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Risolat Usmonaliyeva, Head of Department of Social-economic Science of
Regional Center for Retraining and Advanced Training of Public Education
Workers in Surkhandarya Region
ISSUES OF USING NEW APPROACHES TO TEACHING HISTORICAL
SCIENCE
R. Usmonaliyeva
Abstract: This article discusses the problems of applying innovative
methods of teaching history in secondary schools in accordance with the
modernization process. Methodical recommendations on the use of
interactive methods of teaching history and the organization of independent
work of pupils are provided.
Keywords: history, competence, competency-based approach, situation
study method, research method, modernization, interactive methods.
Decree of the President of the Republic of Uzbekistan dated April 29,
2019 No PF-5712 "On approval of the Concept of development of public
education in the Republic of Uzbekistan until 2030" stipulates that
graduates of school education have such qualities as initiative, mobility and
constructiveness. Indeed, the desire for lifelong self-learning, the ability to
make independent decisions, and an understanding of the need to put the
latest technology into practice is a requirement of the times. The process of
acquiring the skills of the new century by pupils can be successful only if
young people have the active independent activity, including the ability to
work with information and create their own information flow [2].
The issues of applying new approaches to the teaching of history at the
stage of general education in domestic and foreign scientific circles have
repeatedly been the subject of discussion. Modern Russian researchers have
estimated that the search for a new content and methodology for teaching
history means a transition to modern teaching technologies and it has the
cognitive significance of historical images created by pupils in the teaching
process, emphasizing that the cognitive significance of historical images
created by pupils in the teaching process, which is the basis for the
formation of specific historical images and historical concepts and said the
broader and richer the content of past images and paintings is, the more
meaningful and sustainable these concepts will be. [6-12 p].
In our opinion, interesting approaches to teaching history include
proposals "direct use of the concepts, principles and thinking system of
Natural Sciences". It focuses not on the study of individual events of the same
type, but on the "study of extraordinary, important events and happenings."
After all, it is important that the result of the study of history should be not
only solid knowledge, but also the ability to explain past events and establish
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cause-and-effect relationships, taking into account objective and subjective
factors in the development of society. [8].
A study of the References: on the issues discussed in this article [7-10]
has led to the following conclusion: to date, many practical problems of
introducing innovative methods for teaching history in modern education
have been left out of the focus of researchers.
During the review of various historical conflicts, the most important
skills for receiving, analyzing, and generalizing information from the past
are developed, creating an intellectual strain that allows pupils to increase
and disseminate information flows. In our view, problematic and playful
forms of teaching are promising and provide an opportunity to organize
scientific polemics in the classroom in a free, open manner without the
teacherâs prestige and pressure. In the discussion, a creative understanding
of historical facts, events, processes, and phenomena are combined with a
review of the past in terms of lost historical alternatives, a critical evaluation
of information, and the resolution of complex problem situations. Giving
pupils the same principle to understand the reality of modernity further
enhances the prognostic function of historical research in the thought
process. For example, in 7th grade history lessons on Uzbekistan, Genghis
Khan's invasion or Amir Temur's state we use a method of stimulating
historical character tests called "Is Genghis Khan or Amir Temur a bloody
tyrant or a well-known politician?". Pupils receive a syllabus in advance,
define a References:, and a position of defense or indictment. The main
questions on the given plan are discussed with the teacher. In our opinion,
it is impractical to direct future discussion in advance because this form of
lesson involves learnersâ independent creative work, demonstrating their
ability to use historical knowledge and facts, evaluate, express and support
their opinions.
From the method of studying the problem or the method of specific
situations we can use conducting such themes as "Amir Temur is the founder
of the centralized state", "The crisis of the Temurid Empire"" in âHistory of
Uzbekistan", "The significance and consequences of the events of 1916 in
Turkestan" in the lesson "History of Uzbekistan" for 9th grade,
"Communication of Uzbekistan with Central Asian countries" in the lesson
"History of Uzbekistan" for 11st grade. The chosen method helps to activate
the cognitive process based on the analysis of real situations and is aimed at
developing the general communicative and intellectual potential of pupils.
First of all, a group discussion helds, then each participant states his or her
personal position.
A distinctive feature of the case-study method is the absence of a single
correct decision, which allows you to choose a decision-making algorithm
and at the same time, get acquainted with the elements of research.
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125
However, case studies can also be applied by a method of simulating
historical character tests, when pupils are well-prepared and they are not
only able to gather the information they need, but also have the skills of
stable communication and independent work. Pupils are interested in the
discussion of the topic "The Plague Uprising in Tashkent", "The beginning of
the national liberation movement in Turkestan and its causes."
During these interactive forms of group work, âa particular situation in
the past is modeled, people who are participants in a particular historical
period often "come to life" and "act" in the historical drama, contribute to
the development of pupils âanalytical thinking, forming the ability to create
a system of debate in terms of alternative historical critiques. By rationally
assessing events in the past, and on this basis looking at the present, pupils
learn to make knowledge-based decisions, becoming subjects of social
relations.
It should be noted that if pupils are conducted on topics with basic
knowledge and the selected topics are not classified as highly qualified, the
training sessions are conducted in the form of discussions, debates, role-
plays, and so on. In addition, the strategy for dealing with historical issues
should envisage a gradual transition from a simple statement of evidence to
a broader statement of the problem.
Asking a problematic question before each new topic eliminates the
contradiction between updating its next presentation, understanding it, and
the knowledge factor required by the audience. With the help of such an
organization, the lecture becomes a dialogue that stimulates the cognitive
activity of the listener, mimics the research process and creates its own
special intellectual tension. However, during the lesson, both the teacher
and his or her pupils can be actively involved in advancing the main issues
of the discussion.
Applying the problem-based approach in lecture work requires high
skill and great preparation from the teacher.
Another way to increase pupils' interest in the science of history is
through project work, an opportunity to gain a deeper understanding of the
historical past and its relationship to the present, the opportunity to
recognize the specific conditionality of its unique position as a creator of
history. The study of history without relying on historical sources leads to a
simplified, clear understanding of historical reality, turning the process of
cognition into a delusion in alien intellectual labyrinths. In this regard, it is
important that pupils use electronic resources that store historical archives
when working on projects [13- 91-p.].
Participation in projects allows pupils to engage in real research, during
that time they put forward hypotheses, find solutions to questions,
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126
formulate their point of view, prove their position, draw conclusions,
improve innovative ways of presenting material [11- 13p].
In the process of such activities, pupils develop the ability to objectively
evaluate a particular historical situation from rational and ethical positions,
improve communication skills, and develop the ability to consciously
consider and accept other peopleâs opinions through emotional involvement
in group work.
Thus, a modern approach to teaching history in secondary schools
includes contributing to the formation of pupils' creative, independent
thinking in the learning process, curricula and many interactive ways of
mastering didactic tools.
Involvement of methods and tools similar to those mentioned in this
article is an important factor in training not only highly qualified specialists,
but also active citizens of the country, helps to shape and develop the ability
of young people to make informed decisions as a social subject.
In the STEAM approach introduced in Educational standards and
education system based on competency approach the goals and objectives
set for pupils and teachers can be achieved through the use of innovative
pedagogical technologies that include problem-solving, design, play
methods and techniques that stimulate pupils âmental activity.
Forms of communication (interactive), practical discussions, debates,
discussions between teachers and pupils help to understand each other,
solve educational problems together and acquire positive communication
skills of pupils. In our view, the redistribution of study time in school
education should be considered as a discussion of the issue in order to
increase the share of independent work of pupils in the curriculum.
Furthermore, we have important tasks ahead of us, such as the
development of organizational and pedagogical conditions, pedagogical and
psychological capabilities, principles and organizational foundations of the
science of innovative history.
References:
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Mirziyoev Sh.M. Critical analysis, strict discipline and personal
responsibility should be the daily rule of every leaderâs activity. - T .:
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