THE RESEARCH APPROACH IMPLEMENTATION IN THE SCHOOL TEXTBOOK OF HISTORY (EXEMPLIFIED BY THE TEXTBOOK WORLD HISTORY. HISTORY OF UKRAINE FOR THE PUPILS OF THE 6TH GRADE)

Abstract

Annotation. In the article, the methodological ways of the research approach implementation in the textbooks in history (exemplifi ed by the textbook World History. History of Ukraine for the pupils of the 6th grade) are covered. In the authors’ point of view, the main ways are the following: 1) the challenging material representation; 2) the development of the skills of making assumptions, hypotheses by means of the specially designed tasks; 3) the development of the skills with a variety of information sources and versions; 4) the development of the skills of the educational analysis as well as the analysis of the materials and primary sources; 5) the formation of the self-education skills, in other words, the assurance of active learning; 6) the development of the students’ ability to take up a research position and apply to the research activity elements. The authors have drawn attention to the fact that the research approach implementation in the school history textbook can provide the successful solutions of numerous educational problems, for example, the ones that are associated with individual approach, level differentiation, assurance of the positive learning motivation and professional orientation. It is noted that a characteristic feature of a textbook of a new generation is learning with the help of the academic methods and techniques, in other words, the development of the ability to learn, acquire knowledge independently whereas its content must be based on the communicative and activity-based principle and be much dialogized. Therefore, as it was notifi ed in the article, the implementation of the elements of the research study in the history books suggests that the structure and the content of the textbook should be the means of organizing the students’ productive activity (research, creative activity of the student, usage of the method of analogies, comparison of different points of view and approaches to demonstrate the events, the presence of evaluating positions on the materials, the refl ective reading comprehension of the educational materials).