DOI: 
http://dx.doi.org/10.15293/1813-4718.2505.03
UDC: 
378+37.0
Larochkin Artyom A.
2nd year postgraduate student, scientific speciality: 5.8.2. Theory and methodology teaching and education (history), Senior lecturer of the Department of the Russian and General history, Novosibirsk State Pedagogical University, larochkin97@mail, Novosibirsk

The Model of Cognitive Activity of high School Students with Material Sources in History Lessons

Abstract: 
The article updates the theoretical and applied issues of designing a universal model of cognitive activity of high school students with material historical sources, including a system of skills for student analysis of material historical sources and cognitive tasks for them. The purpose of the article is to scientifically substantiate the model of cognitive activity of high school students when working with material historical sources in history lessons at school. A review of the literature and sources on this topic has allowed us to identify three groups of publications on the use of material historical sources in teaching history. The first group consisted of theoretical and methodological works in which methodological systems for the use of material sources in teaching history are substantiated. The second group of publications is represented by applied methodological works that reveal the features of working with a particular type of historical source in teaching history. The third group consists of classroom recommendations describing techniques for studying material sources in history lessons. The methodology and research methods are based on the analysis of methodological, pedagogical and psychological literature in the field of theory and methods of teaching and upbringing, the use of a system-activity approach in teaching students history, the principles of which are formulated in the works of psychologists (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin), philosophers (G. P. Shchedrovitsky) and methodologists (L. N. Aleksashkina, N. N. Lazukova). In conclusion, it is concluded that the skill system of student analysis of material sources and cognitive tasks for them allow students to master the experience of historical and cognitive activity with a “complex” material source – object–thing, combining aspects of material, visual and written sources. The developed model of cognitive activity of high school students with physical sources is universal for “complex” things and does not change depending on the type of source. At the same time, at the stage of working with a thing, the following chain of educational actions is appropriate.: “touching” – “examining” – “reading”, because it allows students to take into account the specifics of the material source to a greater extent.
Keywords: 
theory and methodology of teaching history; historical and cognitive activity; cognitive tasks; subject skills; material source; high school
References: 

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