THEORETICAL FUNDAMENTALS OF VISUALIZATION OF HISTORICAL TEXTBOOK CONTENTS FOR HIGH SCHOOL IN THE CONTEXT OF COMPETENCE-ORIENTED EDUCATION

Abstract

The article presents new approaches to visualization of the content of textbooks, emphasizing that providing illustrative material with the status of a historical source is one of the prerequisites for the creation of a new generation of educational literature on history. The author defines the concept of cognitive visualization in the context of competence-based teaching of history, its features and functions are distinguished. The choice of these objects of study is due to the need of functional changes in the structure of the textbook to enhance the role of illustration: from the simple image - to an important source unit of its contents. The author concludes that the issue of using visualization as a historical source in the contents of textbooks for high school is not covered in the scientific and methodological literature. In our opinion, cognitive visualization is a teaching method that is based on recognizing an illustration as a source of historical information and a way of getting to know it. Thus, there is a shift in emphasis from the illustrative functions of visualization to cognitive. That is why cognitive visualization optimizes learning, performs motivational-reflexive functions, develops all the components of substantive historical competence, and the actual visualization goes from the usual illustration - to an important source unit of the textbook contents. Various visual sources, which present in the textbooks a certain period of history make it possible for high school students to understand its peculiarities, people’s intentions, specifics of economic, political, social, and cultural development. Among the various types of visualization, the most common are: text photos (photos of documents, newspapers, laws, universals, proclamations, etc.), individual, collective, historical events, etc.; illustrations of paintings, posters, caricatures; graphics; maps, charts. At present, visualization as a pedagogical concept accumulates the latest scientific achievements, adapting them to the needs of modern historical education.