NON-TRADITIONAL LESSONS IN TEACHING HISTORY

НЕТРАДИЦИОННЫЕ УРОКИ В ОБУЧЕНИИ ИСТОРИИ

Борисова Анастасия Игоревна

студент, историко-филологический факультет, Белгородский государственный национальной исследовательский университет,

РФ, г. Белгород

ABSTRACT

The article discusses issues related to conducting non-traditional history lessons. The features of non-standard lessons and their importance in the educational process are revealed. The need for non-traditional lessons is emphasized, as they are an effective way to form the cognitive activity of students.

АННОТАЦИЯ

В статье рассматриваются вопросы, связанные с проведением нетрадиционных уроков истории. Выявлены особенности нестандартных уроков, их значение в образовательном процессе. Подчеркивается необходимость проведения нетрадиционных уроков, так как они являются эффективным способом формирования познавательной активности учащихся.

Keywords: non-traditional lesson, types of lessons, teaching history, cognitive interest.

Ключевые слова: нетрадиционный урок, виды уроков, обучение истории, познавательный интерес.

The educational standard grants the teacher the right to use various modern pedagogical technologies, methods and techniques in the classroom. As a way to activate cognitive activity, generate interest and diversity of educational activities, non-traditional types of lessons can be introduced into teaching. Non-traditional lessons can be considered as an attempt to change and improve a traditional lesson, transforming its structure and combining various teaching methods, thereby increasing the effectiveness of the educational process.

The term "non-traditional lesson" was introduced into the works of Russian methodologists in the 80s of the last centuries. In the course of studying psychological, pedagogical and methodological research, it can be noted that the concept is controversial. Teachers provide a variety of definitions, such as "non-traditional forms", "non-standard lessons", "non-traditional lesson technologies", "alternative lessons", etc [1, p. 120].

Non—traditional types of lessons are interactive learning sessions that have a non-standard organizational form, characterized by active teaching methods and a variety of activities. An unconventional lesson is unusual in its design and methodology. In non-traditional lessons, a creative component is mandatory, since the teacher's imagination and imagination are reflected in the preparation and organization of the lesson. Such lessons take place in a comfortable and friendly atmosphere, trusting relationships between participants are built, that is, conditions are fully provided for students to become active subjects of the educational process [5, p. 64].

During non-traditional lessons, not only pedagogical goals are realized, but also the motivation of students is significantly increased, as well as cognitive interest is formed faster. In an unconventional lesson, the development of students' mental cognitive processes takes place. Also, such classes are characterized by the formation of students' initiative and intellectual feelings (interest, curiosity, doubt, etc.). Non-traditional lessons are characterized by increased emotionality; therefore, such types of lessons can turn information into vivid and memorable. In addition, unusual lessons can attract every student to active work and thereby contribute to the development of intellectual, motivational, emotional and other areas of the child's personality. In general, non-traditional lessons help to diversify the learning process [4, p. 439].

Teachers distinguish three periods of designing and implementing an unconventional lesson, which are universal for all types. The preparatory period involves the active participation of both teachers and students. Students need to be divided into groups (teams) that will receive a specific task, for example, to prepare a message for the lesson, compose questions, make auxiliary material (props) for the lesson, etc [8, p. 31]. The second period is the conduct of the lesson itself. Here, too, three stages can be distinguished. At the first stage, motivation and goal setting are formed: setting a problem or task, creating an educational situation, and formulating the purpose of the lesson. The second stage focuses on the assimilation of new knowledge using non-traditional types of lessons. During the third stage, students apply their knowledge in practice. The third period of the lesson is related to its analysis [6, p. 7].

There are many types of non-traditional lessons in the methodological literature. There are different approaches to determining the types of non-standard lessons and their classifications, depending on the didactic goals of the lesson, the age of students and types of educational activities. Methodologist M.V. Korotkova has developed a classification of non-traditional history lessons by types of educational activities: based on play activities; based on discussion activities; based on research activities [7, p. 9]. The boundary between game, discussion, and research lessons is relatively weak, as they share common features. Individual techniques can be combined or borrowed from other types of lessons.

I.P. Podlasy gives the following types of non-standard lessons: immersion lessons (project, final, thematic, subject and interdisciplinary, field dives, social and labor); theatrical lessons (didactic theater, skits, performances, etc.); test lessons; lessons-press conferences (scientific conference, briefing, etc.); lessons-games (business, role-playing, historical games, etc.); lessons-seminars; lessons-creative reports; lessons-dialogues; lessons-competitions; lessons-contests; creative lessons; lessons-excursions; interdisciplinary lessons [9, p. 368].

A special feature of a non-standard lesson is the possibility of students' participation in its preparation and planning, that is, such classes change the functions of the teacher and students. During the preparation of an unconventional lesson, additional information beyond the scope of the textbook will be required. The work related to the selection of literature, collection and systematization of suitable material is able to form bibliographic competence among students. Critical analysis and processing of the information found contributes to improving the effectiveness of students' educational activities [2, p. 11].

In non-traditional lessons, group work is of great importance. For most types of non-standard lessons, it is necessary to divide students into groups to solve certain tasks. During group activities, students develop skills for effective and coordinated teamwork. Working in a group contributes to the development of a sense of duty and responsibility, the formation of communication skills.

Despite the positive aspects of non-traditional lessons, the researchers note that they should not become the main form of classes, that is, they should not be conducted often. It is recommended to use these types of lessons several times a quarter. Non-traditional training sessions are especially relevant when conducting an open lesson. Non-standard lessons do not replace the traditional form, and their constant implementation can have the opposite effect. This is due to the different opportunities to achieve learning goals, as well as the presence of advantages and disadvantages [3, p. 178]. The frequent organization of non-traditional lessons can lead to a loss of sustained educational and cognitive interest in the subject, since such classes evoke vivid emotions. In addition, the teacher who is to conduct an unconventional lesson should carefully prepare, taking into account all the features of the students and the educational material.

Thus, non-traditional lessons are characterized by a non-standard, flexible structure, the predominance of active teaching methods and fullness of different types of activities. The types of non-traditional lessons are numerous, which provides an opportunity for the teacher to use them both for middle school age students and for older students, while taking into account their age characteristics and individual abilities. Non-traditional types of lessons are an effective way to form the cognitive activity of students, and also have great opportunities for the development of creative abilities and independence among schoolchildren. It is necessary to use non-traditional types of lessons in teaching history. Considering the advantages and disadvantages of non-standard lessons, it is necessary to try to minimize their implementation.

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