Contribution of Primary School Subjects to the Subsequent History Education of Adolescents

N. I. Vorozheykina

doi:doi:10.12737/1998-0728-2020-21-26

UDC 37

Contribution of Primary School Subjects to the Subsequent History Education of Adolescents

Published в Primary Education · Volume 8, Issue 4, 2020 · Pages 21–26 · Rubrics: Discussing a problem

DOI 10.12737/1998-0728-2020-21-26

Received: 10.08.2020 Accepted: 27.08.2020 Published: 27.08.2020

Authors

N. I. Vorozheykina ¹

1 Institute of Education Development Strategy of the Russian Academy of Educatio (Senior Researcher)

ABSTRACT

The article describes the primary school subjects, which play an important role in the process of mastering the content of the social and humanitarian field by students at the next stage of school education, primarily the historical one. The author reveals the complex of knowledge and universal educational actions that are formed in primary school graduates, necessary for the study of history in primary school, and thus the continuity between the links of school education is traced.

KEYWORDS

primary school; basic school; history; continuity between the links of education; metasubject results; universal learning activities; content lines of the history course; historical information

Information References

Authors:

1. Institute of Education Development Strategy of the Russian Academy of Educatio (Senior Researcher)

Type:

Article

Pages:

from 21 to 26

Status:

Published

Subject area:

UDC 37

Language:

Russian

Keywords:

primary school; basic school; history; continuity between the links of education; metasubject results; universal learning activities; content lines of the history course; historical information

References

1. Aleksashkina L.N. Koncepciya istoricheskogo obrazovaniya v srednej shkole [The concept of history education in secondary school]. Prepodavanie istorii i obshchestvoznaniya v shkole [Teaching history and social studies at school]. 2009, I. 6, pp. 19-34. EDN: https://elibrary.ru/KXKAVZ

2. Aleksashkina L.N., Vorozhejkina N.I. Vizual'nye istochniki v sovremennyh uchebnikah istorii kak ob"ekt poznavatel'noj deyatel'nosti shkol'nikov [Visual sources in modern history textbooks as an object of cognitive activity of schoolchildren]. Cennosti i smysly [Values and meanings]. 2018, I. 5 (57), pp. 58-72. DOI: https://doi.org/10.24411/2071-6427-2018-10025; EDN: https://elibrary.ru/YPFQVF

3. Koncepciya novogo uchebno-metodicheskogo kompleksa po otechestvennoj istorii [The concept of a new educational and methodological complex for national history]. Available at: https://historyrussia.org/images/documents/konsepsiyafinal.pdf (accessed 28 June 2020).

4. Pidkasistyj P.I., Portnov M.L. Iskusstvo prepodavaniya. Pervaya kniga uchitelya [The art of teaching. The first book of the teacher]. Moscow, Pedagogicheskoe obshchestvo Rossii Publ., 2001. 212 p.

5. Primernaya Osnovnaya obrazovatel'naya programma nachal'nogo obshchego obrazovaniya / odobrena protokolom resheniya Federal'nogo uchebno-metodicheskogo ob"edineniya po obshchemu obrazovaniyu ot 08.04.2015 № 1/15 (red. ot 28.10.2015) [Approximate Basic educational program of primary general education / approved by the protocol of the decision of the Federal Educational and Methodological Association for General Education dated 08.04.2015 No. 1/15 (as amended on 28.10.2015)]. Available at: http://lbz.ru/metodist/content/files/poop_noo_reestr_02.pdf (accessed 28 June 2020).

6. Federal'nyj gosudarstvennyj obrazovatel'nyj standart nachal'nogo obshchego obrazovaniya [Federal state educational standard of primary general education]. Moscow, Prosveshchenie Publ., 2011. 47 p.

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