DIDACTIC AND METHODICAL CRITERIA QUALITATIVELY HISTORY TEXTBOOKS FOR HIGH SCHOOL STUDENTS

Abstract

Thе article proposes an approach to evaluation of the functional efficiency of school textbooks in history from the standpoint of the requirements of the educational systems of school subjects. It is noted that the current system of criteria and indicators for evaluating textbooks offered by experts incompletely defines modern training requirements and needs improvement. Trying to define the criteria of quality manual must be with the understanding that the textbook is a scientifi c and methodical innovative product that represents a major typological and specifi c features of the public education system and relevant educational system of school discipline The author offers markers for didactic and methodological criteria for evaluating the functional effi ciency of modern history textbooks for senior secondary schools. The conclusion about the feasibility of using the proposed approach by the authors of textbooks and experts during the validation study of literature in teaching practice.