INTEGRATING THE KEY COMPETENCIES IN THE CONTENT OF HISTORY EDUCATION AT A LYCEUM

Abstract

The process of defining competencies is widely presented in Ukrainian pedagogical literature. After analyzing the definitions given to this concept by the Ukrainian pedagogical dictionaries and scientists, we note that all the interpretations vary around knowledge, skills, attitudes, and activities of pupils. The Law of Ukraine “On Education” defines the list of key competencies necessary for a modern person to succeed. Some discreteness of the key competencies enables different ways of their interaction with other indicators of educational activity of high school pupils. Before proceeding to consider the integration we examine another parameter of interaction – a subject historical competence – a comprehensive characteristic of the level of history education, based on knowledge, value orientations and experience gained during the learning process. In our view, the historical competence is an integral indicator of pupils’ activity, which is formed from the chronological, spatial, informational, logical, axiological components – versatile educational and cognitive skills of high school pupils, aimed at mastering the corresponding elements of historical content, the development of their own attitude to the facts and figures of the age. Educational integration is an important aspect of a modern school. In the context of our article, we will use the notion of integration in the meaning of combination, interpenetration of the components of the key and subject historical competencies to enhance their internal capacity and positive impact on the outcome of educational activities of pupils. The main tasks of the integration of the key and subject historical competencies in the content of history education at a lyceum are: 1) transforming the key competencies from an abstract definition into a specific mechanism of teaching history at a lyceum, filling them with a real content; 2) coordination of the subject historical competence with the general requirements of modern Ukrainian and European education; 3) determining the optimal correlation of the key and subject historical competencies in the content of history at a lyceum