Teaching History in the Information Society and State Standards. (An article for history teachers)

In the XXI century, information occupies an increasingly important place in human life as a member of society; and for some time now, even the idea of an information society has been put forward, the main driving forces of which are information and communication technologies.

"Avalanche" change of socio-technological aspects of human life leads to the need to change the entire education system. The very essence of education is changing, which is now based on the principles of accessibility, openness and continuity.

In addition, it is distance education that significantly expands the opportunities and range of services provided. The main feature of flexible learning regimes is that they do not strictly regulate the temporal and spatial framework of classes and communication between teachers and students. Interestingly, there is a motto in American business circles: "To exist means to change, to exist for a long time means to change often."

It is clear that the implementation of the above principles today is only possible in the case of traditional teaching complement distance education , based on modern virtual communications. (By the way, today there are hundreds of millions of people in the world who receive education and improve their skills using remote technologies).

The role of virtual communications is also growing enormously. Today, natural communication is increasingly supplemented and replaced by the latter. And along with globalization, it is not surprising that individualization is developing, where such a phenomenon as "retreat into virtual reality" is increasingly observed.

In view of this, the socialization of the individual should include the mastery of a new "information culture". However, in the process of this "integration" one must be careful. After all, perhaps the most important problem of the new information culture is the question of its "moral principles", because the technological world by its nature is devoid of moral and ethical criteria and assessments. That is why today there is an urgent need for guiding principles and values.

State educational standards are requirements for compulsory learning outcomes and competencies of the learner at the appropriate level.

The documents determine the total amount of training load and forms of state certification, characteristics of the content of education, principles of organization of the educational process, management system of educational content, content lines and expected learning outcomes in educational fields.

Complete general secondary education usually has three levels - primary education, basic secondary education and specialized secondary education.

State standards are approved by the state government; and the institution of general secondary education creates conditions for students to achieve learning outcomes and ensures compliance of the level of general secondary education with the State standards.

On the basis of the State standards are developed:

- Basic curriculum (is part of the standard)

- Typical educational programs

- Typical curricula

-Educational program (approved by the pedagogical council of the educational institution and approved by its head in the case of developing a document based on standard educational programs);

- Working curriculum of the educational institution (approved by the pedagogical council of the educational institution and approved by its head).

State standard of basic secondary education

For example, I took the State Standard of Ukraine. However, I present my thoughts in such a way that everyone can use them, regardless of nationality.

The purpose of basic secondary education is the development of natural abilities, interests, talents of students, the formation of competencies necessary for their socialization and civic activity, conscious choice of further life and self-realization, continuing education at the level of specialized education or profession, education of responsible, respectful family. , society, environment, national and cultural values ​​...

The realization of the goal of basic secondary education is based on such values ​​as:

- respect for the student's personality;

- ensuring equal access of every student to education without any forms of discrimination against participants in the educational process;

- adherence to the principles of academic integrity;

- formation of culture of a healthy way of life of the student, creation of conditions for maintenance of his harmonious physical and mental development, well-being;

- creating an educational environment in which an atmosphere of trust is provided;

- affirmation of human dignity, honesty, mercy, kindness, justice, empathy, mutual respect and mutual assistance, respect for human rights and freedoms, ability to constructive interaction.

Key competencies include:

- innovation, which involves the student's ability to respond to change and overcome difficulties; openness to new ideas;

- environmental competence, which involves awareness of the ecological foundations of nature, the need for nature protection, compliance with the rules of behavior in nature, economical use of natural resources, understanding the context and relationship of economic activity and the importance of nature conservation;

- information and communication competence, which involves confident, critical and responsible use of digital technologies for their own development and communication;

- civic and social competencies. In particular, showing respect for others, tolerance, the ability to cooperate constructively, empathize, overcome stress and act in conflict situations, including those associated with various forms of discrimination. Understanding the rules of behavior and communication that are common in different communities and environments. Ability to act in conditions of uncertainty and multitasking;

- cultural competence, which implies an interest in getting acquainted with the cultural and artistic achievements of the world, as well as a respectful attitude to cultural traditions;

- Entrepreneurship and financial literacy, which include initiative, ability to use opportunities and implement ideas, the ability to solve problems; willingness to take responsibility for decisions made; ability to work in a team to plan and implement projects that have cultural, social or financial value, etc.

The following skills are pervasive in all key competencies:

- read with an understanding that involves the ability to comprehend what is read, and includes, in particular, the ability to reveal hidden and obvious information, make assumptions, prove the reliability of arguments, supporting their conclusions with facts and quotations from the text, express ideas related to understanding the text after it analysis and selection of counterarguments;

- express their own opinion, choosing the appropriate speech strategies;

- think critically and systematically, which is manifested in the definition of relationships, the ability to analyze, take into account opposing views and counterarguments, to recognize attempts to manipulate data;

- logically substantiate the position at a level that is a manifestation of their own attitude to events, phenomena and processes;

- act creatively, which involves creative thinking, production of new ideas, the fair use of other people's ideas and their refinement, the use of their own knowledge to create new objects, ideas, the ability to test new ideas;

- show initiative, which involves actively finding and proposing solutions to problems;

- constructively manage emotions, which involves the ability to recognize their own emotions and the emotional state of others, to respond adequately to conflict situations, adjusting themselves to the search for inner balance;

- cooperate with others, plan their own and group work, support group members, help others.

Requirements for student learning outcomes are defined by different educational fields - for example, it is a technological, natural, linguistic and literary field, and so on. History belongs to the educational sector under the name - "civic and historical."

For the educational sector are defined:

- purpose;

- competence potential, which means the ability of the education sector to form all the key competencies and basic knowledge;

- compulsory learning outcomes of students;

- recommended number of study hours.

Requirements for both search results of student learning consist separately of such components as:

a) specific learning outcomes of students that determine their learning progress,

b) and guidelines for assessment, based on which the level of achievement of student learning outcomes is determined.

The purpose of civic and historical education is to develop the student's personality through understanding the past and present, as well as the links between them; interactions between global and local processes; and respect for human rights.

The competence potential of civic and historical education includes:

- Fluency in the state language. Ability to read translated and adapted in the state language written sources, author's publications on historical and social sciences;

- Ability to communicate in foreign languages, read popular science publications and search for the necessary information in foreign languages;

- Mathematical competence. Ability to correctly operate with digital data, mathematical concepts for deep knowledge, explanation of past and present social events;

- Competences in the field of natural sciences, engineering and technology. Ability to assess and explain the interaction of man and the environment in different historical periods. Recognition of the value of natural resources for present and future generations and their rational use in everyday life;

- Innovation. Ability to cite historical examples of the impact of innovation on public life;

- Environmental competence. Critically assess the role of man and states in achieving the UN Sustainable Development Goals;

- Information and communication competence. Use digital technology to find the right historical and social information, its selection, verification, organization and dissemination. Adhere to copyright and ethical standards in dealing with information and online communication. Create verbal and visual (graphics, diagrams, movies) messages, multimedia presentations of social and historical content. Critical of information from various sources;

- Lifelong learning. Find and process sources of socially important information using appropriate methods. Understand the role of education, learning for man and society today and in historical retrospect;

- Civic and social competencies. Ability to model one's behavior as a responsible member of society who knows the basics of law, is well acquainted with the content of human rights and is able to defend them in a legal way. Form and defend your civic position on local and global issues. Refrain from opportunities to abuse your rights. Avoid negative stereotypes and generalizations, as well as hate speech. Recognition of the value of another person and respect for his privacy. Ability to formulate and defend in the discussion their own views and beliefs, to communicate constructively on various topical issues of history and society, to find historical examples of resolving contradictions and conflicts;

- Cultural competence. Ability to use art artifacts to learn about the past, to comprehend works of art in a historical context, to compare different cultures;

- Entrepreneurship and financial literacy. Ability to use the experience of learning history to choose effective life strategies. Take into account changes in history and society, assess their risks and benefits for their own lives and the lives of the community. Awareness of economic and social opportunities and challenges facing society. Ability to make financial decisions taking into account possible risks.

Basic knowledge

Man and nature: the emergence and settlement of man; human development and transformation of nature in the past and present; development of new spaces.

Man and the world of material things: production and consumption in different historical epochs; materials and technologies; tools and household items; scientific and technical inventions; living and working conditions in the city and village; urbanization; material culture of agrarian, industrial and post-industrial societies.

Man and society: society and communities: families, classes, nations, religious, ethnic and other groups; human interaction, interests and values, human dignity; civilization; information and media; conflicts and their resolution.

Man and power: the political organization of society; political regimes; Human Rights; citizenship; international relations.

Man and the world of ideas: worldview and values, religion, science and art; history of ideas and their impact on man and society.

Requirements for mandatory learning outcomes for students in civic and historical education stipulate that the student:

1. Think historically and chronologically, navigate in historical time, establish cause-and-effect relationships between events, phenomena and processes, human activities and its results over time, identify changes and duration in society. Explains the cultural and historical origins of various systems of chronology. Identifies and explains the signs of cultural and historical epochs. Explains the dependence of historical events, phenomena and processes on human actions and dominant social ideas. Argues with the help of historical facts the impact on human behavior of events in political, economic and religious life.

2. Think geospatial, and reveals the interdependence of society and the environment. Compares information from different maps, determines its completeness and reliability. determines the affiliation of cultural and historical monuments, economic objects to geographical, ethnographic and historical regions, countries, civilizations. Characterizes the factors influencing people's occupations, the way of doing business, the social system. Finds reliable information about the nature of environmental problems and suggests ways to solve them. Identifies the causes, describes the course, establishes the essence of colonization and migration processes.

3. Think critically, work with different sources of information and formulate historically sound questions. Distinguishes between primary and secondary historical sources. Establishes the type, time and place of occurrence, purpose and authorship of a historical source. Creates his own intellectual product, adhering to the principles of academic integrity. Detects the facts of manipulation of mass information in textual and visual sources.

4. Think systematically. (identifying the interconnectedness, interdependence and interaction of historical events, phenomena, processes, figures in the context of the respective epochs; understanding the multiplicity of interpretations of the past and present and comparing their interpretations). Identifies a combination of political, economic, social, technological, cultural and other factors that influenced each other and created a historical epoch. Uses information from related fields of knowledge to characterize past and present social events, phenomena, processes.

5. Realizes his own dignity, realizes his own rights and freedoms, respects the rights and dignity of others, shows tolerance, counteracts discrimination. Plans his life in the short and long term, plans ways to achieve their goals. Distinguishes between human rights and the responsibilities of a citizen; complies with the law. Explains the nature of stereotypes, critically evaluates stereotypes and prejudices.

6. Adheres to democratic principles and constructively interacts with others. Justifies the need to assert their rights honestly and legally in spite of life circumstances.

The total amount of student workload, its distribution between years of study, educational branches, compulsory and optional educational components is defined in the basic curriculum of basic secondary education

On the basis of the basic curriculum, standard curricula are developed as part of a standard educational program, containing an indicative list of subjects, integrated courses, the content of which can be formed by arranging in a logical sequence the learning outcomes of several integrated educational branches, one educational branch or its separate components. .

The standard curriculum of general secondary education issued by the Ministry of Education states, in particular, that key competences such as learning skills, initiative and entrepreneurship, environmental literacy and healthy living, social and civic competences can be formed by all subjects at once.

Highlighting in the curriculum of such cross-cutting lines of key competencies as "Environmental Security and Sustainable Development", "Civic Responsibility", "Health and Safety", "Entrepreneurship and Financial Literacy" is aimed at developing students' ability to apply knowledge and skills in real life situations. Cross-cutting lines are socially significant cross-curricular topics that help students form ideas about the world and society as a whole.

Through lines. Brief description

Environmental safety and sustainable development

Formation of students' environmental awareness and willingness to participate in addressing environmental issues for future generations.

The issue of the through line is realized through tasks with real data on the use of natural resources, their conservation and multiplication. The analysis of these data promotes the development of respect for the environment, ecology, the formation of critical thinking, the ability to solve problems, critically evaluate the prospects for the development of the environment and man. Outdoor lessons are possible.

Civil liability

Will promote the formation of a responsible citizen. This cross-cutting line is mastered mainly through collective activities (research, group work, projects, etc.), which combines individual subjects and develops students' willingness to cooperate.

The study of a particular subject should evoke in students as many positive emotions as possible, and its content - to be aimed at educating decency, diligence, systematicity, consistency, perseverance and honesty.

Health and safety

The task of the cross-cutting line is to become a student as an emotionally stable member of society, able to lead a healthy lifestyle and form a safe living environment.

Implemented through tasks with real data on safety and health (text tasks related to the traffic environment, pedestrian traffic and vehicles). You should pay attention to the problems associated with risks to life and health.

Entrepreneurship and financial literacy

The cross-cutting line is aimed at the development of leadership initiatives, the ability to operate successfully in a rapidly changing technological environment, providing students with a better understanding of the practical aspects of financial issues (savings, insurance, etc.).

This cross-cutting line is associated with solving practical problems of business planning and real assessment of their own capabilities, drawing up a family budget, the formation of an economical attitude to natural resources.

The formation of key competencies is facilitated by the establishment and implementation in the educational process of interdisciplinary and intradisciplinary links, namely: content and information, operational and organizational and methodological. Their use enhances students' cognitive interest in learning, creates conditions for the systematization of educational material and the formation of a scientific worldview. Students gain experience in applying knowledge in practice and transferring them to new situations.

List of educational branches. A typical educational program is concluded in the following educational fields:

- Languages ​​and literature

- Social sciences

- Art

- Mathematics, etc.

History belongs to the field of social sciences.

In order to learn new material and develop competencies, in addition to the lesson, training and practical classes are held. This form of organization combines the implementation of various practical exercises, experimental work in accordance with the content of the subject. For example, these can be excursions to historical or local history museums; or "development" of "video film" (subject to independent development of the film plot, selection of material, and performance of independently distributed roles).

Also forms of organizing the educational process can be "virtual travel", conferences, integrated lessons, video lessons, business games and more.

And if we talk about the senior classes, the assimilation of new material can also be carried out with the help of "lectures".

Summing up, we can conclude that historical science is a very important subject that directly affects the formation of values ​​in the student and his future worldview. And we, the teachers of history, have a great responsibility. - Not just to pass knowledge about the past, but to educate a person.