Methods of teaching social studies in high school. Lecture: Social studies as a subject of primary school education in different eras

SUBJECT AND OBJECTIVES OF TEACHING METHODS OF SOCIAL STUDIES IN PRIMARY SCHOOL

social studies as a subject primary education at school in different eras

Human society is a very complex and at the same time integral system. It is the object of study of many social sciences: philosophy, history, political science, economics, cultural studies, sociology, psychology, etc. But each of these sciences specializes in the study of individual aspects of society and its development, which does not give a complete picture of it in all its diversity . Therefore, there was a need for science that would process the accumulated material and present society in its development holistically and comprehensively. In accordance with the demands of the time in the second half of the 19th century. a new self appears; body science - social science, which has a comprehensive approach to the study of society.

This was facilitated, firstly, by the accumulated materials in history and philosophy, and secondly, by the emergence of new sciences, such as sociology, psychology, archeology, ethnography, which began to consider new, narrower aspects social development, thirdly, theology, literature, politics. Each of them, in their own way, did a lot to describe various phenomena in the life of society. Moreover, these sciences helped and are still helping him to develop.

But as an academic discipline, social studies appeared in school only in the 20s. XX century Its formation was determined by the needs of the time, the development trends of the Russian school of the previous period. Already by the beginning of the 20th century. advanced domestic pedagogy had a comprehensive program for transforming the education and training system, which incorporated the experience of the public’s struggle for school renewal. In 1915 -1916 Education reform began under the leadership of the Minister of Public Education P. N. Ignatiev. It was accompanied by active pedagogical discussions. Thus, K. N. Ventzel, a famous teacher of that time, proposed the “Free Children’s Home” project as a new type of institution. A child would come here in order to “live life to the fullest, for work, play,

The pedagogical thought of this period persistently shifts the emphasis in education from the acquisition of knowledge to the development of personality. “... The best intellectual education educates only an insignificant aspect of a person’s entire personality in terms of its relative importance,” wrote V. N. Soroka-Rosinsky in 1916, “it comes down to the development of human cognitive activity.” Many teachers believed that the purpose of the school was to “give free growth to the student’s strengths, provide careful care for his abilities, help the child find himself and develop his strengths, and teach him the first steps and the right way to act.” With this approach, the school should not so much teach as help to learn. Its task was seen as developing “the ability to act, to creatively identify one’s own I".

Russian pedagogical thought also took into account new social phenomena Russian life at the beginning of the 20th century. V. N. Soroka-Rosinsky wrote: “... life began to democratize and Americanize-

xia... democratization is not cheap for society: it has to be paid for by a partial and temporary decrease in culture and vulgarization of tastes, an increase in crime and many other phenomena that have long been taken into account in Western Europe and appearing with us for the first time.” The school, in the opinion of this teacher, had to organize the educational and upbringing process in such a way that students would acquire new moral foundations, new ideals, and become “morally autonomous.”

Russian teachers also responded to changes in the state system, political and public life countries. An expedient pedagogical position in relation to politics was developed: “School and politics lie on different planes, and any political propaganda among students is only the corruption of minors.”

In the statements of famous teachers of the early 20th century. The idea of ​​socialization of the student’s personality is clearly seen as a priority task. They came close to introducing into the educational environment a new academic discipline about society and the place of man in it. Many pedagogical ideas, expressed a hundred years ago, turned out to be relevant now.

The October political revolution of 1917 changed all areas of activity Russian state. Already at the II All-Russian Congress of Soviets, at the suggestion of V. I. Lenin, a resolution was adopted on the formation of the People's Commissariat for Education headed by A. V. Lunacharsky. By decree of November 9, 1917, the State Education Commission was organized.

The first steps of the People's Commissariat for Education were devoted to revising the content of school education. The accumulated advanced pedagogical experience of pre-revolutionary Russia was largely taken into account by the first decrees Soviet power about school. However, the class approach became dominant in the first decisions of the new government, which ultimately erased the achievements of pedagogy at the beginning of the 20th century. Education has become a tool for introducing communist ideology into the mass consciousness.

On September 30, 1918, the All-Russian Central Executive Committee of the RSFSR approved the “Regulations on the Unified Labor School,” which replaced all pre-revolutionary schools. The labor school was divided into two stages: the first - for children from 8 to 13 years old and the second - from 13 to 17 years old. Joint secular education of girls and boys was established. The main principle on which the entire education system was built was the connection between learning and the practice of revolutionary reconstruction of life.

Initially, the People's Commissariat for Education did not offer teachers a unified curriculum; the initiative in their development had to belong to the teachers themselves, and teachers had to take into account the local conditions of school construction, the geographical location of the region, historical features and economic development. Based on this, provincial and even district departments of public education developed their curriculum, which determined the set of disciplines to be studied and the number of teaching hours in the subjects.

National Organizational Guidelines educational process appeared at the beginning of 1919. “Materials” were built not according to a subject matter, but according to an integrated principle. The main focus was on work tasks rather than on learning. The first issue of “Materials” was called “World Studies in the Work of 1st Level Schools.” Educational tasks were solved while performing this or that work in school workshops or in the process of joint activities with work collectives. In this way, the work of mankind in the past and present was studied. Nature was studied while working in the field, in the garden, and during excursions. As a rule, the time of year and the associated features of labor processes were taken into account. Such activities replaced natural science for children.

Educational material for studying various phenomena of the surrounding world was distributed as follows: 1) your home, your family; 2) house, school, yard, street, city/village; 3) city, geographical landscape, familiarity with the county/province. By exploring all this, students were supposed to gain an understanding of the nature of their region, the economic, historical, cultural and social life of the population. In the context of these ideas, children acquired the necessary knowledge of the Russian language and mathematics.

For the 2nd level school, the People's Commissariat for Education did not impose any amount of knowledge. When educating “new people” - fighters for a bright communist future, attention was paid to the subjects of the humanitarian cycle, primarily to social studies and cultural studies. The goal of the program was not only for children to gain knowledge in the field of social sciences, but also to provide assistance in solving practical problems “that currently confront them.” In addition to social science and history, new disciplines were introduced: political economy, sociology, the Constitution of the RSFSR, history political system, labor history, art history. Maternity leave was introduced in some provinces. These subjects were primarily filled with political meaning, which made it possible to realize the main goal of the school - to prepare a new revolutionary shift.

The general trend of arbitrary creativity, lack of textbooks, methodological recommendations, trained teachers in new disciplines led to sad results: children

they did not receive solid knowledge and did not become, for the most part, “conscious builders of communism.”

In December 1920, a meeting on public education was held. It turned out that for material and economic reasons it would be necessary to move from a ten-year school to a seven-year school. The People's Commissariat for Education faced the need to revise the programs, reduce them and take into account the mistakes of previous years.

The 1921 programs were compiled by specialists: their preparation was entrusted to scientific and pedagogical institutes. The idea was to condense the material and construct programs in a fundamentally different way than before. It was in these programs that the term “social studies” first appeared.

At the 1st stage, the social science course was built on the basis of a sociological understanding of the structure of society, and the material in it was arranged not chronologically, as in history, but thematically. At the 2nd stage, a chronological approach to the study of society was maintained and, moreover, material on history was duplicated. Only in the seventh year of study were the principles of political economy, economic history and economic studies introduced.

The 1921 program turned out to be unviable. And since it was not yet strictly mandatory, pedagogical creativity continued locally.

The emergence of a new content of social and humanitarian education was accompanied by lively discussions. But the People's Commissariat for Education, which led school affairs and developed school policy, increasingly tried to influence both public opinion on the question of what a Soviet school should be like, and on innovative teachers.

The Soviet government gradually and persistently took control of the content of education, as it was interested in creating a broad social support for the party from the younger generation.

By the end of 1922, they had developed general schemes programs of a single labor school 1st stage and the first concern of the 2nd stage. On March 5, 1923, the Board of the People's Commissariat for Education accepted them as the basis for further development of programs. In the new program for the 1923/24 academic year, the fundamental principle remained the connection of the comprehensive school with life, with the practice of socialist construction, with communist consistency and a scientific dialectical-materialist approach. All material intended for study was divided into three main areas: nature, work, society.

The focus was on studying specific phenomena of surrounding life and labor activity of people. For example, such objects in the program for rural schools were: for grade I - “Family and School”, for grade II - “Our Village”, for grade Ill - “Our District”, for grade GU - “USSR”. Within each direction, specific topics were outlined. The programs highlighted the development of society and social relations of the Mishas. Children were offered a Marxist view of the world, the importance of the class struggle in social projects, the inevitability of the collapse of capitalist building through the revolutionary activity of the proletariat.Soviet society was presented as the highest achievement of the class struggle.

The school social studies course integrated information on history, economics and law. History as an independent subject was preserved only at the final stage of school education.

What specific political events and phenomena were proposed to fill the social studies course in primary school?

The children had to be explained: what is the elimination of ungrammatical | post, tax rates in kind, elections, suffrage; what is the difference between cooperative trade and private trade; what public institutions exist in the village, parish, city; what advantages are provided to peasants and workers when entering educational institutions; what is the connection between city and countryside II; how do other states differ from the USSR, how do they relate to

I'm interested in Soviet power and what outstanding events are taking place there.

(" points of view historical material the course included specific events and phenomena. Thus, younger schoolchildren need to P1.N10 explain how the tsarist government differs from the Soviet ruler, what was the situation of workers and peasants under the tsarist rule, talk about the revolution of 1905, the war of 1914-1918, | the fall of autocracy, October revolution and roles in it

II I. Lenin, know the biography of V. I. Lenin, talk about who the communists are and what they strive for, about the organization of the Red Army, about the separation of church from state and school from church. Foreign countries were studied from the standpoint of class struggle. Children had to know what kind of power exists in other countries, about attempts to seize power by foreign workers, about the international organization of workers - the International, about how the struggle of the world proletariat should end, about the transition to social

III 1mu and characteristic features of the socialist system in comparison with the capitalist one.

These instructions were not a special curriculum, but they emphasized that children who graduated from primary school were required to “possess the specified information as a minimum of knowledge in social studies.” Thus, it is not necessary for children to know history; it is important that they leave school as politically oriented people.

The next step to strengthen the position of social studies in school was the program of 1927. It strictly defined the range and system of knowledge necessary for students, and the differences in the content and methods of teaching were eliminated. In fact, it became the first compulsory program for all schools in the RSFSR.

In the development of social studies as a school discipline in the first years of Soviet power, three stages can be distinguished.

In 1917-1920 In schools of the 1st and 2nd levels, the study of history and some social sciences was expected. In 1921 - 1923 In seven-year schools, social studies was not much different from the history course. From 1923-1927 1st level school students received knowledge about social life propaedeutic, and 2nd level - from two concerns. Since 1927 school education finally came under state control, and all programs became uniform.

1930s became the time when the process of creating a totalitarian state was completed in the USSR. In 1936, the Constitution was adopted, which announced the construction of the foundations of socialism in our country. After its adoption, a new social discipline was introduced into the school curriculum. By order of the Council of People's Commissars of the USSR dated February 1, 1937, “in order to study the foundations of the Soviet system by young students preparing to join the ranks of conscious and active builders of a socialist society,” from the 1937/38 academic year, the teaching of the “Constitution of the USSR” was introduced as an independent subject in the 7th grade high school. It was taught in this class until the late 1950s. The textbook “The Constitution of the USSR” and methodological manuals for teachers.

During the same period, social studies as an academic subject was abolished. In 1958, it was decided to transfer the course “Constitution of the USSR” from VII to X grade. The Resolution of the CPSU Central Committee on this issue stated that this was done in order to improve the communist education of students and prepare graduates for active participation in the socio-political life of the country. It was established that the course “The Constitution of the USSR” in graduate classes should acquaint students not only with the basic law of the Soviet state, but also with some information from civil, labor, family, and criminal law. The publication of textbooks and popular science literature for extracurricular reading was envisaged. Social studies reappeared in schools in the early 1960s. - there were several reasons for this.

In February 1956, the 20th Party Congress took place, at a closed meeting of which N. S. Khrushchev delivered a report “On the cult of personality and its consequences.” From that moment on, an active process of de-Stalinization began, and democratic changes began to occur in the country.

For the first time, the truth was told about the crimes of the Stalinist regime. Millions of prisoners were released from camps or rehabilitated posthumously. Mass repressions were condemned, and unfounded charges against peoples who had been expelled from their historical places of residence were dropped. The activities of local authorities have become more active. Measures were taken to eliminate bureaucratic red tape when citizens contact local authorities. However, democratic; the transformations were inconsistent, limited, did not affect the foundations of the power of party democracy, and did not lead to the dismantling of the administrative-command system. Khrushchev’s “thaw” also affected public consciousness. It was then that works appeared in false literature, painting, and sculpture that truthfully described the contradictions of Soviet reality, which caused distrust in communist ideals and disappointment in the activities of the CPSU among the younger generation. In addition, foreign policy events - the mass movement in Hungary and Szolsja against the domestic communist parties - also undermined the communist ideology in USSR. Social studies should strengthen the ideological positions of the party, especially among young people. On April 25, 1960, the Central Committee of the CPSU issued a resolution “On the introduction of the course “Fundamentals of Political Knowledge” in secondary schools and secondary special education. educational institutions and preparation of a textbook for this course.” It was proposed to discuss the prepared draft program among teachers and the scientific community, revise it taking into account comments from the field and submit it to the CPSU Central Committee.

At the same time, the direction of the course and educational books being created was set: “The main task of the textbook is to reveal the triumph of Marxist-Leninist ideas in the historical practice of mankind, the world-historical significance of the Great October Socialist Revolution, the formation of a broad system of socialism, the complete and final victory of socialism in the USSR and the entry Soviet Union during the period of extensive construction of communist society."

In 1963, a new course was introduced in the graduating classes of all high schools, but it was called “Social Studies” and not “Fundamentals of Political Knowledge,” as previously planned. The structure and content of the curriculum were decisively influenced by the new party program adopted at the Housing and Communist Party Congress in 1961. It went down in history under the name “Program for the Construction of Communism.”

1$ it, including general educational institutions, was given the task of educating a new, comprehensively developed Soviet person - a builder of communism. Based on this main goal, the entire educational and educational process.

Teaching the course gave results that were opposite to those expected: by comparing the information received in the lessons with reality, students became imbued with distrust of dogma, which was often transferred to all the ideological foundations of the Soviet state and society.

In the 1980s A new social studies program for high schools was introduced. It was characterized by a more rigid ideological focus on educating “conscious and active builders of communism”, developing “high ideology, a clear class position”, “cultivating intransigence towards bourgeois morality and ideology”. The tightening of the course was not accidental: events in the international arena - a political revolution in Poland; height social problems within the USSR, the decline in the authority of the leaders of the CPSU, who finally undermined the regime and made the communist ideology ineffective.

In the second half of the 1980s. In the USSR, a rethinking of school social studies began, taking into account the requirements adequate to the unfolding processes of democratization of public life and the establishment of openness. Among teachers, a discussion once again began about what social studies should be. During the discussion, very different, sometimes opposing opinions emerged on the content of the material, place in the curriculum, number of hours, goals and objectives of social studies.

In 1988, the development of a fundamentally new social science course began, which was supposed to start from grade VI11 and continue until graduating class secondary school inclusive. The search for approaches to creating a new academic subject led to the conclusion that social science training should be focused on the humanistic goal of educating a multifaceted, socially active individual who has mastered the basics of culture. A basic level of Social science training should be determined primarily by the needs of the individual himself, living in conditions of democratization of society. The new course “Man and Society” was concretized and refined in the context of changes in society. The crisis of perestroika intensified the political struggle. Article 6 of the Constitution on the leading role of the CPSU was abolished, and after the events of August 1991, a multi-party system began to take shape. Liberal democratic movements have strengthened. The influence of national political organizations has increased. The Soviet Union collapsed.

In this situation, the previous course “Social Studies” was excluded from the curriculum. Life has made the task of developing a new content of social science education that is not subject to political conjuncture and the influence of party ideologies even more urgent. In the early 1990s. Several teams of authors were involved in the development of the new course, and by the mid-90s. alternative teaching aids have appeared that contribute to the formation modern views on society and the individual among schoolchildren.

By the end of the 20th century. Two approaches to the study of social science material have emerged: integrative and modular (subject-based). Integrative course presented the following options: “Man and Society”, “Introduction to Social Science”, “Fundamentals of Modern Civilization”, etc. Modular (subject) courses correspond to basic social sciences under the code names “Fundamentals of Economics”, “Fundamentals of Sociology”, “Introduction to Political Science”, etc. An integrated course involves studying the material over several years without changing the name, and modular courses are designed to change each other sequentially throughout the year or are conducted in parallel.

The terms “social science” and “social science” themselves are recognized as identical and are defined as the totality of society’s knowledge about itself.

However, today the term “social studies” is considered more accurate when denoting: 1) the educational field, which includes social disciplines; 2) a separate independent academic discipline. And “social science” has turned from a noun into an adjective: social science character, social science education, social science courses, etc.

Social science disciplines are studied based on historical knowledge. And history, in turn, uses concepts formed in social science disciplines. They are interconnected, but do not replace or duplicate each other, but have independent value.

At the turn of the XX -XXI centuries. Social science subjects also appeared in elementary school. In the current standard general education they are prescribed along with other academic disciplines. Moreover, “its (social studies) study becomes continuous throughout school education.”

Social studies has become an equal academic discipline in relation to others and occupies a special place in the general education system, performing with its own means those tasks that no other school subject is able to perform. Classification is difficult. Therefore, the search for more advanced classifications continues.

“Experience in teaching social studies at profile level in social, humanitarian and high school classes"

Bondar L.G.

One of the priority tasks of the “Modernization Concept” Russian education» was the introduction of a system of specialized education in high schools. Profile training should provide in-depth training for high school students in their chosen disciplines and contribute to the differentiation and individualization of learning. Profile training should contribute to the development of students’ skills in independent knowledge acquisition. It is designed to ensure a high degree of readiness to continue education.

At the profile level, the school teaches social studies, Russian language, history, foreign language.
I would like to draw attention to the features of the content of a profile-level social science course in classes with a social and humanitarian orientation.

At the profile level, in addition to solving general educational problems, the course should give an idea of ​​the basic social sciences (philosophy, economics, sociology, political science, social psychology, jurisprudence), their categorical apparatus, current problems, methods of scientific knowledge, about typical professions of the socio-economic and social-humanitarian profile, as well as about the main types of educational and educational-research activities necessary to continue studying at universities.

Studying social studies at the profile level involves changing the forms of education. The forms and methods of classroom and extracurricular work in specialized classes are varied:

– school lecture (review, orientation, thematic, lecture-conversation, lecture-discussion, problem lecture, lecture using brainstorming);

- self-studybasic and additional literature;

Educational thematic conferences;

Writing and defense of abstracts;

Seminars – they activate students’ independent work with educational and additional literature;

- disputes, discussions, round tables;

Laboratory, practical classes;

Tests and tests.

Extracurricular work serves as a continuation of educational activities and develops their creative abilities. Students of the specialized class participate in scientific and practical conferences, olympiads, knowledge marathons, and intellectual competitions.

Nowadays, the development of the student’s personality based on mastering methods of activity is put forward as the goal of education. The student’s qualities such as developing and testing hypotheses, ability to work in project mode, initiative in decision-making, etc. come to the fore.

This result can be achieved through the development of abilities, qualities, skills, and key competencies. To do this, students must be able to:

Use elements of cause-and-effect analysis;

Substantiate judgments, give definitions, provide evidence;

Explain the studied provisions using independently selected examples;

Develop the ability to search for necessary information in sources various types and extract the necessary information from sources created in various sign systems (texts, tables, diagrams, audiovisual series);

Participation in project activities, putting forward hypotheses.

Research activities. The choice of research topics in social studies in a specialized class is largely determined by personally significant factors. So, for example, those who have chosen to become a lawyer can take the topic of their research work “Trial by jury in Russia: pros and cons.” Those who dream of becoming a journalist can define the research topic as follows: “The media and their role in the political process modern Russia" Working on research allows you to become accustomed to painstaking work, patience in the process of processing information, and the ability to carefully analyze the results obtained.

Thus, the use of design and research technologies makes it possible to intensify mental activity, develop cognitive and social activity, broaden one’s horizons, and teach one to apply knowledge in further research activities.

In the technology of student-centered learning, I use the method of educational projects.

Project activities allow you to develop skills:

Recognize the problem and transform it into the goal of the upcoming work;

Determine the prospect and plan the necessary steps;

Find and attract the necessary resources (including motivating other students to participate in their project);

Evaluate the results achieved;

Present the results of your work.

Project activities provide an opportunity to maximize your creative potential. This activity allows you to express yourself, try your hand, apply your knowledge, bring benefit, and show the results achieved. The result of the project activity - the found way to solve the problem - is practical in nature, has applied significance and is significant for the discoverers themselves.

Problem-based learning.

Here are some examples of problematic issues:

- « The death penalty: pros and cons";

- “Strong presidential power in Russia: pros and cons”;

- “Independence of the judiciary in Russia: myth or reality?”;

- “Russia is like constitutional state: an ideal or a dream that can become reality?

Of particular interest to students are the problems of unemployment among young people, divorces in young families, the increase in crime and drug addiction among teenagers, problems of tolerance, problems of fathers and children in a modern family, and demographic problems. Using problem-based learning methods and, in particular, problematic questions, assignments and tasks, in my opinion, is the best way to prepare students for the final certification in the form of the Unified State Exam.

The use of activity-based forms of learning develops the creative potential of high school students of a specialized school, while at the same time forming personal qualities: the ability to take responsibility for completing work, the ability to critically analyze the results of one’s activities, the ability to work in a team (if this is a group project) - to cooperate, share responsibility, subordinate one’s desires to common interests, master new computer skills information Technology. Promising directions in my work I consider the development of projects that can be used in lessons, when conducting cool hours, school events, scientific conferences, as illustrative material.

I also use mini-projects in social studies lessons.

Let's consider the organization of work on a mini-project using the example of the topic “East and West” in 10th grade. The class was divided into two groups that prepared mini-projects on civilizations: Eastern and Western. Each mini-project had the following structure:

1. Characteristics of the geopolitical position of civilization.

2. The nature of political power.

3. Features of the social structure.

4. The contribution of civilization to global culture.

5. Questions and assignments about the project for the class.

When discussing mini-projects, students pointed out the characteristics of civilizations, expressed their own point of view and assessed the work of their classmates. The guys created presentations.

I consider the development of projects that can be used in lessons, during classroom hours, school events, and scientific conferences as illustrated material as promising directions in my work.

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Course work

Visual method in teaching social studies in 7th grade

Plan.

Introduction………………………………………………………………………………….3

1. Visibility in teaching social studies……………………………..6
   • The role of using visual teaching methods in social studies..6
   • Types of visual teaching aids…………………...………………9
   • Rules for using visualization………………………………..13

2. Psychological and pedagogical foundations for the use of visualization in teaching 7th grade schoolchildren…………………………………………………………16

2.1 Age characteristics for 7th grade students………………….….16

2.2 The effectiveness of using visual aids in the 7th grade lesson………………………………………………………………………………………22

3.An example of a lesson in 7th grade using visual aids….……25

Conclusion………………………………………………………………………………….30

References………………………………………………………………………………....31

Appendix…………………………………………………………………………………33

Introduction.

This coursework is devoted to studying the issue of using visuals in social studies lessons in the seventh grade.

Relevance of the work: In social studies lessons it is necessary to use different types learning tools to improve memorization efficiency and increase the quality of education. One of the main means of transmitting materials is visual aids. Visualization in teaching helps schoolchildren, thanks to the perception of objects and processes in the world around them, to form ideas that correctly reflect objective reality. The use of visual aids in social studies lessons contributes to the saturation of the material and quick perception. In my course work, I would like to show how important it is to use visual aids in social studies lessons in the seventh grade, since it is at this age that it is difficult to involve a student in the educational process.

Goal of the work: Methods of working with visualization in a social studies lesson in the seventh grade.

Object of work: social studies lesson taught in 7th grade.

Subject of work : a visualization method used in a seventh grade social studies lesson.

Job objectives: First, study what types of visibility there are. Secondly, to follow what rules should be used to apply visualization in order to avoid disruption of the educational process. Thirdly, to study the age characteristics of seventh grade students to identify their interest in the educational process. And finally, to answer the main question of my course work - the role of the visual method in teaching social studies.

Historiography: The use of visuals in teaching has a long history. They resorted to it even when writing and even the school itself did not exist.

In the schools of ancient countries - China, Egypt, Greece, Rome and others - it was quite widespread. In teaching practice, sensory images were used in the process of studying book material. Books were often supplied with drawings, but this was only an empirical use of visual aids without theoretical justification, since at first the verbal-scholastic way of teaching excluded the use of visual aids, and the word was, in fact, the only means of teaching. And only later did visual aids appear in the educational process.

The question regarding the relationship between the word and the means of visualization in teaching receives its true significance when the requirement for visual teaching becomes one of the cornerstones of didactics.

The principle of visibility has been the subject of discussion by many great teachers. The Czech teacher J.A. was the first to talk about him. Comenius. He talked about the need to study the things themselves, and not the evidence about them. The basis of Comenius' sensory method is the need for deeper reliance on sensory cognition in the learning process. Visibility in Comenius’s understanding is a decisive factor in assimilation educational material. Pestalozzi sees in visibility the only basis of all knowledge. Sensory cognition comes down to the visualization of learning. Visibility becomes an end in itself. J.J. Rousseau brought learning directly into nature. Therefore, the visibility of learning does not acquire independent and significant significance. The child is in nature and directly sees what he must learn and study. K.D. Ushinsky gave a deep psychological justification for the clarity of primary education. Visual aids are a means for activating mental activity and forming a sensory image. It is the sensory image formed on the basis of a visual aid that is the main thing in teaching, and not the visual aid itself. L.V. Zankov considered the interaction of words and visuals in teaching. Psychologists highlight visual material as an external support for internal actions performed by a child under the guidance of a teacher in the process of acquiring knowledge. Visibility is an indicator of the simplicity and understandability for a given person of the mental image that he creates in the process of perception, memory, thinking and imagination. According to K.D. Ushinsky: “Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; but connect twenty such words with pictures and the child will learn them on the fly...”

1. Visibility in teaching social studies.
   • The role of using visual teaching methods in social studies.

Visual teaching methods are understood as those methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means (ICT) used in the learning process. Visual methods are used in conjunction with verbal and practical methods training and are intended for visual and sensory familiarization of students with phenomena, processes, in their in kind or in a symbolic image using all kinds of drawings, reproductions, diagrams, etc.

The use of visual methods contributes to the implementation of the didactic principle of clarity in teaching, enriches teaching methods, increases the efficiency and productivity of the lesson, and develops children's powers of observation, visual-figurative thinking, visual memory, and attention.

Several visualization functions can be distinguished:

1) visualization of learning is a means for students to understand the world around them, and therefore this process occurs more successfully if it is based on direct observation and study of objects, phenomena or events;

2) the cognitive process requires the inclusion of various organs of perception in the acquisition of knowledge; according to K.D. Ushinsky, knowledge will be stronger and more complete the more big amount They are perceived by different senses;

3) the clarity of learning is based on the characteristics of children’s thinking, which develops from the concrete to the abstract; in the early stages, the child thinks more in images than in concepts; on the other hand, concepts and abstract propositions are understood more easily by students if they are supported by specific facts and examples;

4) visibility increases students’ interest in knowledge and makes the learning process easier.

Visibility is a property that expresses the degree of accessibility and understandability of mental images of objects of knowledge for the knowing subject; one of the principles of learning. In the process of creating an image of the perception of an object, memory and thinking are involved along with sensation. The image of a perceived object is visual only when a person analyzes and comprehends the object, correlates it with the knowledge he already has.

The importance of visualization in teaching social studies is not limited to the sphere of sensory contemplation and the formation of specific ideas. The use of visual aids facilitates the understanding of complex social science concepts.

Without the use of visualization, it is difficult to convey the material correctly to students, since it will be impossible to achieve correct ideas about the world around them. It is also important for children to learn how to structure their speech and be able to think logically on any social science topics. The teacher must directly manage the process in the lesson, that is, be able to correctly explain how to work with this or that visual teaching aid.

Thus, the use of a visual method in a social studies lesson contributes not only to the development of interest in the material, but also to its mastery and better memorization. Also, a big role is undoubtedly given to the teacher, since it depends on him how to structure his lesson using visual aids to improve the effectiveness of knowledge.

1. 2. Types of visual teaching aids.

Based on the direct perception of objects or with the help of images (visibility), students form figurative ideas and concepts during the learning process. The principle of visibility is reflected in the variety of types of visibility.

In modern didactics, it is customary to distinguish between internal, or verbal-figurative (literary images, examples from life, etc.) and external, or objective (graphic visual aids, natural objects and their images, etc.).

There is a classification according to external signs. It includes: printed (paintings, illustrations, maps, diagrams, tables); screen and screen-sound (strip films, films, video recordings, sound recordings); computer (graphic images: pictures, drawings, graphs, tables) teaching aids.

They distinguish between object-based, pictorial, and conventional-graphic visibility.

Object visibility includes material monuments of the past, memorable places historical events, works of art and household items of past times, genuine antiquities that make up the museum exhibition. Specially made object visualization also stands out - various layouts and models.

Visual clarity has a much wider application. Visual visualization includes works of painting, educational maps, illustrations, photographs, portraits, caricatures, feature films, educational and documentary films, as well as layouts and models. The visual aids used in school include:

a) images of a documentary nature - documentary photographs, documentary films, images of material monuments, tools, cultural monuments in the form in which they have come down to us;

b) scientifically based reconstructions of architectural and other monuments, tools, household items or their complexes, etc.;

c) artistic compositions created by the creative imagination of an artist or illustrator, of course, based on historical data; this includes works of historical painting, educational paintings and illustrations in textbooks depicting events and scenes of the past;

d) technical teaching aids: filmstrips, transparencies, audio recordings, CDs.

A special type of visibility is represented by conditional graphical clarity, i.e. expression of phenomena in the language of conventional signs. This includes maps, schematic plans, diagrams, diagrams, graphs.

The high degree of generalization of the content of a social studies course puts conventional clarity in the first place, primarily schematic and symbolic, which include tables and diagrams. Their use in the study of social studies makes difficult material more accessible to students, helps to increase their interest in mastering this course, and creates the necessary prerequisites for independent activity of schoolchildren. The use of tables and diagrams in the educational process allows us to identify the most essential features of the object being studied and consciously abstract from secondary characteristics so that its main features can be depicted visually and reveal, albeit schematically, the very essence of the object under consideration.

In addition, adolescent students already clearly demonstrate the ability for abstract, conceptual thinking, which increases the demand for tables and diagrams related to the disclosure and deepening of social science concepts of varying degrees of complexity and generality.

IN modern conditions In school practice, visual and graphical means of clarity are most often used.

A significant place among visual aids is occupied by educational paintings - visual aids specially created by artists or illustrators for school course topics. Educational paintings are divided into eventual, typological, cultural-historical and portraits.

A chalk drawing on a blackboard is made during the oral presentation and serves as its visual support. As a rule, this is a very simple, lively, swift drawing that recreates the image of material objects. With the help of a schematic image, the teacher reveals the phenomenon in its logical sequence, determining the pace and at the right moment interrupting or resuming the graphic series. Chalk drawings on a blackboard can provide geographical landmarks and can depict various diagrams. Internal organization objects can be studied using a cross-sectional drawing. External static artistic drawings help the description. Dynamic drawings are the most difficult and help reveal the sequence of events.

To create a realistic image for students, in some cases it is advisable to compare a schematic image with an illustration or photograph. When using visual teaching methods, a number of conditions must be met:

a) the visualization used must be appropriate for the age of the students;

b) visualization should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson;

c) observation should be organized in such a way that all students can clearly see the object being demonstrated;

d) it is necessary to clearly highlight the main, essential things when showing illustrations;

e) think through in detail the explanations given during the demonstration of phenomena;

f) the clarity demonstrated must be precisely consistent with the content of the material;

g) involve the students themselves in finding the desired information in a visual aid or demonstration device.

Thus, a modern teacher has at his disposal a lot of types of visual material and means of providing it. And the effectiveness and skill of a teacher depends on his desire to teach and love for his students and his profession.

1.3. Rules for using visualization.

The nature and extent of use of visualization varies across different stages training. Excessive emphasis on visualization in teaching can lead to undesirable results. Concrete clarity should gradually give way to abstract clarity.

Depending on what concepts, provisions or other theoretical facts need to be revealed in the learning process, different kinds visibility.

Based on the nature of the representation of the surrounding reality, the following types of visualization are distinguished:

Natural visibility involves exposing students to real objects in the classroom and outside the school;

Picture and picture-dynamic clarity are intended to provide a reflection of the real world (photographs, drawings, filmstrips);

Volumetric visibility in the system teaching aids presented by mock-ups, models, dummies;

Symbolic and graphical clarity contribute to the development of abstract thinking, since aids of this type reflect real reality in a conditionally generalized symbolic form (schemes, drawings, diagrams, graphs, etc.);

As students age, substantive visibility should increasingly give way to symbolic visibility. Visualization is a powerful tool, which, if used inattentively and ineptly, can lead students away from solving the main problem and replace the goal with a bright means. An excessive number of visual aids distracts students’ attention and interferes with the perception of the main thing, and can cause slow development of abstract logical thinking.

Visualization should help to activate the mental activity of students by concentrating on what is most important in the material being presented.

The skillful use of visual aids in teaching is entirely in the hands of the teacher. In each individual case, the teacher must independently decide when and to what extent it is necessary to use visualization in the learning process, because the quality of students’ knowledge to a certain extent depends on this. The principle of clarity, in the words of Ya.A. Comenius, is the “golden rule of didactics.” It requires a combination of visualization and mental action, visualization and words. Both insufficient and excessive use of visual aids is harmful. Their deficiency leads to formal knowledge, and their excess can inhibit the development of logical thinking, spatial representation and imagination. Using visual aids, the teacher also uses the word: he imparts knowledge to students, guides the process of students observing objects, etc. Therefore, questions arise regarding the relationship between words and visuals in teaching. Visual perceptions have a high “throughput” capacity. The visual aids themselves and their combination with speech and practical activities, have the most high efficiency for memorization.

Thus, in order for the use of visualization to truly become effective in improving the quality of education, it is necessary to follow certain rules and alternate various methods presentation of material. The educational process completely depends directly on the teacher himself, since it is he who must properly organize a social studies lesson to improve the effectiveness of the knowledge of seventh grade students.

1. II. Psychological and pedagogical foundations of using visual aids in teaching 7th grade schoolchildren.

2.1. Age characteristics of 7th grade students.

Age is a specific, relatively time-limited stage mental development. Age-related psychological characteristics are determined by the specific historical conditions in which a person develops, heredity and, to some extent, the nature of upbringing, characteristics of the individual’s activities and communication, which only influence the time frame of the transition from one age to another.

Each age has its own specific social development situation, i.e. a certain correlation between the conditions of the social sphere and the internal conditions of personality formation. The interaction of external and internal factors gives rise to typical psychological characteristics common to people of the same age. It is quite difficult to organize work in a lesson with 7th grade students, since their behavior in the classroom is almost impossible to regulate. They require increased interest and attention, so it is very difficult for a teacher to build an effective lesson.

Behavior in adolescence- manifestation of the conflict between habitual dependence and the desire for isolation. 7th grade is the peak of emotional imbalance. Teenagers are easily excited and cannot always cope with their condition. This can lead to a deterioration in discipline, especially in the last lessons or after tests: teenagers begin to talk loudly and laugh.

The mood of adolescents is subject to sudden changes (transitions from unbridled fun to depressive passivity). Sensitivity and irritability increase. Even a minor remark often leads to a violent reaction.

The specifics of this age are well described using the particle NOT:

• They don't want to learn as much as they can

• They don't want to listen to any advice

• They don't arrive on time

• They don't clean up after themselves.

And also characteristic:

• Fickle friendships

• Decreased self-esteem

• The struggle for independence

• Touchiness, irritability, stubbornness

• Overwork, decreased attention (especially after lesson 4)

The main area of ​​interest becomes communication with peers. Therefore, the quality of educational activities may deteriorate (during lessons, teenagers tend to communicate and correspond). How their classmates see them (class status) becomes significant. There may be a change of leaders.

Although 7th grade students exhibit negative behavioral traits, there are also positive ones. For example, teenagers begin to think faster (formal logical thinking), they happily accept tasks in which they need to think, argue, come up with different solutions, and try to compete in solving some complex problems. It is especially important for the teacher not to ignore the successes of a seventh grader and to praise him for any achievement. When faced with certain difficulties in interacting with children, it is necessary to take into account that adolescents can behave aggressively not due to “damage”, but due to the desire to maintain a stable image of themselves and others in accordance with their experience, to protect themselves from low self-esteem. Although interest in school and in communicating with adults decreases, adolescents feel a strong need to talk about themselves with an adult. The teacher must also become a psychologist and educator, always ready to help the teenager in difficult situation. But here it is important to find the right approach to a teenager, to take into account his mood, since teenagers can give pronounced and unexpectedly acute reactions to mistreatment from teachers, especially when such treatment hits “pain points”, for example, doubts about their significance, uncertainty in perception of oneself by others, dissatisfaction with one’s appearance and abilities. It is necessary for a teenager to feel his value to others. “Educational” comments about a child in the presence of other students are especially difficult for a teenager and are never useful in themselves. Long-term and constant exposure to this type of exposure causes serious harm to the psychological health of the child.

Teenagers divide adults into those who can and cannot be trusted. It is quite difficult for a new adult to gain the trust of teenagers (it will take a lot of time). The most effective interaction with teenagers is based on respect for their sense of adulthood and independence. Growing up is a special phase of development, characterized by the activation of processes of overcoming difficulties. Negativism and aggression are signs of transformation and settlement. The need for certain actions can be discussed with teenagers, building a picture of their consequences.

Let's imagine that the student does not listen to us. For example, he doesn’t want to work in class, or he does something that seems unacceptable to us, for example, he starts talking loudly during class. Maybe he is doing something else that we call bad behavior. What do we usually do in such cases? We'll probably make a remark first, but that will likely be ineffective. Then we will have to come up with some kind of punishment depending on what the student did, but this may also not be fruitful, since regular punishments generate resentment, pain, and fear. This is followed by anger, malice, and the formation of aggressiveness.

A child who is accustomed to behave decently because external influences, does not develop internal control of his behavior. And, of course, in the absence of authorities, he will find ways to do what he wants, only with even greater force. How to respond to so-called “bad” behavior? We need to perceive bad behavior as information that the child is sending us. The first reaction of an effective teacher is “What is the student trying to tell me by his behavior?”

Typically, children's messages can be classified into one of 4 groups:

1. To attract attention. "Notice me!"; “Better this way than nothing at all”
2. Power struggle. “I am a person!”; “I may feel bad, but at some point I will feel strong.”
3. Revenge. “It hurts me, it’s insulting!”; “I will restore justice and stop feeling worthless”
4. Avoiding failure. “I don’t believe in myself, I’m in despair”; “There’s no point in trying, nothing will work anyway”, “I don’t care”; “And let it be bad”; “And I’ll be bad!”

The aspirations of adolescents are quite positive and natural and express a natural need for attention, recognition and respect for the individual, a sense of justice, and a desire for success. Adolescents suffer acutely from the failure to realize these needs and from attempts to fill this deficiency in ineffective ways. They don’t know any other way, and therefore, any serious behavior disorder is a cry (signal) for help! In order to help, you need to understand the reason for disobedience, paying attention to your own feelings (in case of repeated disobedience):

1. Irritation is attention-seeking. To demonstrate this feeling in a seventh-grader, the teacher must ignore the attack, provide attention outside the situation, and show nonverbal signs of attention such as patting the child on the back, head, or smiling.
2. Anger is power. The teacher must soften his demands, provide the right to choose, agree and postpone until later. The main thing here is to take into account the teenager’s opinion.
3. Resentment is revenge. The teacher must eliminate the cause of the pain (apologize). Allow yourself to cool down; talk privately with your child about his and own feelings, about the real reasons for behavior, about the consequences. Admit your mistakes (they always exist).
4. Hopelessness, despair - avoiding failure. The teacher should stop demanding, reset expectations to zero, give accessible tasks, not criticize, encourage, and eliminate failures. And do this gradually, since it is common for a teenager to distrust teachers, their positive words and actions.

Thus, the age of seventh grade students is one of the difficult periods in a person’s life. Schoolchildren devote less time to the educational process. It is difficult for a teacher to somehow involve a seventh-grader in the school process. The teacher needs to think through his lesson so that it includes tasks for competitions and logical thinking. A simple presentation in the form of presenting material orally becomes uninteresting to them. Therefore, it is important to use bright and imaginative methods, such as visual teaching aids, to attract attention. It is the use of visuals in teaching that will contribute to better perception and memorization of the material, as this will attract the attention of teenagers and help build a more effective lesson with them.

2.2 The effectiveness of using visual aids in the 7th grade lesson.

Currently, it is very important to develop students’ cognitive interest in the subject, to develop the ability for self-education and self-control, to develop logical thinking, imagination, research skills, the ability to work with documentary materials, and to develop communication skills. On the way to solving these pressing problems, the teacher must improve and develop teaching techniques and methods, make them diverse and take into account the interests of each individual child. It is important, along with a regular school lecture, to use teaching tools that will attract the attention of seventh graders and give them tasks for reflection and discussion. Such means can be visual ones.

Visual aids are used in social studies lessons mainly to improve the effectiveness of education, but they also have a number of other functions:

1. Visibility as an intrinsic value. Our social studies textbooks are completely devoid of illustrations; The teacher’s task is to fill this deficiency in the lesson, to fully reflect reality, so that the seventh grader has a better idea of ​​this or that social science material.
2. Visualization - as a means of developing critical thinking. For example, the teacher displays some drawings or illustrations on a slide or attaches them to the board, and poses some problem that the student must think about (compare, describe, explain), then, based on the analysis, express his logical reasoning correctly.
3. Visualization is a means of attracting attention. A teacher in social studies lessons can use not only scientific diagrams and tables, but also various funny cartoons. True, providing students with this type of visualization should not become a frequent occurrence, since too much entertaining visualization will distract the attention of seventh-graders from studying the main social science material.
4. Visibility - as a means of actualization and significance. It is important for the teacher here to convey to students that the knowledge they gain in social studies lessons will help them in everyday life throughout their lives, so it is important to study social science material.
5. Visualization - as a way of consolidating material through an artistic image. Placing an unexpected, metaphorical image at the end of the topic allows the use of associative memorization, that is, in order for schoolchildren to better remember any complex terms, it is necessary to draw a parallel with everyday life.
6. Visibility - as witha means of revealing theoretical material. Operating in abstract terms, one may lose sight of the fact that in the minds of the audience, they do not find experimental confirmation. IN in this case, it is not enough to mention a relevant example from social science; it is important to show the specific historical embodiment of the concept in life.
7. Visibility - as withgame creation toolsituations. Revealing the meaning of a concept, for example, “ordinary consciousness,” you can use some kind of mini-game to better assimilate this term, for example, an association type game.
8. Visibility - as witha means of consolidating the material covered through the game. The description of the foundations of the constitutional system of Russia ends with the display of a set of slides, each of which illustrates one of the principles. Students must match the principle and the slide. In particular, the “Republican Form of Government” is illustrated by an image of the imperial throne with an animated cross-out effect.

This classification reflects how visualization should be used in a social studies lesson and why. The use of visual aids effectively promotes not only the memorization of material, but also the development mental abilities students. Independence develops, personal responsibility increases, and the load on the seventh-grader’s memory and thinking increases. The student learns to draw conclusions and generalizations based on logical thinking.

In teenagers they increase intellectual abilities However, they are not able to use them correctly. The task of a social studies teacher is to direct the child’s abilities to fruitful activities, but in such a way that the child does not contradict him, but begins to realize the importance of the educational process. Only correct use visibility helps to improve the quality of education and increase the efficiency of the educational process. It is only important to correctly use visual teaching aids and be able to intensify the activity of seventh grade students in social studies lessons.

III. An example of a lesson in 7th grade using visual aids.

Textbook: “Social Studies”, ed. L.N. Bogolyubova, L.F. Ivanova, M., “Enlightenment”, 2008.(7th grade)

Topic: “Economy and its main participants”

Target: to form in students an understanding of the concept of “economics”, about the participants in the economic process and to encourage them to understand the need for economic knowledge.

Tasks:

Educational:

- introduce students to the concept of “economics” based on the presentation of new material

Educational:

Develop logical thinking, attention, observation through completing correlation tasks;

Improve mental operations: abstraction, classification, generalization;

Develop independence, initiative, and the ability to make value judgments

Educational: to cultivate in students the desire to realize their capabilities and abilities, the desire to acquire knowledge.

Equipment: computer, projector, SMART Board interactive whiteboard, multimedia presentation made in the program Microsoft Office Power Point 2007.

During the classes:

Throughout the explanation new topic presentation is actively used to accompany the teacher's presentation of new material.

Studying a new topic and reinforcing it as it is presented:

Teacher: - In our lives, we constantly enter into economic relations that permeate our entire lives. Every day we hear conversations at home and on the street about the prices of goods, read in newspapers about taxes, and participate in repairs. school furniture, we buy food products at the store. The economic sphere covers all industries, trade, banks, markets, shops. It is difficult to list all the institutions that, by creating products and providing services to people, help feed, put on shoes and clothes, send people on vacation, wash or clean them. Today the topic of our lesson is: “Economy and its main participants”; in the 6th grade we first became acquainted with the concept of “economy” and this year we continue to get acquainted with human activity in the economic sphere. Write down the topic of the lesson in your notebook.

(the first slide with the name of the lesson topic is displayed on the screen))

- Let's remember the origin of the word "economy"? (the word “economy” comes from the Greek words “ekos” - “house”, “economy” and “nomos” - law).

The term “economics” was first used by the ancient Greek author Xenophon (5th century BC), who entitled his treatise “Oikonomia”. Xenophon addressed his teachings not to kings, but to ordinary citizens, whose household was complex and involved the management of slaves and a variety of agricultural and craft work.

Understanding economics much more broadly than Xenophon great philosopher antiquity Aristotle (IV century BC). In his economic reasoning, he went far beyond the scope of home economics. His works remained the highest achievement of economic thought of antiquity.

Let us remember that the concept of “economy” has several meanings. Try to continue the sentences...( tasks are presented on the second slide, Appendix 1). So, let's try to define what economics is.

Try continuing the sentence:

Economics is knowledge about...

Now let’s check what definition of the word “economics” is given in the textbook.

Using the dictionary at the end of the textbook, define what economics is.

Economics is
- farming, ways of running it by people, relationships between people in the process of production and exchange of goods;
- the national economy of the country, including all types of production activities).

Now we need, guys, to write down the term “economics” in a notebook. The definition is presented on the slide

(same second slide)

- Let's learn about the four manifestations of the economy and try to explain them using the example of production Food Industry, namely bakery products.

(the third slide appears on the screen)

On the board showing the economy:

1)Production.

2)Distribution

3)Exchange

4)Consumption

- Let's, guys, now try to answer the question: “Why do we need economics?” Why do people produce products, purchase goods and things? ( Students offer their own versions).

- Economic products satisfy human needs, and they are divided into goods and services. Try it guys, define these two concepts.

Now let's try to fill out the table in order to correctly understand the differences between goods and services .

(the table is located on the fourth slide, Appendix 2).

Write an example of a product in the left column, and a service in the right column. I read examples to you, and you distribute them. Then we'll check it together.

(going to the hairdresser, buying a computer, going to a doctor's appointment, going to the grocery store, going to the pool, buying movie tickets)

Why modern society switched to a commodity form of management? ( The growth of accumulated knowledge and skills, the population, and the improvement of tools led to an increase in labor productivity and human needs. As a result, a division of labor occurs: some people engage in agriculture, others in crafts, and others in trade. Working conditions have improved, living standards have increased).

What is the relationship between producer and consumer? (The producer and the consumer are connected because they ensure the satisfaction of each other’s needs. Some receive goods and services, others profit from produced and sold economic products. By providing the consumer with goods and services, the producer focuses on what he needs. At the same time At the same time, the consumer, through his actions, suggests what, in what quantity and at what price limit he needs)

Guys, we just have to find out about the participants in the economy. They are “producer” and “consumer”. (application number 3 on the fifth slide) Let's write down the definitions of these concepts. And what functions do they perform in the economy?

Let's summarize our lesson, today we started studying economics, and we already know its manifestations, forms of economy, products of its activities and participants. We will continue to work on this topic in the next lessons. Now write down your homework.

Tasks for everyone: Paragraph 8, tasks “Test yourself” pp. 95-96 and terms at the end of the paragraph.

Creative task: present a presentation on the topic of economics, or various drawings or layouts related to economic activities.

Conclusion.

Thus, the importance of the visual method in teaching social studies to seventh grade students is great. The use of these teaching aids contributes to more effective mastery of social science material. If you use visual teaching aids correctly, you can achieve noticeable success, which is expressed not only in attracting students to learning activities, but also in increased assimilation of information. A seventh-grader learns to think, reason, structure his speech, and form visual-figurative thinking. Also, the use of visualization contributes to the formation of a correct idea of ​​the environment in Everyday life reality.

Bibliography.

1. Bakhmutova L.S. Methods of teaching social studies M., 2001
2. Vagin A.A. Methods of teaching history in high school.- M.: Education, 1968.

1. Korotkova M.V. Visualization in history lessons. - M., VLADOS, 2000.
2. Methodological recommendations for the course “Man and Society”: In 2 parts Ed. L.N. Bogolyubova M.: Education, 2003.

14. Slavin A. V. Visual image in the structure of cognition. - M, 1971.

Applications.

Dodushko I.V. Using visuals in social studies lessons. M.: Education, 1984.

Korotkova M.V. Personality-oriented approach to the use of visual aids in history lessons // Teaching history at school. - 2008. - No. 1.

Nikiforov D.N., Sklyarenko S.F. Visualization in teaching history and social studies. - M.: Education, 1998. Herzen, St. Petersburg, “Beresta”, 2002. Pp. 70-75.

Druzhkova A.V. Methods of teaching social studies in high school. M., 1985.

Methods of teaching social studies at school / Ed. L. N. Bogolyubova. M.: Humanite. ed. Center.

Methods of teaching social studies at school / Ed. L. N. Bogolyubova. M.: Humanite. ed. Center.

Methods of teaching social studies at school / Ed. L. N. Bogolyubova. M.: Humanite. ed. Center.

Nikiforov D.N., Sklyarenko S.F. Visualization in teaching history and social studies. - M.: Education, 1998. Herzen, St. Petersburg, “Beresta”, 2002. Pp. 84.

Formation scientific worldview in the process of teaching history and social science / Ed. L.N. Bogolyubova. M. Education, 1985.

Stepanishchev A.T. Methods of teaching and learning history. VLADOS, 2002.

Studenikin M.T. Methods of teaching history at school. - M.: Vlados, 2000.

Dodushko I.V. Using visuals in social studies lessons. M.: Education, 1984.

Kharlamov I.F. Pedagogy: Textbook. allowance. - 4th ed., - M.: Gardariki, 1999.

Vagin A.A. Methods of teaching history in secondary school. - M.: Education, 1968

Dodushko I.V. Using visuals in social studies lessons. M.: Education, 1984.

Methods of teaching social studies at school / Ed. L. N. Bogolyubova. M.: Humanite. ed. Center.

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Formation of a scientific worldview in the process of teaching history and social science / Ed. L.N. Bogolyubova. M. Education, 1985.

Vygotsky L.S. Pedagogical psychology. M.: Pedagogy, 1991.

Slavin A.V. Visual image in the structure of cognition. - M, 1971.

Korotkova M.V. Personality-oriented approach to the use of visual aids in history lessons // Teaching history at school. - 2008. - No. 1.

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Modernization of general education: technologies of educational activities. Under general edition V.V.Lapteva, A.P. Tryapitsyna. RGPU named after

Modernization of general education: technologies of educational activities. Under the general editorship of V.V. Laptev, A.P. Tryapitsyna. RGPU named after

Bakhmutova L.S. Methods of teaching social studies M., 2001

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Today, the effectiveness of social and humanities education depends decisively on the teacher’s understanding of the place of the taught course in the system academic disciplines, modern goals and new content of school social studies, from updating the forms and methods of teaching, from such an organization of the educational process that, ensuring high activity of students, would correspond to the goals and content of social science education. This textbook is intended to help the future teacher with this.
The textbook is necessary for teachers and students of historical and sociological faculties pedagogical universities when studying methods of teaching social studies. It will be useful to teachers and students of teacher training institutes. Every teacher who wants to teach at a modern level can turn to it.

Social disciplines in the 30-50s.
The 30s were the years when the process of creating a totalitarian state was completed. The unbridled tyranny of the Stalinist dictatorship and the grossest violations of the rule of law needed political cover, which would make the existing system more attractive. Under these conditions, the Constitution of 1936 was adopted. Despite the fact that many of its provisions contradicted the political practice of those years, Stalin accepted this document and gave it his name.

The Constitution, which abolished restrictions on political and civil rights on a class basis, introducing universal, equal, direct elections by secret ballot, proclaiming the socio-economic rights of citizens, made it possible to strengthen propaganda theses about the state of the working people and for the working people, about the successes of socialism against the backdrop of the crisis of capitalism.

Table of contents
Introduction (L.N. Bogolyubov)
Chapter 1. Social studies at school: past, present, near future (L.N. Bogolyubov, L.F. Ivanova)
Chapter 2. Goals of social science training in modern school(A.Yu. Lazebnikova)
Chapter 3. New content of social science education (A.I. Matveev)
Chapter 4. Psychological aspects of social science education (M.N. Grigorieva)
Chapter 5. Lesson in a social studies course (L.N. Bogolyubov)
Chapter 6. Working with concepts in a social science course (E.I. Zhiltsova)
Chapter 7. Working with documents in the process of social science education (L.N. Bogolyubov - (1,3); N.Yu. Basik - (2))
Chapter 8. Organization independent work students (L.N. Bogolyubov, L.F. Ivanova)
Chapter 9. Preparing a teacher to teach social studies courses (A.T. Kinkulkin)
Chapter 10. Standard of social science education and creativity of the teacher (L.N. Bogolyubov, L.F. Ivanova).

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The book contains brief theoretical explanations on the theory of methods of teaching social studies in high school, recommendations for future teachers, as well as questions and assignments that are both reproductive and analytical in nature and aimed at practical use bachelor's knowledge. The appendices to the textbook contain many diagrams, tables, as well as additional texts of a scientific and methodological nature, which can be used both by bachelor students in preparation for seminars and by teachers in the practice of teaching social studies at school.

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