ANALYSIS OF THE STATE USING OF HISTORICAL SOURCES IN TEACHING HISTORY IN HIGH SCHOOL

Abstract

The article is devoted to the analysis of the practice of using historical sources in history lessons in high school. In order to determine the actual state of use of the historical sources in the study of history, the authors conducted a survey of teachers, the interviews and conversations with them. The content of the online questionnaire was selected in such a way as to find out: 1) the attitude of teachers and students to the problem of using historical sources in the course of history teaching; 2) what information resources they use in the selection of historical sources; 3) how regularly they use historical sources in history lessons; 4) students' attitude to work with historical sources; 5) what techniques and methods are most commonly used by teachers working with historical sources in high school; 6) what factors do not contribute to the systematic use of historical sources in the history teaching process in high school. The analysis of teacher responses has led the authors to claim that the vast majority of teachers understand the relevance of using historical sources in the educational process of history. In particular, in their opinion, it allows students to become acquainted with the methods of historical cognition, promotes the formation of students' skills of critical analysis of information, historical thinking in general. However, according to the analysis of the state of use of historical sources, in the process of teaching history in the institutions of secondary education of Ukraine, teachers only partially realize the potential of historical sources in the formation of subject competence, sometimes do not have the appropriate methods of working with them. The survey data also allowed the authors to identify key factors that adversely affect the history of working with historical sources in high school. The results of the study allowed the authors to formulate a number of methodological recommendations for teachers, curriculum developers and authors of history textbooks. The article outlines the prospects for further research related to the development, testing and implementation of a method of using historical sources of different types in the history teaching process.