Teaching History in High School as a Process of Educational Historical Cognition

The article analyzes the issue of teaching history in high school on the basis of educational historical cognition as a condition for students to master the tools for independent learning of historical and contemporary social reality and the ability to use historical knowledge in everyday life. The author substantiates the possibility of including methodological knowledge in the content of historical education for high school students; presents the structure of cognitive activity of students, reflecting the logic and procedures of scientific cognition; it is noted that methodological knowledge can be included in the process of teaching history both through the content and structure of the teaching material, as well as through the activity component of teaching.

Keywords

school history education, socializing function of history, methodological knowledge, historical cognition, educational historical cognition

Received

11.09.2022

Publication date

25.12.2022

Number of characters

18544

Cite

GOST	Krasnova M. Teaching History in High School as a Process of Educational Historical Cognition // ISTORIYA – 2022. – V. 13. – Issue 12 (122). Part 1 [Electronic resource]. URL: https://history.jes.su/S207987840023901-0-1 (circulation date: 26.07.2024). DOI: 10.18254/S207987840023901-0
MLA	Krasnova, Marina "Teaching History in High School as a Process of Educational Historical Cognition." ISTORIYA 13.12-1 (122) (2022) DOI: 10.18254/S207987840023901-0
APA	Krasnova M. (2022). Teaching History in High School as a Process of Educational Historical Cognition. ISTORIYA 13(12-1 (122)) DOI: 10.18254/S207987840023901-0

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