When researching learning activities schoolchildren, the methodology takes into account the patterns of their mental development. However, these patterns are manifested in different ways in teaching history and other academic subjects, and even in the assimilation of historical material of a different nature - factual, conceptual, chronological.
Common to the methodology of teaching history and psychology is the methodological basis - the theory of knowledge. But psychology studies the general laws of human psychological activity. The methodology studies these patterns in relation to a particular subject. The methodology is based on the mental activity of students to the extent that it is connected with the assimilation of historical material (with the formation of historical ideas, concepts). It is possible to reveal the patterns of the process of teaching history on the basis of data from developmental psychology.
The methodology of teaching history is also connected with other sciences, for example, with philosophy and its section - ethics. This science provides knowledge about values, and the methodology offers ways to form the value relations of schoolchildren. Logic focuses on cause and effect relationships, and methodology offers methodological conditions for bringing students to an understanding of cause and effect relationships.
So, the methodology of teaching history is developing at the junction of many sciences. But at the same time, it is an independent pedagogical science.
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Aleksashkina Ludmila Nikolaevna Methodological foundations of the school history course: Dis. ... Dr. ped. Sciences: 13.00.02: Moscow, 1999 330 p. RSL OD, 71:01-13/95-1
Introduction
Chapter I. Scientific and pedagogical foundations of the subject
1. The problem of the relationship between science and the subject in modern domestic pedagogy 16
2. Development in domestic didactics of the theory of the content of general education 30
3. Fundamentals of the school subject and history courses in the methodological literature of the 1960s - 1990s. 58
Chapter II. Cognitive-worldview model of the school history course
1. History in the system of scientific knowledge and school education 96
2. Socio-pedagogical functions of history 112
3. Didactics of history 123
3.1. What the source says 125
3.2. Historical fact 140
3.3. Structures and systems of historical knowledge in the school course 157
3.4. Valuable and evaluative aspects of historical knowledge 194
3.5. Historicism: ideological and cognitive functions in school education 203
3.6. The structure of the cognitive activity of schoolchildren in the study of history 214
Chapter III. Didactic and methodological foundations for constructing a school course in modern history
1. recent history in the system of historical education. Goals and objectives of the course 219
2. Structure and selection of the content of the school course in contemporary history 232
3. Planning the cognitive activity of schoolchildren in the study of recent history 263
Conclusion 286
References Appendix 298
Introduction to work
Ideas about the tasks, content and methods of studying history in the school are historical, they reflect the needs, ideals and practice of a particular society and time. Relevance of this study is due to a complex of phenomena and problems that have arisen at the present stage of development of society, science, and education. In the last decade, fundamental changes have taken place in our country, covering all spheres of life - politics and economics, spiritual life, education, etc. Many of them directly affected school history education.
In the late 1980s - early 1990s, in new stage development entered
domestic historical science. dominating the public
sciences for several decades, Marxist philosophy and
methodology lost its monopoly position. Formation theory
world-historical process, which formed the foundation of the academy
chessky history and training courses, has been subjected to critical analysis.
Attempts to question its universality
lis in the domestic historical science and earlier - in the 1970s, in
primarily by oriental historians. At the turn of the 80-90s. they
developed into broad discussions reflected on the pages
magazines "World economy and international relations",
"Questions of History", "New and Recent History", etc. In the center of
judgment turned out to be a problem: formational and (or) civilizational
history paradigm. At the same time, the possibilities
application of cultural, anthropological and other
moves to the study and explanation of the past. , J
The result of scientific discussions was the rejection of a monodoctrinal, deterministic view of history. At the same time, together with ideologized schemes, many ka-| tegorii, which was based on the global picture of history, including |
4 including concepts that explained the mechanisms and patterns of historical development. In this situation, the question of the philosophical, historical and methodological foundations of history, previously identified with a certain ideology, sometimes caused a negative reaction: is it necessary to identify these foundations at all? In addition, the use of civilizational, culturological, anthropological approaches by domestic researchers in the 1990s enriched the palette of historical description and explanation, but did not reach the level of philosophical and historical generalizations and systems, and the use of concepts developed by pre-revolutionary Russian and foreign historians was often spontaneous, sometimes opportunistic. character.
Objectively difficult under the conditions of scientific pluralism, the question of the methodological foundations of historical knowledge has become particularly acute in school history education. For a historian who proceeds in his research from an analysis of facts to a general judgment, the absence of a given can be regarded as a blessing. But the school course is constructed as a certain body of knowledge, a cognitive model. In this case, the establishment of the initial general historical foundations seems necessary. Can a school textbook represent only one of the existing concepts of history, or is it advisable to use different schemes and ways of explaining the past in it? Are there and what are the elements that make up the framework of historical knowledge, regardless of the differences between scientific schools? These and similar questions indicate the relevance of the topic chosen for the study.
An equally important argument in choosing this topic is the social sound of historical science today. As in any time of change, turning to the past has become the most important component in self-determination social movements and individuals in their relation to the present. The revision of scientific concepts by historians, the search for new methodological approaches occurred simultaneously with the
5 coverage both in professional publications and in the mass media, popular literature of "forgotten" pages and "blank spots" of history. Little-known, previously inaccessible documents were published in the periodical press - from secret protocols to international agreements to personal correspondence and diary entries. A surge of interest in the past gave rise to special situation between professional historians and the public. Studies that characterized new historical plots and names, proposed versions and assessments that differed from the previous ones, immediately received a wide readership. On the other hand, the obvious interest of readers markedly encouraged historians to move from schemes of socio-economic history to the history of people. It was an interest in the conditions and way of life of people in the past, their aspirations and interests, the motives of their actions, etc. In a society with long traditions of state and party history, everyday, folk history attracted attention. Those who belonged to the older generations suddenly felt that the life they had lived was also history. Thus, along with a significant dissemination and popularization of historical knowledge, the very concept of history expanded.
Another characteristic feature of the current situation is that historical information widely and often very tendentiously used in society for purely opportunistic, political purposes. Liberation from the dictates of one ideology did not at all eliminate the problem of the ideological bias of historical knowledge. The question of what can oppose scientific knowledge of the past to speculative journalism "on historical topics", which formally exists outside of school education, is in fact directly related to the content and nature of the historical training of the younger generation, since it affects one of the lines of its connection with the surrounding reality. .
The need to define the general foundations of modern history courses was also caused by the significant changes that took place in the 1990s in school education, in the first place - the transition from a linear to a concentric structure in the basic 9-year school (1 concentre) and complete secondary school (2 concentres). The introduction of the new structure entailed significant changes in the quantitative and qualitative parameters of school history courses. Instead of one cycle of history from antiquity to the present, studied for 612 academic hours, two completed cycles (from antiquity to the present) are provided: in grades 5-9 (374 hours) and in grades 10-11 (136-170 hours) 1 . In the basic school, in addition to a 1.5-2.5-fold reduction in the time allotted for the study of individual courses, there was a downward movement of the latter. Thus, the national and general history of the 20th century, previously studied in grades 10-11 for 240 hours, should now be studied in grade 9 for 102, and in Moscow schools, for example, for 68 hours. We emphasize that at this age two years make a very big difference in the level of development of students.
In the current conditions, the question arose of the possibility and expediency of maintaining the systematic history courses familiar to our school throughout the study of the subject - from grades 5 to 11. It became obvious that a comprehensive narrative and descriptive history should be replaced by another, combining different ways selection, presentation and study of the material. But the transition from systematic courses to episodic courses does not remove, but exacerbates the problem of the integrity, representativeness and solidity of historical knowledge, the versatility of the cognitive activity of schoolchildren.
A sharp reduction in the amount of study time put on the agenda the question of the content and activity priorities of school history courses. I had to admit that the selection of content
1 On the basic curriculum // Teacher's newspaper. - 12/28/1989.
7 should become more economical and thoughtful, and in goal-setting, a greater place should be given to the educational activities of schoolchildren. Some educators advocated a radical minimization of content, they suggested focusing primarily on the formation of cognitive activity, taking several local plots for study and not caring about general historical ideas and the like. This idea, like any extreme, can hardly be considered successful. It is, in our opinion, rather about determining the criteria for selecting and structuring historical material sufficient in its volume and composition for the development of the cognitive, worldview, emotional spheres of a young person's personality.
These scientific-historical and didactic-methodological problems clearly made themselves felt in school textbooks created in the 1990s. In the manuals of the early 90s. the tendency to revise the former scientific doctrine, which was practically expressed in the rejection of the most odious terminology, and the presentation in new versions and assessments of a very voluminous material of socio-political history, prevailed. The adherence of the authors of a number of manuals to certain philosophical, historical and political positions gave rise to young "publicists from history" with a quite traditional, surprising as it may seem, love for labels to qualify some books as "remakes", "Marxoid", others as social democratic, etc. 2 In the reviews of textbooks, significant questions were also raised about their historical mono- or poly-conceptuality, didactic and methodological construction, etc.
The textbooks published in the second half of the 1990s were distinguished by a more balanced characterization and evaluation, some advanced
2 Let us refer to one of the most expressive articles in terms of the author's view of the problem and biting in judgments: Golovatenko A. History textbooks: today and tomorrow // History. Weekly supplement to the newspaper "The First of September". - 07.02.1997.
8 moving from mono-conceptuality to objectivism or poly-conceptuality, which, however, did not exclude elementary compilations, confusion of concepts related to different historical theories. Fragments of documents, maps, illustrations were introduced in these editions. The methodological apparatus was somewhat improved in them, but there was no need to talk about the didactic system, apart from isolated cases. The defining properties of most of the new manuals were the excessive volume and complexity of the author's text, with the insufficiency of the "working field" for independent cognitive, evaluative activity of students.
Thus, a number of contradictions and problems have arisen in the field of school history education that require urgent solutions. Among them contradictions".
between the methodological pluralism of philosophical-historical and particular-historical research and the need for a holistic and consistent conceptual justification for school history courses;
between a radical renewal of the content of school history courses and ignoring their didactic and methodological foundations, in particular the activity principle in teaching, the principles of consistency, accessibility, etc., resulting in a situation of artificial separation of the historical and pedagogical foundations of school courses;
between the inclusion of significant new material in school curricula and textbooks on history and a sharp reduction - as a result of the transition from a linear to a concentric structure - of the time allotted for the study of individual courses.
The most important event for Russian pedagogy, which, along with the circumstances already noted, determined the relevance of the question of the foundations of the school subject and individual history courses, was the development in the 1990s of school educational standards. The educational standard was defined as "a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal" 3 . The main objects of standardization were: a) the curriculum (composition of academic disciplines and the amount of time allocated for their study); b) the content of the educational material; c) elements and level of training of schoolchildren. The need to identify the main parameters of school history education forced us to turn again to its goals, the principles for selecting educational material, and designing the educational activities of schoolchildren.
The totality of the named scientific, historical, social and pedagogical prerequisites, which predetermined the general relevance of the problem, was taken into account when choosing the object, purpose and objectives of this study.
Object of study is the process of teaching history in the modern Russian school.
Subject of study- methodological foundations of the school history course, understood as a set of cognitive categories and principles that determine the content and methods of organizing the educational activities of schoolchildren.
Due to the existence of multiple interpretations of the concepts "subject", "course", "educational area", the study adopted a hierarchy of these concepts from the largest to the smallest unit of the curriculum in the sequence: educational area -
3 Interim State Educational Standard. General education. Explanatory note. - M., IOSH RAO. - 1993. - S.Z.
10 academic subject (discipline) - training course. The curriculum is interpreted as component academic discipline (subject), which is a didactic model for studying one or another of its sections or problems. Within the framework of the subject "history" there are both traditional basic courses of national and general history, as well as in-depth, modular and other types of courses.
Research hypothesis. The study was carried out on the basis of the following premises and assumptions:
the methodological foundations of the school course are a combination of categories and principles of historical science (philosophy and methodology of history), didactics, pedagogical psychology, methods of teaching history, which determine the content and methods of teaching and learning activities of schoolchildren;
the historical basis of school history courses is formed by general structural categories and principles used in the programs and textbooks of various historiographic schools and trends; these categories are invariant (supra-conceptual) in terms of scientific and logical functions, but the ways of combining them, selecting specific material are multiple and are of a conceptual nature;
the inclusion of value and evaluation components of historical knowledge in school courses is practiced in any educational system; unambiguity or recognition of the fundamental plurality of historical versions and assessments determine the pedagogical strategy of a monologue or dialogue in comprehending the past and present;
the field in which the historical and pedagogical foundations of the school course are organically combined is the cognitive activity of students, during which they master the epistemological and worldview potential of history;
organization of subject-object interaction (student as a cognizing personality - history) is the most important task in the design
ing and teaching school history courses at all stages - from goal-setting to testing and evaluating learning outcomes.
The purpose of the study is to determine the complex of scientific-historical and didactic-methodological categories and principles that serve as the basis for the construction and teaching of a modern school history course.
The study was carried out at two levels. His theoretical part is dedicated to developing the foundations common to all history courses. The applied part refers to the course of modern history foreign countries. This choice is explained both by objective circumstances, primarily significant changes in the content and methods of teaching the history of the 20th century, and subjective ones - the long-term work of the author of the dissertation on the methodological support of this course.
The study set the following tasks:
to analyze the approaches to the formation of an educational subject, developed in domestic didactics and methods of teaching history in the 1960s-1990s;
consider the state and identify trends in the development of methodological research in modern Russian historical science;
establish a set of categories and principles that play a system-forming role in the school history course, determining its cognitive and worldview potential in the unity of content and activity components;
to determine the elemental composition and structure of the cognitive activity of schoolchildren in the study of history;
to develop goal-setting and methodological approaches to the construction of a school course in modern history.
The period of 1960-1990s was chosen as the object of consideration, within which two stages are distinguished. The sixties are marked by
12 new phenomena and well-known advances in domestic historical science and significant achievements in the pedagogical sciences. After the period, which some call stabilization, others - conservation, the cycle that ended in the 80s was replaced by a "decade of changes" - the 90s. Thus, within a relatively short period of time by historical standards, it turned out to be possible to compare the fundamentally different situations of mono- and polydoctrinalism in science, a unified system and pluralism in education, etc. A study of the development of historical and pedagogical sciences and the practice of teaching history in our country in a number of cases was supplemented by an appeal to the works of foreign, mainly European historians and educators.
Methodological and theoretical basis researches have made categories of historical and logical, empirical and theoretical, sensual and rational in knowledge, ideas of unity of the person, activity, culture.
When researching historical aspects The problems were considered by the views of historians of different scientific schools and directions. The general approach was comparative analysis their positions, following the principle of historicism, attention to the historical context. The works of M. A. Barg, A. Ya. Gurevich, B. G. Mogilnitsky, A. I. Rakitov presented the greatest interest for this work.
In the pedagogical part of the study, the fundamental works were used based on the understanding of learning as the unity of teaching and learning, the dialogue of the teacher and the student and setting out the provisions of the theory of activity (A. N. Leontiev, S. L. Rubinshtein, P. Ya. Galperin), the theory the content of general secondary education (M. N. Skatkin, V. V. Kraevsky, I. Ya. Lerner, V. S. Lednev), the theory of developmental education (V. V. Davydov, L. V. Zankov), the concept of independent activity schoolchildren (P. I. Pidkasisty, O. A. Nilson, T. I. Shamova, G. I. Shchukina), theoretical aspects
13 methods of teaching history (A. I. Strazhev, A. A. Vagin, P. V. Gora, N. G. Dairy, F. P. Korovkin, P. S. Leibengrub, I. Ya. Lerner, N. (I. Zaporozhets, L. N. Bogolyubov, G. V. Klokova, I. P. Rakhmanova, etc.).
To solve the tasks set, two groups of methods were used - analytical and modeling.
The analytical part of the work included:
analysis of historical-methodological, didactic and methodological literature 1960 - 1990s, carried out from the standpoint of historicism, disclosure of trends and dynamics of the development of scientific and pedagogical phenomena;
structural analysis of curricula and manuals on history;
comparison of research positions and achievements of domestic and foreign historians and teachers in solving the problems considered in the thesis, which makes it possible to identify a range of approaches, to establish the general and the special.
Modeling methods were used for:
Determination of didactic potential and cognitive
worldview structure of historical knowledge, serving as the basis
school courses;
establishing the composition and structure of the cognitive activity of schoolchildren in the study of history;
designing goals, content and activity foundations of the course of the recent history of foreign countries.
Research stages:
At the first stage (1988-1992), the analysis of philosophical, historical and pedagogical literature and educational practice was carried out, the foundations of the didactic and methodological model of the school history course were developed.
At the second stage (1993-1997), a set of program-normative and educational materials on history for secondary
14 general education schools (standards, programs, thematic planning, manuals for students and teachers), tested in lectures and seminars with teachers, personal teaching.
At the third stage (1998-1999), the results of the study were formalized - in the form of a dissertation and an educational and methodological complex on modern history for the 9th grade.
Scientific novelty and practical significance the research consists in determining the methodological foundations of teaching history at school in a situation of transition from the dominance of one doctrine to poly-conceptuality in the philosophy and methodology of history; building a cognitive-ideological model of the school history course in the aggregate of content and activity components; establishing the structure of the cognitive activity of schoolchildren in the study of history; development of historical and didactic-methodological foundations of the modern school course in modern history.
Testing and implementation of research results.
The materials and phased results of the study were discussed and approved in the history laboratory of the Institute of General Secondary Education of the Russian Academy of Education, at the seminars of methodologists and history teachers held in the Republican, Moscow city and regional institutes for advanced training of educators, as well as in many regions, including in Arkhangelsk , Volgograd, Irkutsk, Kaluga, Kostroma, Veliky Novgorod, Samara, St. Petersburg, Smolensk, Ulan-Ude, Chelyabinsk, Chita. The work at the seminars was based on the principle of pedagogical dialogue, teachers were surveyed. During the 1980-1990s. the author regularly lectured on topical issues of teaching history for teachers in Moscow and the Moscow region.
The results obtained in the course of the study are embodied in program-normative, educational and methodological materials, prepared
15 produced and published both as part of scientific teams and individually:
draft educational standards in history for basic and complete secondary schools (1993-1999);
curricula and thematic planning in history (1991-1999);
a textbook on modern history for the 9th grade of the basic school (1999) and a number of manuals for students (1995-1999);
methodological manuals for teachers (1988-1999);
materials for testing schoolchildren's knowledge of history (1996-1999);
articles in the journals "Pedagogy", "Teaching History at School", "Social Studies at School".
The problem of the relationship between science and the subject in modern domestic pedagogy
A subject is one of the basic educational concepts. Despite this, and perhaps precisely because of this, there are many different interpretations of it. Moreover, at each new stage in the development of the school, questions about academic subjects and the principles of their construction attract special attention and receive new solutions.
Before turning to their consideration in this study, it seems appropriate to accept the initial interpretation of the named concept. A subject is the main unit of the school curriculum, which provides for the development by students of a certain body of knowledge, a field of activity. It is this definition that we use as our starting point. As for academic definitions, they are an object of historical and pedagogical analysis. For example, in the 60s. A school subject was defined in domestic pedagogical literature as "a didactically substantiated system of knowledge, abilities, and skills selected from the relevant branch of science or art for study in an educational institution"1, which reflected a pedagogized "science-centric" approach. In the late 90s. it is interpreted as "the main structural unit of the educational process; one of the means of implementing the content of education"2. In world pedagogy, other approaches are also known, for example, the so-called "problem-centrism". It involves the creation of interdisciplinary (interdisciplinary) academic subjects, the system-forming basis of which is. one or another general category (phenomenon) or problem. AT last years courses of this kind are being developed in domestic pedagogy. Because of this, the interpretation of the subject matter adopted in the 1960s seems to be somewhat one-sided today. At the same time, they reflect a significant problem that Russian teachers have been working on and continue to work on - the relationship between science (scientific knowledge) and the subject3.
The starting point in the modern consideration of this problem was the mid-1940s, when a series of publications appeared that substantiated approaches that were new for those years. We are talking primarily about the articles of M. N. Skatkin. Noting that the content of the subject is drawn from the corresponding science, he wrote: "It is wrong to consider the subject as a mechanically reduced, systematized copy of science, transmitting all its content in the same sequence, but only in a reduced, compressed form"4. The author saw the differences between science and the subject not only in the volume and logic of the presentation of the material, but also in the different levels and mechanisms of concept formation. Special mention was made of the need to take into account the possibilities and features of "the perception and processing of knowledge by students." It also determined the main criteria for selecting the "fundamentals of science" for the school subject. This should be knowledge "sufficient for the purposes of general education, the formation of a worldview, to prepare for the successful continuation of education in a higher or secondary vocational school, for self-education and practical activities"5. These criteria, which was very important, were of a general pedagogical nature, derived from the tasks of the social and personal formation and development of students.
In the subsequent publications of M. N. Skatkin, the methodological requirements for the content of the subject were also outlined. Among them were the principles of historicism, partisanship, and an active approach to reality. It was also emphasized that conditions must be created for students to master the theory, the correct assessment of the phenomena being studied.
One of his articles of the mid-40s. MN Skatkin devoted to the question of what areas of scientific knowledge should be studied in a general education school. He named a set of core subjects that should have been included in the curriculum.
Story; The Constitution of the USSR with elements of jurisprudence; economical geography; technique; pedagogy; Russian language; literature; foreign languages.
the problem of the relationship between scientific and didactic systems of knowledge, the "reworking" of the first into the second, was also posed. He wrote: "The system of an educational subject, having the ultimate goal of bringing students to an awareness of the system of science, should not contradict the laws of education and the development of scientific concepts in the minds of students"7.
The consideration of the problem of "science as an academic subject" in these works was as innovative for its time as it was also versatile. Here the ideas and approaches were presented, which subsequently embodied in the most important areas of pedagogical research.
Another milestone in the development of the problem "science - a subject" falls on the mid-1960s. It was then that, at the initiative of the Scientific Research Institute of General and Polytechnic Education of the Academy of Sciences of the USSR and the journal "Soviet Pedagogics", a discussion was held on the named problem. However, the participants in the discussion approached this revision in different ways. On the one hand, attention was drawn to the fact that a significant role in educational subjects should be played not only by the totality of facts, but also by the basic theoretical provisions, logic and methods, that is, the cognitive tools of the relevant sciences (this was discussed by S. I. Ivanov, A. I. Yantsov, I. I. Logvinov). In other speeches, a priority place in the school subject was assigned to the educational activities of students, "introducing" them into various fields of knowledge (V. V. Davydov, E. N. Kabanova-Meller, G. P. Shchedrovitsky). For example, this thesis of G.P. .
History in the system of scientific knowledge and school education
The question of the place of history in the system of scientific knowledge, its subject, nature, and functions invariably remains in the center of attention of both historians themselves and philosophers, representatives of other sciences of man and society. It is often accompanied by a tougher question: is history a science at all? The latter is also addressed to the historical knowledge of past centuries, and, especially, to the historiography of the 20th century - in connection with the difficulties and contradictions of the historical knowledge of the newest era.
In order to determine one's attitude to these issues, it is necessary to recall the path traveled by history. Initially, it was primarily historical writing in the sense of "story", "evidence of what happened." Ancient history is defined in most modern works on the philosophy and methodology of history as practical, "pragmatic" in terms of dominant goals, and instructive in terms of functions ("history is the teacher of life"). The presence of significant mythological and poetic elements in it, the confluence of information about different sides the lives and deeds of people. Appearance in Western European historical writings at the end of the 17th-18th centuries. critical approach to sources marked the beginning of a new stage - "critical history". Its purpose was proclaimed the search for truth. This qualitative change was characterized by the words of Voltaire: "history is a message about facts taken as true, in contrast to a fairy tale, which tells about facts that are untruthful or false." A similar definition is found in a modern scholar: "History begins its formalization into science from the distinction between "how it was" and "how it wasn't"1. source, establishment and study of facts, auxiliary disciplines arose.History acquired the base and cognitive tools inherent in empirical science.At the same time, attempts were made to use historical material to compile a general philosophical picture of the world.One of the first most significant experiments of this kind was the philosophy of the history of mankind, created by G. Hegel Another, no less famous example is the concept of the world-historical process put forward by K. Marx.In the versions they proposed, with a significant difference in philosophical positions, there was a common feature: history was given a high ideological meaning, the role of a link in the picture of world development.
The most important, qualitatively new stage in the development of historical science was the second half of the 19th century. It was then that the theory of historical knowledge and cognition arose and gradually separated into an independent branch, questions were raised about universal social and historical laws proper, about the nature of historical fact and explanation, etc. Some researchers considered the end of the 19th - beginning of the 20th centuries to be a milestone in the development of historical science.3 In connection with the increasing specialization of knowledge about man and society, the development of psychology, sociology, one of the most pressing problems for that time was the relationship between history and other humanitarian disciplines. With the advent of new scientific branches, historical knowledge has also been enriched.
The 20th century brought a significant expansion of the spectrum of historical research. Along with traditional political history, social and economic history has firmly entered the sphere of interest of historians. She was paid tribute not only by Marxists, but also by representatives of some other currents, for example, the French "new historical school". The history of the material and spiritual culture of mankind has received a qualitatively new revelation in the historiography of modern times. In the second half of the century, interdisciplinary research became a noticeable phenomenon - at the intersection of history and psychology, history and sociology, historical and anthropological, etc. The interaction of the sciences of man and society also affected the enrichment of research methods. Historians began to use sociological and psychological tools, methods of quantitative and statistical analysis, etc. On the other hand, one could note the "historicization" of works on sociology, psychology, geography, etc.
Thus, over time, history has changed its appearance. We can single out at least four of its qualitative states that came one after another: a) narrative-instructive history, b) cognitive-critical, c) worldview, d) one of the components in the system of scientific knowledge. Named, dominated in different eras The features of historical knowledge did not cancel the previous ones, but were layered, "built on top" of them, personifying the main line of the development of science. Achieving a high scientific and systematic level of historical research did not mean abandoning the "primordial" problems of describing a historical fact, analyzing and criticizing sources, etc.
At the end of the 20th century, historians continue to discuss many of the questions posed a century ago: what is the subject of historical knowledge; whether there are historical laws and how they relate to the laws studied by philosophy, sociology, natural sciences; whether history is capable of reflecting objective reality and revealing the truth, etc. Obviously, even now the statement made by M. Blok in the middle of our century has not lost its meaning: still longer chained to the most directly accessible events, as a serious analytical pursuit, history is still quite young.
The views of modern historians on the cognitive and ideological problems of the science they represent, for all their ambiguity and inconsistency, significantly influence the definition of the foundations of history as a school discipline.
One of these problems is the subject of historical science. The tradition that dominated Russian historiography for several decades derived the subject of history from the foundations of Marxist social science. Let us cite as an authoritative judgment for that time the statement of academician E. M. Zhukov: “Both Marxist theoretical sociology - historical materialism, and the science of history study society in its integrity and development. Science approaches it from different angles. This difference was seen in the fact that historical materialism reveals the logic, essence, general and specific laws of the functioning and development of society along the steps of socio-economic formations, and historical science "studies social progress in all its diversity of manifestation." The conclusion that crowns all reasoning is that historical materialism is the theoretical basis of Marxist historical science. The question of what history as a science was before or outside of historical materialism was relegated to the background. Formulations similar to those given above dominated in the 1950s and 1970s in all genres of Russian historical literature - from theoretical monographs to textbooks and reference and encyclopedic publications. In the early 80s. M. A. Barg noted that in the domestic scientific literature there is no generally accepted definition of the subject and goals of historical science, or there are such definitions that do not allow separating the subject of history from the subject of Marxist philosophy. At the same time, as the historian emphasized, the function of a "collector" of raw material was assigned to the named bundle of history6.
Since the mid-1980s, publications on the methodology of history have clearly shown a desire to present in a new way the place of history in the system of social sciences, the specifics of historical knowledge. And since one of the defining criteria for scientific knowledge of Marxists is the ability of the latter to reveal the laws of motion, the development of the side of reality being studied, the question of historical patterns, the "demarcation" of history and philosophy in this area turned out to be in the center of attention. This issue was the subject of an extensive scientific discussion back in the mid-1960s, and now it has been considered again in many methodological studies. The authors who defended the existence of historical regularities proper interpreted them as "intermediate" between the general laws and categories of historical materialism and the research methodology of the historian (M. A. Barg), belonging to the "middle-level theory" (B. G. Mogilnitsky). Various criteria for identifying historical patterns have been proposed. In some cases, this was a reflection of the essence of a special, intra-formational variety in the world-historical process (MA Barg). In others, the "laws of historical situations" reflecting the operation of general sociological laws (LE Kertman) were called historical laws. AI Rakitov emphasized that the method of deriving historical laws is an empirical generalization7. ID Kovalchenko expressed the thesis that the specificity of history is not in the degree of generality of the laws it discovers, but in how and why they are revealed, in the concreteness of their expression8.
A lengthy discussion has not yet led to a generally accepted understanding, much less a definition of a historical pattern, a law. At the same time, it had a very peculiar effect on the definition of the very subject of the study of history: it was reduced precisely and almost exclusively to the laws of historical development. This can be seen from the formulations encountered both in scientific monographs: "Historical science studies the patterns of the spatio-temporal unfolding of the world-historical process"9, and in textbooks: the subject of history is "the patterns of social life in specific forms and in spatio-temporal criteria" ten.
Some researchers have tried to give broader definitions. Thus, according to BG Mogilnitsky, the subject of history as a science is "1) the laws of historical development and 2) the historical activity of man"11. Here, apparently, a thorough study of the methodological positions of foreign Marxist and non-Marxist historians had an effect. Their interest in man and his deeds as the main subject of historical study did not go unnoticed and, on the whole, "did not raise objections" from the Soviet historian, especially since it was K. Marx who once remarked: "history is nothing but the activity of a persecuting man's goals." The unacceptability of the non-Marxist approach consisted, according to Mogilnitsky, in the "idealistic, psychological dominant in the consideration of man"12.
Recent history in the system of historical education. Goals and objectives of the course
The study of recent history is the final stage of school history education in general and within individual concentres. The mission of a chronological and meaningful conclusion operates with other humanitarian, social science disciplines.
The tasks of teaching individual courses, as a rule, are derived from the general tasks of studying history at school. Special, special installations are stated mainly in the so-called course methods. With regard to recent history, this was done in the first years of the course (1957/1958) and in two editions of the methodological manual1 published in the 70s. When introducing the course, a priority role was assigned to ideological tasks - to characterize the "epoch of the general crisis of capitalism and the transition from capitalism to socialism" and the advantages of the socialist system, to instill in schoolchildren "socialist patriotic pride", the desire to protect peace, etc. It was also emphasized that when studying In recent history, "high school pupils, to a much greater extent than before, are armed with the method of cognizing the most important phenomena of social life, not only of the past, but of the present and future"2. In the course manual published twenty years later, it was already about the "complex triune task" of education, upbringing and development of schoolchildren. First of all, the tasks of forming a worldview were determined, which were derived from the provisions that prevailed at that time about classes and the class struggle, the contradictions of the modern era, the transition from capitalism to socialism on a global scale, etc. The next group of tasks was associated with the education of schoolchildren of Soviet patriotism, communist morality and intolerance towards bourgeois ideology. The tasks of development implied the development of students' historical thinking, a class approach to the analysis of social phenomena, the ability to independently apply the acquired knowledge to consider and evaluate new facts and phenomena3. It can be seen that in both cases it works equally with other humanitarian, social science disciplines.
The tasks of teaching individual courses, as a rule, are derived from the general tasks of studying history at school. Special, special installations are stated mainly in the so-called course methods. With regard to recent history, this was done in the first years of the course (1957/1958) and in two editions of the methodological manual1 published in the 70s. When introducing the course, a priority role was assigned to ideological tasks - characterizing the "epoch of the general crisis of capitalism and the transition from capitalism to socialism" and the advantages of the socialist system, instilling "socialist patriotic pride" in schoolchildren, the desire to protect peace, etc. It was also emphasized that when studying In recent history, "high school pupils, to a much greater extent than before, are armed with the method of cognizing the most important phenomena of social life, not only of the past, but of the present and future"2. In the course manual published twenty years later, it was already about the "complex triune task" of education, upbringing and development of schoolchildren. First of all, the tasks of forming a worldview were determined, which were derived from the provisions that prevailed at that time about classes and the class struggle, the contradictions of the modern era, the transition from capitalism to socialism on a global scale, etc. The next group of tasks was associated with the education of schoolchildren of Soviet patriotism, communist morality and intolerance towards bourgeois ideology. The tasks of development implied the development of students' historical thinking, a class approach to the analysis of social phenomena, the ability to independently apply the acquired knowledge to consider and evaluate new facts and phenomena3. It can be seen that in both cases the ideological component is equally large, which was explained by the initially given opportunistic nature of the course. At the same time, in the 1970s, the range of pedagogical goals was somewhat expanded, and the totality of the tasks of education, upbringing and development of schoolchildren was considered.
In the 1990s, after the abandonment of the old ideological guidelines, the issue of goal-setting for school history courses was again on the agenda. At the same time, the problem, in our opinion, was not so much in replacing one set of ideas with others, but in substantiating a system of educational tasks that meets the needs of the modern school. Solving this problem in relation to a particular course, it is necessary to take into account: a) the structure of pedagogical goals; b) general objectives of the subject; c) the place of this course in it.
The structure of goals in domestic pedagogy of the last decades was represented by a triad - education, upbringing, development. In the classification mentioned above, proposed by Czechoslovak teachers, three areas of goal-setting in the teaching of history were distinguished - cognitive, evaluative and activity. Comparing the two structures, it can be noted, with the difference in terminology, a certain coincidence, "overlay" of concepts in three groups: 1) education - cognition; 2) upbringing - the evaluation sphere (Czechoslovak teachers included in it both evaluation activities and beliefs, worldview); 3) development (in domestic practice, it was about the formation of general educational and specifically historical skills and abilities) - activity. Determining our attitude to the structure of goals, we will name two main areas - knowledge and worldview. As for activity, in our opinion, it is deliberately singled out in the above classifications as a special area. It was important for the authors to emphasize the role of schoolchildren's activity in goal-setting, which was a very significant step for its time, which made it possible to move from nomenclature-scientist positions to proper pedagogical ones. In essence, the activity area in Russian experience teaching history was represented by the ability to analyze, compare, generalize historical facts, the skills of evaluative activity, in Czechoslovak - assumed "orientation in modern reality" and the application of worldview ideas in various social situations. In both cases, it is practically inseparable from cognition. This observation once again convinces us that activity should not be considered as a special, separate sphere, along with cognition and worldview, but as the basis, form of implementation, development of the latter. Both the experience of cognition and the worldview are formed in activity. Hence the need to present them in goal-setting in the aggregate of object-subject and subject-activity characteristics.
The general tasks of studying history at school were discussed in the previous chapter. With the concentric structure of historical education, each stage - grades 5-9 and grades 10-11 - has its own range of tasks. For the main 9-year school, these are:
Familiarization of students with a body of knowledge about the main stages of the historical path of mankind, the variety of forms of historical existence and the activities of people in the past;
The development of schoolchildren's ideas about the main sources of knowledge about the past and present, about the ambiguity of perception, reflection and explanation of the events of history and the present;
The development of students' abilities to consider events and phenomena of the past and present, using the methods of historical analysis (comparison and generalization of facts, disclosure of cause-and-effect relationships, goals and results of people's activities, etc.); apply historical knowledge when considering and evaluating contemporary events;
Formation of value orientations and beliefs of schoolchildren on the basis of personal understanding of the social, spiritual, moral experience of people in the past and present, perception of the ideas of humanism, respect for human rights and democratic values, patriotism and mutual understanding between peoples;
Development of the humanitarian culture of schoolchildren, familiarization with the values of national and world culture, fostering respect for the history, culture, traditions of one’s own and other peoples, the desire to preserve and increase the cultural heritage of one’s country and all mankind.4
In grades 10-11, a differentiated study of history is expected in schools and classes of different profiles, hence the variability in goal setting. Invariant, common for all profiles tasks of history courses at the senior level, in our opinion, are to:
To form in students a holistic view of the history of mankind, the place in it of the history of Russia, the peoples inhabiting it;
To develop in high school students the ability to independently analyze and evaluate events of the past and present, to determine their attitude towards them;
To promote the socialization of young people, their awareness of their belonging to a certain state, cultural, ethno-national community and, at the same time, understanding the diversity of the modern world, the need for dialogue between representatives of different cultures;
practice.
Therefore, the first function of science is descriptive, ascertaining, focused on an objective presentation of the real facts of educational activity accessible to a given science, empirical data of experience, practice.
But the empirical basis of science is not a simple collection of facts, so the second essential function diagnostic science, contributing to the selective assessment of the facts obtained, their comparison, correlation with criteria, systematization, classification, etc.
The empirical basis of science can claim a certain completeness only if the data of practical experience have received a proper scientific explanation. From this it follows that the third function is explanatory, aimed at discovering cause-and-effect relationships in the phenomena under consideration, at identifying trends and certain patterns in them.
However, it is important not only to describe and explain this or that experience, which has a purely local significance, but also to justify the possibility of using this experience in new conditions, making it the property of more mass practice. The transformation of practical experience and facts into abstract knowledge, capable of seeing the typical, regular and regular in phenomena, leads to the formation of theoretical knowledge, theory. Theoretical knowledge accumulates data from different sciences, so any theory in the field of education is interdisciplinary. (In this regard, remember the general theoretical foundations of methodology and its dangerous connections with other sciences!)
Along with the inductive movement of knowledge (from practice to theory), a deductive flow of ideas and information is possible and extremely necessary, which makes it possible to assimilate data from other sciences and wide international experience in one or another educational theory. In this regard, the fourth function of science is prognostic, which makes it possible to foresee the possible consequences of the practical use of concepts, doctrines, and innovative technologies.
In turn, theoretical knowledge can and should be presented in practice not only in the form of strictly scientific texts, but also in the form of methodological knowledge adapted to it. It is wrong to consider that the transformation of scientific knowledge into methodical knowledge is some kind of purely mechanical, routine interpretation, devoid of creativity.
This process is associated with the following functions:
projective-constructive, with the help of which theoretical projects are translated into real educational structures;
transformative translating the parameters of practice, from which scientific research is based, to a higher quality level;
Criteria-evaluation engaged in the development of criteria and evaluation of the transformations that have taken place;
w correctional ensuring the continuous development of educational and pedagogical activities.
The corrective-reflexive function of science, in essence, begins the next, new cycle of movement of the entire system "practice science practice", sets the dynamics and vitality of the entire educational process.
It follows from this that it is deeply erroneous to evaluate methodological knowledge only as auxiliary, intermediate knowledge, necessary only for servicing theory, translating it into the language of practice. The formation of workable methodological knowledge, according to B.S. Gershunsky, “requires the highest scientific qualifications, since a true methodologist is not only a specialist who knows the true and constantly evolving needs of practice, but is also able to assess the true possibilities of science, able to “join” scientific proposals with practical demand, to make them complementary and mutually enriching.
Method properties
In the praxeological (significant for practice) aspect, the essential characteristics of the methodology are manifested in such properties as determinism, mass character, selectivity, effectiveness, processuality, variability and heuristics.
The property of determinism means that the methodology consists of "elementary" operations (procedures) of pedagogical activity, for which the conditions for their implementation are known, as well as an unambiguous sequence for the implementation of these procedures or acts of activity.
One of the properties of the methodology is its mass character. Each separate type of methodology of pedagogical activity, being by its nature an algorithm, is a solution typical problem, which constantly exists in mass pedagogical practice and is characterized by certain parameters and their combinations.
Various combinations of parameters as initial data that determine the specifics of the pedagogical process form pedagogical tasks, in the solution of which the use of appropriate methods helps. The property of mass character has a methodological and praxeological consequence associated with the concept of selectivity.
The main praxeological property of the methodology is effectiveness. The question of the effectiveness of the methodology is the question of how much the use of the algorithm for constructing pedagogical activity makes it possible to achieve such a quality of its organization, which provides optimal conditions for the formation of a personality.
The processuality of the methodology is ensured by personalization, i.e. pointing to specific possible performers of certain actions.
Pedagogical activity is characterized by a constant desire to search for new, unconventional solutions that correspond to the uniqueness of the moments of pedagogical activity. Hence, the methodological description implies variability, the ability to improvise to a certain extent.
Variability, combined with expediency, makes it possible for the practitioner to understand and realize the principle of selecting the most effective ways actions. The information embedded in methodological knowledge, being transformed in the consciousness of the person who perceives it, begins to produce generalized knowledge, which subsequently makes it possible to independently design the process of organizing activities in varying circumstances. This property can be referred to as heuristic.
Finally, the methodology is designed to be effective. Efficiency is understood as the ability to be directly guided in practice by the proposed model of activity with the expected minimum losses from the influence of external circumstances and subjective factors.
The properties listed here bring the methodology closer to technology, and at the same time distinguish it from technology, as a systemic sequence of methods (in their applied meaning), providing the most accurate, standardized transition from the goal to the planned result.
The methodology of pedagogical activity is by its nature subjective and subjective. Speaking of it, we mean someone who directly constructs, implements, organizes some kind of activity, to whom the instructions about it are addressed. The subjectivity of the methodology is manifested in the fact that each performer brings something of his own to its comprehension and implementation.
In general, we have to state that in the pedagogical sciences and in the methodology of teaching history itself, a variety of interpretations of its content and meanings is preserved due to the complex and multi-level nature of the phenomenon itself.
The connection of the methodology of teaching history with other sciences
In connection with a significant update and expansion of the methodological base of methodological research, the question of the relationship between the methodology of teaching history and other sciences is subject to a fundamental revision. In previous years, the circle of related sciences was limited to history, pedagogy and psychology.
It is obvious that “the organic connection of the methodology of history with the essence of the taught subject itself” (V.G. Kartsov) at any time will be carried out in the content of educational material, the formation of which takes place on the basis of data from historical science. At first, the Methodists denied that this connection also exists in the forms, methods and means of studying the historical process used by science and school. Later, under the influence of the idea of “activating the educational process”, it was recognized that “the research method used in teaching history in high school allows students to be partially introduced into the laboratory of a scientist in accessible forms and types” (S.A. Ezhova). Today, the interaction of the methodology of teaching history with fundamental science is considered much broader, extending to the conceptual foundations and methods of activity.
In the system of pedagogical sciences, methodology is closely related to didactics and is based on general provisions on the design of educational content, forms, methods, techniques and teaching aids. Based on the principles of education, the methodology reveals the goals of teaching a particular academic subject, its significance for the spiritual and moral formation of the student's personality. The method is also based on the data of pedagogical psychology and physiology of higher nervous activity. When substantiating the system of school education in a particular subject, knowledge of the logic and history of the relevant science, science of science is used.
Of course, this is not a complete list of sciences related to the methodology of teaching history in modern school. For example, the appearance in the content of history courses of questions on the history and culture of the peoples of Russia, life, religion, economics, social movements in different countries of the world, and other things involves establishing links with ethnography and ethnology, religious studies, sociology, political science, economic theory and other sciences. The regionalization of school historical education actualizes the appeal to the conceptual apparatus of regional studies and related sciences. Designing the content of historical education at the profile level further expands the range of sciences, the foundations of which are poured into its content.
The subject and objectives of the course "Methods of teaching history"
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The Department of Methods of Teaching History of the Moscow City Pedagogical University was founded in 1999 as a result of the reorganization of the Department of the History of World Civilizations. In December 2015, by decision of the Academic Council of Moscow State Pedagogical University, the department was renamed the Department of Methods of Teaching History, Social Science and Law.
The goal of the Department of Methods of Teaching History, Social Science and Law of the Institute humanities MSPU is to provide bachelors, undergraduates, graduate students with a wider range of opportunities to develop their practical interest in improving the methods of teaching history, social science, economics and law, as well as the skills of a researcher in the field of social and humanitarian problems of education, museum pedagogy, and the application of these skills in practical activities of the graduate in the field of science, education and culture, as well as the search for new forms and methods for the development of social and humanitarian education in line with the ongoing reforms and transformations in the Russian education system.
The department trains bachelors and masters in the direction of "Pedagogical education" and graduate students in the direction of "Education and Pedagogical Sciences", implements programs of additional professional education. The department has a "School of Professional Growth". The students of the department are winners and prize-winners of the National Interuniversity Championship "WorldSkills Russia" in the nomination "Teaching in Basic and Secondary Schools", the All-Russian Student Olympiad "I am a Professional" in the nomination "Pedagogical Education", holders of certificates "Moscow teacher".
The department employs highly qualified specialists in the field of methods of teaching history, social science, economics and law. The teachers of the department are the authors of monographs, as well as textbooks, educational and teaching aids for general education schools and universities (“Social Studies”, “Law”, “Financial Literacy”, “Educational Law”, etc.), experts of the Unified State Examination in History and Social Studies, experts of the international PISA study. The teachers of the department are members of Russian and international scientific and professional societies.
The department regularly organizes and conducts round tables, methodological seminars and conferences for students, teachers of schools and universities. Every year the department holds a scientific-practical conference "Actual issues of the humanities: theory, methodology, practice."