Abdulaev E. N. Abdulaev E.N. What is the ICS equal to? Reflections of a participant in the RIO meeting. Prize of the Government of the Russian Federation “Gratitude of the President of Russia”
Russian Historical Society, to which I was invited as Chief Editor magazine "Teaching History at School". So, alas, it turned out that attempts to organize a professional community of history teachers from below and make the Association of History and Social Science Teachers a body capable of representing the interests and views of a truly broad teaching community, organizing it and really influencing decisions taken in professional field decisions were not successful. I will not now analyze the reasons for this sad, but largely natural phenomenon. As a rule, decisions on important professional issues that significantly affect the work of the mass of teachers and methodologists who are forced to carry them out are made upstairs, and the professional community is only presented with a fact decision taken. Due to current practice, it would be very interesting to hear the opinion top on a number of significant issues, for which I decided to use the invitation and attend the RIO meeting. I was certainly curious about the historical part of the speeches, and I listened with interest and great attention to A. G. Zvyagintsev’s report on the Nuremberg Trials, the 70th anniversary of which the RIO meeting was dedicated to. But as a teacher and methodologist, I was more interested in assessment educational activities society, with a brief report on which was made by Academician A. O. Chubaryan.
One of the main achievements of RIO is the development of the IKS (historical and cultural standard for the history of the Fatherland).
It is planned to hold a joint conference (extended meeting) with the Association of History and Social Science Teachers following the results of the year of teaching in ICS.
The plans include assistance to the Ministry of Education and Science in improving educational process(a discussion was mentioned new concept in social science), as well as improving programs for higher education.
I was really looking forward to the continuation educational topic, but, alas, it did not follow. There are many more questions in education that relate to RIO than there are answers. But the information I was interested in was not announced. I will try to list questions that I hoped to get answers to, but never heard.
Question about ICS. It was touched upon in A. O. Chubaryan’s speech, but his meager coverage only gave rise to new questions. From ICS to national history there are many problems. A significant, I would say overwhelming, part of practicing teachers consider ICS in history to be very overloaded and unrealizable in teaching. This, in my opinion, happens because the compilation of ICS is primarily carried out by historians, and teachers, methodologists, teachers, i.e. those who must implement it, as a rule, are either in secondary roles or are completely relegated to side. However, it is important to understand one psychological point. The fact is that historians go in their work “from the particular to the general,” using details to reconstruct a holistic picture of a historical period or phenomenon. For them, particulars are extremely important, it is extremely difficult for them to refuse them, and the teacher proceeds in his work from the already existing general picture, which he must form in the heads of his students. Particulars are not so important and significant for him. And where the historian writes in ten particulars, the teacher only needs two or three. But the last word— for historians, and this is what causes the “overload of the standard.” We must also take into account the presence of a regional lobby, for which it is “a matter of honor, valor and heroism” to insert “their” heroes into the ICS. And for the future, it should be taken into account that a discussion of ICS in history with real consideration of the opinions of the teaching community can lead to the recognition of the fact that in its current form it is unrealizable, and it needs to be either significantly reduced (and programs changed), or the number of teaching hours significantly increased history at school. It would be interesting to know in advance the opinion of RIO on this issue: is it ready to change the format for developing ICS, or is it ready to take an initiative (and consistently seek its implementation by the Ministry of Education) to increase the number of hours for teaching history? By the way, nothing was said either about the problems with the development of ICS in social science, or about the colossal problems with ICS in general history, which initially, as one of the participants in the meeting to discuss them said, were simply monstrous. Generally in Lately More and more often there is a sad trend: programs, ICSs and other important documents for educational sphere are accepted absolutely not by those who will have to implement them in classes and auditoriums. And this seriously affects the quality of both the content of documents and the decisions made on them. Declarations must be supported by practical solutions, but in our professional community we do not have common point perspective on what a system-activity approach to teaching history is in practice, and how it should be implemented in specific programs and textbooks. However, more about textbooks below. In addition, in his speech, A. O. Chubaryan said that RIO is going to sum up the results of the first year of teaching in ICS together with the Association of History and Social Science Teachers, which also raises a reasonable question about what empirical materials and research will form the basis of this discussion . It is advisable to hear the answer to this question not on the opening day of the corresponding conference and meeting. Taking this opportunity, I would like to say that our magazine “Teaching History at School” is ready to publish practice-oriented materials on this topic.
The question of interaction between RIO and the Association of History Teachers is largely related to the previous question. At the last, III Congress of the Association, it was planned to create permanent working groups on a number of issues relevant to the teaching community. This, as written above, is the problem of the participation of the professional teaching community in the development of ICS, the problem of control over the development and improvement of Unified State Exam KIMs in history, the problem of developing and testing new generation textbooks and a number of others, no less current problems. However, the idea of creating working groups was not implemented in practice. This, in my opinion, deprives both the RIO and the professional community of teachers of the opportunity to quickly interact and take into account the opinions of not only academic historians, but also practicing teachers and methodologists. However, not a word was given to the problems of interaction between RIO and the Association of History and Social Science Teachers. But it is teachers who are assigned the difficult task of implementing many historical concepts and projects in practice.
So called difficult questions stories. The Institute of World History, together with GAUGN and the Association of History Teachers, began to implement a fairly powerful project aimed at scientific and methodological study of problematic issues within the framework of the new ICS, which could assist teachers in teaching. A number of interesting manuals have been published, developed jointly by historians and methodologists. However, work on this project allowed us to accumulate experience that revealed not only achievements, but also problems in this area, which relate primarily to the interaction of historians and methodologists within the framework of this project, as well as the circulation of published manuals and options for their wide testing. In solving these problems, the role of RIO with its capabilities can hardly be overestimated.
One of the most important and most painful issues is the question of three new lines of history textbooks developed and published by the publishing houses “Prosveshcheniye”, “Drofa” and “Bustard”. Russian word" Looking through the materials for the general meeting of the Russian Historical Society, received before the meeting, I read a phrase that interested me very much: “Based on the results of testing new textbooks at school, the RIO Commission decided to recommend a line of textbooks edited by Academician A.V. Torkunov (i.e., a line of textbooks publishing house "Prosveshchenie") as a textbook for RIO". Considering the fact that the Enlightenment textbook (as well as the textbooks of two other publishing houses approved for publishing history textbooks) was repeatedly criticized by the professional community, which is quite understandable and understandable, and approbation and its criteria and format remained unknown to most of the professional community, I would like to know in more detail, on the basis of which RIO chose the textbook edited by A. V. Torkunov, who is the co-chairman of the Russian Historical Society? An important and pressing question is when and how the licensing of new lines of textbooks prepared by publishing houses will take place. Authors and methodologists have repeatedly raised the issue of providing publishing houses with a longer period of time for development and of postponing strict licensing deadlines, but, unfortunately, the problem of textbooks remained outside the scope of the speech, and the format of the meeting did not provide for the opportunity to ask questions, much less arrange a discussion. Questions “behind the scenes” only confirmed that the RIO’s decision on the Enlightenment textbook had been made, but details were never obtained. The problem of textbooks is further complicated by the fact that from a methodological point of view (which, by default or for other reasons unknown to me, is outside the scope of the discussion of RIO), they only formally correspond to the principles laid down in the new generation of Federal State Educational Standards, and this can seriously reduce their role in solving the problem of modernizing history education. Form an opinion about what it is new generation textbook not only from the point of view of content, but also from the point of view of methodology, now, in my opinion, it is necessary. Since RIO participates in the examination of textbooks, it would also be interesting to know its position and opinion on this issue.
In conclusion, I want to say that, understanding the important role played by RIO in the organization and development of historical and social science education and decision-making within its framework, I would very much like to see new opportunities for more intensive, and most importantly, productive dialogue between Russian historical society and other members of the professional community.
What is X equal? Reflections of the participant of the meeting of RHS
Abdullaev Enver N. — Chief editor of the journal “Prepodavanie istorii v shkole” (Moscow)
Abdulaev E. N., 2016
Abdulaev Enver Nazhmutinovich— editor-in-chief of the magazine “Teaching History at School” (Moscow); [email protected]
- Yu.A. Ovchinnikov, V.T. Ivanov
For a series of works on the creation of a new class of membrane bioregulators and the study of the molecular basis of ion transport through membranes, 1978. - M.N. Kolosov, E.D. Sverdlov
For a cycle of work in the field molecular biology, 1984
State Prizes of the USSR and the Russian Federation in the field of science and technology
- Yu.A. Ovchinnikov, E.D. Sverdlov, V.M. Lipkin, N.N. Modyanov, G.S. Monastyrskaya and others.
For a series of works on the structure and genetics of RNA polymerase, 1982. - VC. Antonov and others.
For a cycle of work " Chemical Basics biological catalysis", 1984 - V.F. Bystrov, V.T. Ivanov, V.I. Tsetlin, E.V. Grishin et al.
For the series of works “Neurotoxins as a tool for studying the molecular mechanisms of nerve impulse generation”, 1985. - L.D. Bergelson, E.V. Dyatlovitskaya, Yu.G. Molotkovsky and others.
For the cycle of work 1965-1983. "Lipid Structure and Function", 1985. - N.G. Abdulaev et al.
For a series of works on the study of transmembrane ion channels, 1986. - Yu.A. Ovchinnikov, E.D. Sverdlov, N.N. Modyanov, N.A. Aldanova, G.S. Monastyrskaya, N.E. Brode, N.V. Vladimirova, K.N. Dzhandzhugazyan, K.E. Petrukhin, Yu.A. Ushkarev and others.
For the work “Molecular genetic basis for the organization of active ion transport systems in cells”, 1989. - V.P. Demushkin
For the creation of elements of special equipment, 1991. - M.P. Kirpichnikov, D.A. Dolgikh and others.
For the work “Principles structural organization proteins and their application to the design of new protein molecules: theory and experiment", 1999. - A.A. Formanovsky et al.
For the work “Crown connections in chemistry and technology”, 2000. - R.V. Petrov and others.
For the work “Conjugated polymer-subunit immunogens and vaccines”, 2001. - E.D. Sverdlov, S.A. Lukyanov
For the development and implementation of a set of technologies for analyzing the structure and functions of complex genomes, 2015.
Prizes of the Government of the Russian Federation in the field of science and technology
- V.T. Ivanov, T.M. Andronova, M.V. Bezrukov, V.P. Malkova, A.I. Miroshnikov, V.A. Nesmeyanov, Yu. A. Ovchinnikov, L. I. Rostovtseva, I. B. Sorokina and others.
For the development and creation of biotechnological production of lycopid, a new immunocorrective drug, 1996. - R.V. Petrov, A.A. Mikhailova, L.A. Fonina et al.
For development, implementation in industrial production And clinical practice a new type of immunocorrective drugs of peptide nature: tactivin and myelopid, 1997. - V.G. Korobko, G.S. Monastyrskaya and others.
For the development of technology for the production of recombinant human interferon alpha 2b substance, finished medicines based on it and their introduction into medical practice, 2000. - A.A. Mikhailova, L.A. Fonina
For a series of experimental and clinical studies in the field of biotherapy and immunodiagnosis of malignant neoplasms, 2005. - A.I. Miroshnikov, D.I. Bairamashvili, A.A. Zinchenko, V.T. Ivanov, S.A. Kosarev, T.I. Kostromina, N.V. Sizova, V.A. Lasman, V.G. Korobko and others.
For the creation of production and implementation of genetically engineered human insulin into domestic healthcare practice, 2005.
Russian Government Prize in the field of education
- V.T. Ivanov, T.V. Ovchinnikova and others.
For the creation of a scientific and practical development “Russian innovative educational and scientific complex for training personnel in the field of biotechnology” for educational institutions higher vocational education, 2007
Russian Government Award “Gratitude of the President of Russia”
- T.I. Sorkin, 2010
Lenin Komsomol Prize
- E.V. Grishin, A.P. Kiselev, V.M. Lipkin, N.N. Modyanov and others.
For his work on the primary structure of cytoplasmic aspartate aminotransferase, 1975.
Large gold medal named after M.V. Lomonosov RAS
- V.T. Ivanov
For outstanding contributions to the development of bioorganic chemistry, 2010
Gold medal named after V.A. Engelhardt RAS
- E.D. Sverdlov
For the series of works “Structural, functional and evolutionary analysis of the genomes of pro- and eukaryotes, including humans: development methodological foundations and ways to use the results in medicine", 2014.
CRSSA Institute Medal
- A.G. Gabibov
For contribution to the development of biochemistry and medical toxicology, 2013
Medal of the European Academy
- A.O. Chugunov
For the work “Computer modeling of the structure and functions of biomembranes and membrane proteins”, 2013. - A.A. Polyansky
For the work “In silico analysis of structural and functional aspects of dimerization of transmembrane domains of bitopic proteins”, 2014. - M.A. Turchaninova
For the work “Analysis of T-cell receptor repertoires using emulsion reverse transcription PCR and massive sequencing”,
2014
Prizes of the USSR Academy of Sciences and the Russian Academy of Sciences named after M.M. Shemyakina
- Yu.A. Ovchinnikov
For the series of works “Research in the field of protein chemistry”, 1980. - M.N. Kolosov, V.G. Korobko, V.N. Dobrynin
For the cycle of work 1977-1982. "Synthesis of artificial genes", 1983 - N.G. Abdulaev
For the work “Bioorganic chemistry of rhodopsins”, 1983. - V.F. Bystrov, A.S. Arsenyev
For the series of works “Study of the structure and function of membrane peptides and proteins using NMR spectrometry”, 1993. - V.P. Zubov
For the work “Polymer materials for biology and biotechnology”, 1998 - IN AND. Tsetlin
For a series of articles “α-Conotoxins, research tools for nicotinic receptors and the basis for the creation of new diagnostics and medicines,” 2010. - CM. Deev
Per cycle of work "Supramolecular agents for theranostics"“Supramolecular agents for theranostics”, 2016
Prize of the Russian Academy of Sciences named after Yu.A. Ovchinnikov and personalized gold medal
- V.T. Ivanov Golden medal RAS named after. Yu. A. Ovchinnikova
For the series of works “Peptide preparations for medicine and veterinary medicine,” 1992. - E.V. Grishin
For work " Molecular basis interaction of natural toxins with the cell membrane", 1994. - V.M. Lipkin
For the series of works “Molecular mechanisms of phototransduction: cGMP phosphodiesterase and recoveryin”, 1997. - S.A. Lukyanov
For the work “Fluorescent proteins: search, research and application in biotechnology”, 2006.
RAS Prize named after A.N. Bach
- V.V. Mesyanzhinov
For the work “Structure and folding mechanisms of fibrillar superhelical proteins”, 1999.
RAS Prize named after A.O. Kovalevsky
- A.G. Zaraisky
For the work “Homeobox genes of the class ANF regulators early development of the vertebrate brain", 2006.
Prize of the Russian Academy of Sciences named after I.I. Mechnikov
- CM. Deev
For the series of works “Recombinant antibodies and their derivatives for targeted effects on tumor cells”, 2014.
Prize of the Russian Academy of Sciences named after A.A. Baeva
- M.P. Kirpichnikov
For the series of works “Recombinant proteins as a modern tool for structural biology, biophysics and molecular biology”, 2016.
International Nanotechnology Award RUSNANOPRISE
- S.A. Lukyanov
For the work “Fluorescent proteins: search, research and application in biotechnology”, 2012.
Prize named after L.S. Lahiri
- Yu.N. Utkin
For services to the research of natural poisons and toxins, 2014
President's Science and Innovation Award for Young Scientists
- D.M. Chudakov
For the development of genetically encoded fluorescent markers for visualization of objects and processes in biomedical research, 2012. - M.P. Nikitin
For the development of next-generation smart nanomaterials for biomedical applications and the development of the fundamental principles of autonomous biomolecular computing systems for theranostics, 2017.
Moscow Government Prize for Young Scientists
- A.A. Buzdin
For a series of works on the creation of a system for large-scale analysis of gene expression “OncoFinder”, 2016. - A.A. Vasilevsky, A.I. Kuzmenkov, K.S. Kudryashova
For studying the diversity of natural potassium channel blockers and creating molecular tools for basic research and screening systems based on them, 2016. - M.A. Shulepko, I.V. Shelukhina, D.S. Kudryavtsev
For the development of methods for the biotechnological production and analysis of the mechanisms of action of pharmacologically promising ligands of human neuroreceptors, 2016. - A.S. Mishin, K.S. Sargsyan
For the development of reporter systems for fluorescent labeling of proteins in living cells, 2017. - K.S. Mineev
For research spatial structure cell receptors with one transmembrane segment, 2018 - Ya.A. Lomakin, A.A. Belogurov, A.V. Stepanov
For the work of the first original domestic therapeutic agent for the treatment of multiple sclerosis, 2018.
RAS medals for young scientists and students with a prize
- A.A. Buzdin
For the work “Genome-wide identification of transposable elements specific to human DNA”, 2003. - D.M. Chudakov
For the work “Fluorescent and photoactivatable fluorescent proteins”, 2004. - FROM. Mamedov
For the work “Identification of insertional variability of retroelements in the genome of humans and primates,” 2005. - A.S. Paramonov, Z.O. Shenkarev, E.N. Lyukmanova
For the work “Structure and molecular mechanisms of interaction of biologically active peptides with cell membranes and membrane receptors”, 2010. - A.M. Bogdanov
For the work “Light-dependent redox reactions involving green fluorescent proteins: fundamental and applied aspects”, 2010. - M.P. Nikitin
For the work “Multifunctional nanoparticles based on the barnase-barstar protein module and methods for studying their behavior in vivo", 2011 - IN. Shipunova
For the work “Comprehensive study of multifunctional supramolecular complexes that have a controlled effect on eukaryotic cells with the aim of creating effective agents for theranostics,” 2017.
The history course is considered as one system solving educational problems. This author’s approach to the study of history provides the student with the opportunity active participation in the process of cognition, it allows you to develop interest in the subject being studied. The basis of the approach is a learning task containing an internal contradiction. In the process of solving a learning problem, the student performs a certain algorithm educational activities, studies the required amount of material. Thus, not only educational, but also developmental learning goals are achieved. Main structural elements the learning process becomes:
1. General modeling stage
To solve thematic educational problems, preliminary generalization blocks are used as an indicative basis for actions, on which the most important events and phenomena of the period are shown with the help of symbols.
(For more details, see Fomin S.A. Materials for preparing for the Unified State Exam on the topic “Russia in 1917-1921.” // Teaching history at school. - 2007. - No. 10 - P. 50)
Another possible type of model is the image
(drawing of the Molotov-Ribbentrop Pact)
(For more details, see Abdulaev E.N., Morozov A.Yu. Second World War in a school history course // Teaching history at school. - 2009. - No. 7 - P. 15)
2.Search for contradictions in content or search for intrigue
These can be external (comparison of two topics) or internal contradictions (for example, a lesson on the topic “Rus' between East and West”). Statement of the problem (task): why were the fragmented Russian principalities and lands able to resist the West and submit to the East?
We share our experience in implementing Federal State Educational Standards
Abdulaev Enver Nazhmutinovich
editor-in-chief of the magazine "Teaching History at School"
Moscow
Email: [email protected]
ACTIVITY APPROACH
IN TEACHING HISTORY WITHIN
NEW STANDARD REQUIREMENTS
What are the main stages of setting a learning task and implementing it based on the activity approach?
S_______________________________________________________________r
Abstract: The author of the article, based on the new generation standard, clearly defines the formation in students of such qualities as the ability to consciously organize and regulate their activities as meta-subject results of studying history in primary school.
Keywords: competence and activity process, consistency, general modeling, initial contradictions, formulation, planning, organization of educational activities.
The new generation standard exists, it is puzzling, it raises questions. If we try to identify the main methodological innovations of the new generation standard, then, first of all, two principles, two approaches to organizing educational process- competent and active. In the section “Characteristics of the content of the main general education in history" Explanatory note The Model History Program for grades 5-9 states that “the content of history training for schoolchildren at the level of basic general education is determined taking into account activity-based and competency-based approaches, in the interaction of the categories of “knowledge”, “attitude”, “activity”. It provides for both mastery of key knowledge, skills, and methods of activity, as well as readiness to apply them to solve practical, including new, problems.” Within the framework of this article, we would like to dwell on the consideration of an option for implementing an activity approach in teaching history courses at school.
The idea of the activity approach as a principle of organizing the educational process, in our opinion, presupposes its systematic nature, i.e. the introduction of individual, private creative issues, exercises and tasks does not lead to implementation this approach. The program clearly defines as meta-subject results of studying history in primary school the formation in students of such qualities as “the ability to consciously organize and regulate their activities.” ( Sample programs
By academic subjects. History grades 5-9. M.2010, p. 6). What can serve as the basis for creating a system of educational activities? In my opinion, the basis of the methodological design of this approach can be the formulation and implementation of a system of educational tasks for the history course being studied. By educational task we mean a problem, that is, a question containing an internal contradiction, by solving which the student acquires all the necessary knowledge on the course or topic being studied and gets the opportunity to develop. In addition, we can identify a number of features and functions of the learning task.
First, the learning task must localize the material being studied and the activities associated with its study. So to the question: “What does it mean to study this course or topic? we assume the answer: “This means solving a certain problem formulated for a given topic or course.” In the journal “Teaching History at School” we examined the system of educational tasks for the course of Russian history of the twentieth century. (See A.Yu. Morozov “Course on the history of Russia in the 20th century as a system of educational tasks” NIS 2009, Nos. 1-5) This material can serve as an illustration of the above thesis.
Secondly, the educational task must be of a general nature, i.e. its solution is impossible without mastering the entire volume of knowledge on the course or topic being studied. For example, the problem “Why were the Bolsheviks able to take and maintain power?” is not applicable as an educational task for a course on the history of the entire twentieth century, but it may well serve as an educational task for the topic “Russia in the period 1917-1921.”
We share our experience in implementing Federal State Educational Standards
Thirdly, the learning task must provide objective motivation and form one’s own idea of learning activities in the subject (“Studying history means posing and looking for solutions to certain problems”).
Since the educational task is the core of the methodological design of the course being studied, it is necessary to designate it as such and start from it when organizing educational activities. In connection with this, the following stages of setting a learning task and implementing an activity approach based on it are possible.
First stage: general modeling.
At this stage, our task is to show the entire course or topic from a bird's eye view. We show students the entire volume of material to be studied, and then focus their attention on individual details that students perceive in interconnection, in a comprehensive manner. When modeling, it is possible to use two options. The first is a block of preliminary generalization, when time is laid out horizontally, the main problems or areas of activity, representing a classification of content, are laid out horizontally, and at their intersection the main events or phenomena of the topic or course being studied are located. This modeling technique is the subject of material in the journal “Teaching History at School” (see V.V. Sukhov “Blocks of preliminary generalization (for the tenth anniversary of the concept)” NIS 2004 No. 9). The second is creative or figurative modeling, when an image appears in the form of a model. For example, in the topic “Rus between East and West” the following diagram can serve as such a model:
Comment on the diagram:
At the beginning of the 13th century, fragmented Rus' was attacked by the Mongols from the east and German crusaders and Swedish knights from the West. The war with the Mongols ends with the defeat of the Russian principalities and the establishment of Rus''s dependence on the state of the Golden Horde formed by Batu, and attacks from the west were repulsed and expansion was stopped.
Second stage: highlighting the initial contradiction or intrigue.
At this stage, we conduct an initial generalization of the material and form the basis for setting a learning task. The initial contradiction can be both external and internal. By external character I mean the option when a contradiction is formulated when comparing two different topics or courses. The internal contradiction is formulated based on the direct content of the course or topic being studied. For example, having studied the main events of the Time of Troubles, we can formulate a contradiction between two provisions: A. Russia during the Time of Troubles was subjected to all the destructive influences that the state could be subjected to at that time. B., despite this, the state survived and overcame the Time of Troubles. In the topic “Rus' between East and West,” you can draw students’ attention to the contradiction between the results of the struggle of the Russian principalities against the invasion of the Mongols (Rus' became dependent on the Horde for almost a quarter of a millennium) and repelling the aggression of the Swedes and the Crusaders (the expansion of the West was stopped). As an example of the formulation of an intrigue, one can cite the intrigue to the topic “The Age of Palace Coups”: Peter I dies without having time to write a will and leaving only two words on a piece of paper “Give everything...” After Peter, 6 emperors and empresses ruled. Can you think of whose name from the list of his followers Peter would insert into his will? In the case of intrigue, already at the second stage we smoothly move on to the third stage.
Third stage: formulation of the educational task and planning of educational activities.
Based on the initial contradiction or intrigue, we derive the formulation of the educational task, which, as a rule, is interrogative in nature. Continuing the theme of the Time of Troubles, let us give an example of the following task: “Why was Russia able to overcome the Time of Troubles?” In the topic “Rus between East and West” already mentioned above, the educational task will be the question “Why did fragmented Rus' submit to the East and was able to repel an attack from the West?” At the same stage, preliminary planning of educational activities is carried out, which represents a system logically related issues. For example, in the topic “Rus between East and West” we highlight three main questions:
1. What were the Russian principalities like during the period of fragmentation on the eve of the invasion?
2. What were the enemies of Rus', the knights and the Mongols, respectively?
3. How is the course of the fight against the Mongol invasion different from the resistance to invasion from the west?
Within the framework of the questions raised, we move on to the next, fourth stage.
Experiment and innovation at school 2012/2
We share our experience in implementing Federal State Educational Standards
Fourth stage: organizing educational activities.
At this stage, within the framework of the questions posed, we invite students to complete educational tasks that have a certain motivation, algorithm and system for recording the result. IN in this case our concept of a learning task coincides with the concept formulated in the article
E. N. Belsky “Development educational assignments in history" (NASP 2007 No. 10). To answer the first question posed, students must collect data on the largest specific centers in a table:
Patterns of feoish falling out of love
\ L G1. FERTILE GROUND W / V J YA.T0RG0VYE PATHS-sh--
JL__L I H. ABSENCE OF STRONG EXTERNAL BPAIA
^4. STRONG CENTRAL AUTHORITY^
"s\KHaw-eo, CRITERIA^. Novgorod land of Ladimir-Suzaal Principality of Galicia-Volyn principality Principality of Kiev
I. Geography KDEPOSITION AND SUITABLE CONDITIONS
C. OCCUPATIONS OF RESIDENTS (farm)
AND. Social structure(essentially)
G. Political development
Trend-result
We break the second question into a series of questions that students must answer using both the material they have already studied (the History of the Middle Ages course, 6th grade) and new information contained in the textbook or in the teacher’s story:
What are the goals crusades?
What types of weapons and tactics did the crusaders use?
Why did it arise Mongol Empire?
What is the reason for the victories of the Mongols?
What do the enemies of Rus' in the east and in the west have in common?
In order to answer the third point-question of the plan, students must gradually study the course of events in the east (Batu’s invasion of North-Eastern and Southern Rus') and in the west (capture knightly orders Baltic States, Battle of the Neva, Battle on the Ice, personality and activities of Prince Alexander Nevsky). After studying, you must try to highlight the features of the events and analyze them. The results of the analysis will lead students, as shown by testing the work with this approach within the framework of the specified topic, to solve the assigned educational task.
Thus, the activity approach implemented in this version allows us to organize a systematic educational activities during which students will purposefully obtain and study all the most important information within a given topic and apply it to solve problems, which, in our opinion, will contribute to the formation of their ability to apply historical knowledge and solve creative problems set within the requirements of the new standard .
Literature
1. Verbitsky A.A. Competence-based approach: problems and conditions for implementation. // Innovative projects and programs in education. - 2009. - No. 2.
2. Verbitsky A.A. Reasons for introducing a competency-based approach to education // Municipality: innovation and experiment. - 2009. - No. 3.
3. Sidenko A.S. Guide to the website of the Federal State Educational standard second generation: main functions and contents. // Innovative projects and programs in education. - 2010. - No. 2
4. Sidenko A.S. Master Class: " Innovation activities teachers in the context of the introduction of the second generation Federal State Educational Standard" // Municipal education: innovations and experiment - 2010. - No. 4.
5. Chernushevich V.A. Contextual activity approach to the analysis of problems in the educational process. // Innovative projects and programs in education. - 2011. - No. 2.
6. Shibaeva S.N. Implementation of educational cooperation within the framework of a competency-based approach. // Municipal education: innovation and experiment. - 2011. - No. 2.
Experiment and innovation at school 2012/2
Title: Unified State Exam. History workshop. Preparation for execution 2(B).
History workshop is aimed at preparing students high school To successful completion One state exam.
The book contains detailed analysis all types of tasks part 2(B), more than 120 test tasks level B to practice each type of task using the material in total school course history of Russia, as well as answers to all tasks.
The workshop is focused on classes during school year, however, if necessary, it will allow as soon as possible, just a few days before the exam, identify gaps in the student’s knowledge and work on those tasks in which the most mistakes are made.
The book is intended for history teachers, parents, tutors, as well as high school students.
The easiest way to dial maximum score in part 2(B) - know the correct answer. Part B, unlike Part C, does not involve active and large-scale operation of the existing knowledge base; it almost does not involve the transformation of factual information into a set of theses or more or less broad historical generalizations. With the possible exception of working with a text fragment, Part B can be done almost mechanically. Indeed, what could be easier than building a chronological sequence of events? Northern War if you have a good idea of its stages both on land and at sea?! You just need to know, that's all! What if you don’t have the knowledge to answer the question? Or are there, but are they insufficient? However, if a student does not have the necessary information, this does not mean that he does not know anything at all. He probably has some other information, some other knowledge about some other period. This is exactly what you need to be guided by when completing the tasks of part B unified exam: we don’t know the correct answer, but we try to deduce it using other knowledge we have.
We proceed from the following position: the student has some knowledge of the subject. Perhaps episodic and scattered, acquired not in lessons, but as a result of Internet surfing, on forums and in communities. They do not line up into a single picture, they do not form a narrative historical canvas, but these units of information can help to come to the correct answer. Information can be very different, and sources of information can be the most incredible.
CONTENT
Introduction 4
Analysis of all types of tasks part 2(B) 9
Tasks to restore the chronological sequence (Bl, B5, B15) 9
Tasks to determine the characteristic features (facts) of a historical period (phenomenon), three out of six (B2, B6, B9, B12) 15
Tasks for correlating two series of information (VZ, B7, BIO, B13) 22
Tasks for the analysis of a historical source/historiographic text (B4, B8, Bll, B14) 30
Tasks for self-study 37
Training tasks level B. Set 1 37
History of Russia from antiquity to the end of the 16th century. (beginning of the 17th century) 37
History of Russia XVII-XVIII centuries 42
Russia in the XIX century in 46
Russia in the XX - early XXI century 49
Training tasks level B. Set 2 60
History of Russia from antiquity to the end of the 16th century. (beginning of the 17th century) 60
History of Russia XVII-XVIII centuries 65
Russia in the XIX century in 71
Russia in the XX - early XXI century 76
Answers 84
Training tasks level B. Set 1 84
Training tasks level B. Set 2 86
Description of the forms of the Unified State Exam 88
Extract from instructions for filling out forms 88
Download the e-book for free in a convenient format, watch and read:
Download the Unified State Examination book. History workshop. Preparation for execution 2(B). Abdulaev E.N., Morozov A.Yu., Puchkov P.A. 2011 - fileskachat.com, fast and free download.
- Unified State Exam, Workshop on History, Preparation for Part 2(B), Abdulaev E.N., Morozov A.Yu., Puchkov P.A., 2011
- OGE, Cartographic workshop on the history of Russia XX-early XXI century, grades 9-11, Morozov A.Yu., Abdulaev E.N., Sdvizhkov O.V., 2016
- OGE, Cartographic workshop on the history of Russia, XIX-early XX centuries, grades 9-11, Morozov A.Yu., Abdulaev E.N., Sdvizhkov O.V., 2015
- OGE, Cartographic workshop on the history of Russia from ancient times to the end of the 18th century, grades 9-11, Morozov A.Yu., Abdulaev E.N., Sdvizhkov O.V., 2016