EVOLUTION OF METHODOLOGICAL APPROACHES TO WORK WITH CHRONOLOGY AT SCHOOL LESSONS OF HISTORY

Abstract

Approaches to the development of chronological skills in the methods of teaching history are highlighted. A knowledge approach to the study of chronology in the course of history in the Soviet school was transformed into activity: the students were trained to transform the acquired knowledge into skills. The transition to a competence approach in the teaching of history actualized the need for a clear structuring of the subject competence. We propose to distinguish five constituent elements in its structure: chronological, spatial, informational, logical, axiological. Each of these five constituent elements, in their turn, is divided into three components: cognitive, operational-activity and axiological. From the formation of chronological knowledge and skills, the methodology of teaching history has shifted to the development of a chronological component of the subject competence. We tried to build the requirements for the formation of a chronological component of the subject competence based on the analysis of the updated programs for the secondary school and the development of modern methods of teaching history. The analysis of updated curricula in 2017 and methodological recommendations to them revealed that they direct teachers only to the formation of subject skills. They don’t deal with the subject competence. We have proposed a meaningful content of the cognitive, operational-activity and axiological constituent elements of the chronological component of the subject competence. It is stated that the formation of the cognitive and operational-activity constituent elements of the chronological component of the students’ subject competence should take into account the need for a meaningful complication and deepening with each year of training within the history courses. The proposed approach can be used by methodologists, teachers and curriculum developers. The content of the axiological constituent element in the context of the study of chronology requires a separate study.