METHODOLOGICAL FOUNDATIONS OF HISTORY TEXTBOOKS

Abstract

In the article, an analysis is conducted on the main didactic and methodological requirements for a modern history textbook that have been developed by the homeland scientists and practitioners by understanding their own and foreign experience of creating textbooks. The author notifies that the qualitative upgrading of the history education content put forward the new principles of the selection of content integrity, consistency, humanization, integration, multiculturalism, alternativeness, multi-dimensional nature, reflexivity along with the common didactic traditional requirements (scientific nature, fairness, availability, systematic and chronological sequence of presentation). In particular, according to the author, in the process of constructing a modern history textbook content, the content and procedural peculiarities of forming the subject historical competence at three levels of teaching differentiation: standard, academic and profile ones should be taken into consideration. The authors of the manuals have to consider the differences in the markers of the chronological, space, information, logical, verbal, and axiological competences of pupils in correspondence with their level of training. The scholar is convinced that in modern terms, it is not worth admitting the unification of textbooks in Ukraine, but the need for the formulation of the common requirements to the historical literature is urgent. The presence of several textbooks ensures the atmosphere of a creative competition between the authors, promotes their intention not to stop on what has been done and perform the constant work on the content and analytical tools.