автор: Одишвили Георгий Нодариевич
учитель истории «Школа № 1538» Департамента образования города Москвы
«STUDYING OF THE HISTORICAL PERSONNEL ON THE BASIS OF MEMORIAL LITERATURE AS THE RESOURCE OF FORMATION OF PATRIOTIC CONSCIOUSNESS OF SENIOR SCHOOL STUDENTS»
ПЕДАГОГИКА
«STUDYING OF THE HISTORICAL PERSONNEL
ON THE BASIS OF MEMORIAL LITERATURE
AS THE RESOURCE OF FORMATION
OF PATRIOTIC CONSCIOUSNESS
OF SENIOR SCHOOL STUDENTS»
- N. Odishvili
Abstract. In article there are considered the possibilities of studying of a historical personnel on the basis of memorial literature as resource of complex educational impact on students of senior school at history lessons in the course of formation of patriotic consciousness. Algorithmization of pedagogical process when studying historical characters is presented features of its realization with the use of active methods, technologies and forms of education are analyzed. There are also revealed the correlations while studying the historic figures by means of application of the considered methods and algorithms, work forms at a research of memorial literature with the solution of a number of important problems of patriotic education of youth, including through observed educational actions.
Keywords: patriotism, patriotic education of youth, civic consciousness, patriotic values, patriotic consciousness, history lesson, memorial literature, historical personnel, fostering patriotism in high school.
Current statistics show that today’s senior schoolchildren often acquire idols and life examples, landmarks and values independently, without any pedagogical influence. For example, according to the recent sociological survey conducted by Russian teachers among schoolchildren of the 9th and 11th grades in more than 20 regions of our country, a rather ambiguous picture was obtained in this area. It turned out that many of the high school students are ready to take an example with such personalities as «Bender, Gagarin, Mavrovi, Luzhkov, Don Juan, Stalin, Casanova, Pugachev, Napoleon, Rasputin, Berezovsky, Onegin and Peter I» [1].
The special educational value of the study of historical personalities on the basis of memorial literature (archival documents, photographs, autobiographies, memoirs, etc.) at the lessons of history, bears in terms of forming the patriotic consciousness of the rising Generation. Every person in history is not just individuality. Most of them broadcast the interests of certain social groups, estates, parties, etc. As it happens in today’s environment. For shaping their worldview high school students, This aspect has a special relevance, because in the older school age cognitive interest and interest in the holding of parallels is psychologically very high. Whose interests, why these groups of people, in what and how it is manifested-these vital issues for the modern citizen and the Patriot do not always fall into the eyes of senior schoolchildren, and without this personality enters history, is broadcast as a historical Memory to new generations only through the name, not through deeds. Many individuals stereotype for life remain in the minds of schoolchildren adherents of one idea, although they were not in reality. Others were, but the reasons for such decisions remain insufficiently researched. For senior schoolchildren from the standpoint of patriotic education is important to be able to highlight and give their assessment of the problem.
In the context of the transformations of the last decades, we are well aware of the situation, when historical personalities, especially outstanding ones, coming to the pages of new textbooks, publications and works, are often «transformed» beyond recognition. Previously, Nicholas II was characterized as «bloody», now he is erected in a number of «great scientists», the Saints. Such transformations cannot hide from the attention of the high school students, causing legitimate questions and feelings of ambiguity. The study of memorial sources allows helping the senior students to understand such discrepancy by means of methods and technologies of problematization, critical thinking, reflection, comparison, interpreting thus the reliable historical Information. For a modern teacher it is important to organize and methodically diversify the variants of this work by appropriate methods and technologies, methods, forms and methods of educational influence and interaction, among which priority should be given to methodical instruments of an active nature.
For example, a historical person can be studied by schoolchildren according to a certain methodical algorithm designed by a teacher of history, the author’s modification of which, based on the theoretical and methodological basis of a number of topical studies and Practical development on the problem [2, 3, 4], is presented in Fig.1.
Implementation of this algorithm provides an opportunity, as evidenced by our pedagogical practice, to creatively evaluate the most essential qualities and actions of the famous Personally. Algorithmic ization as an order of work provides realization of the scientific approach in studying of the historical person on the basis of beforehand prepared by the teacher of the list of recommended memorial literature as the basic basis of extraction, mastering Historical knowledge and their further personal-significant interpretation – archival materials, autobiographies, Memoirs of Contemporaries, diaries, etc. (We shall underline that in view of complexity of work with these sources their list should not be excessively Volumetric and as additional in its composition, including, can be included sources and means of other kind), which can be extended by the pupil in coordination of this process on the part of the Teacher of history (with the purpose of elimination of unreliable Sources – with the content of which the results of the study can be compared for the purpose of reflection and development of the personal position at the final stage.
Fig.1. Variant of design of algorithm of studying of historical personality with use of memorial literature on lessons of history as a resource of education of patriotism at senior schoolchildren.
separate blocks of the presented algorithm can be excluded from Research-reflexive chain depending on presence (absence) of the given aspect in activity of the person, level of development of subject, personal, meta-subject competences of students, possession by them material, readiness, desire and Motivation to carry out deep immersion in the historical problem and reality. Therefore, the application of this variant of the algorithm may be differentiated for different groups of students in the class, including participation in the final stages (for example, Stage 5 and 6) of other subjects of education-members of the public, Parents of schoolchildren (modern assessment and myth-setting of historical personality). The format of joint participation can be effectively realized with the help of such active methods as conference, role-playing discourse, discussion, research game, including with elements of Sociodrama and theatricalization.
In turn, the process of projection with its own personality and livelihood, value worldview and historical context can be carried out by psychological reception of «transfer», age parallelization, Comparison of individual Chronological dates. For example, when referring to the personality of a. and Gerzen, before the trainees may be asked: How many years he was when the execution of Decembrists was accomplished? At the same time quoting A.I. Gerzen for the purpose of reflection and reflection of the situation with the support on his memoirs Chronicles «the former and the Duma»-an unprecedented complex historical panorama of the national and European life of the middle of the XIX century: «The execution of Pestel and his Comrades finally awakened the babyish dream of my soul. » It is also possible to put a cognitive-productive question to the senior pupils of the following type: «What events and failures of the populist movement led the 17-year-old gymnast v. Ulyanov to the conclusion (the wording of which is often distorted after The name of the painting of painter P. P. Belousov and the strings of poem V.V. Mayakovsky «Vladimir Ilyich Lenin»-which can be additional sources for reflection): «No, we will not go that way. This is not the way to go! «and what was his vision of» The way forward «? -With the support of Memorial Memoirs A.I. Ulyanova and others. Works.
Within the framework of the analyzed algorithm the component of myth-making in representations of historical personalities and their attendant realities, their activity and role in the history of the country can be considered, for example, with attraction of such sources-mediators as Films and videos (among which there may be memorial sources-documentary footage and art video fragments) as very popular «pillars» of historical knowledge of modern youth-generation of the new century. In this case, it remains relevant as far back as the 1980s. Z. Zelinski rationale that «gaming films and mass media in general are more conducive to understanding historical events than the previous rational/objective/» historical «description of the Past» [5, p. 82], especially among young people in the context of the known and value vacuum, the assessed ambiguity. The inevitable vulgarization and distortion of historical knowledge and heritage, according to the researcher, always represents for the psyche of a person, especially a teenager, seeking to «fill the void», a more preferable option than indifference.
Documentary and artistic cinema on the background of the memorial printed literature creates opportunities to enrich the understanding of the history of learners and interpret this phenomenon in a personal format, realizing, as well as many other means with a lower Level of validity, justifying (the myth shows the historical past and historical personalities in their context as meaningful and confirming the necessity of the present order of things) and the counterfactual function emphasizing sufficient Attractive for modern person sensation of imperfection of present and appeal to the past as to «Golden Age», «heroic Epoch», «epoch of great people», etc. and being, by the way, the main revolutionary, utopian moods, Concept of messianism [6]. From among the first type of sources, for example, when studying the topic of the civil War trainees after studying of memorial materials about historical personalities can be recommended reflection on their background of such films of the Soviet period, as » Alexander Parkhomenko «(J. Ozerov, 1942),» Oleko Dundić «(1958, J. L. Lukov); «Pavel Korchagin» (1956, J. A. Alov, v. Naumov); «Chapaev» (1934, J. G. and S. Vasileva); «Shchors» (1939, A. Dovzhenko, etc.). The films of this series narrate the war that was waged for the sake of the future, for the sake of building a new society and realizing the ideals of revolution. «The memory of the war» and its historical personalities in this case were deliberately designed, regardless of the historical reality described in the memorial documents, with an emphasis on its «justifying» function, which is necessary to legitimize the current Political moment in the life of the country, no matter whether such films were created in the 1930s or 1960s, the mobilization of public consciousness in the catastrophic 1941.
Indicative parallels in this case can be held before trainees, stimulating them to creative comprehension of distortions of historical reality and personalized myth-making, on the example of the historical personality of V.I. Chapaev (as Memorial base in this case can be used: Memoirs of E. Chapaeva «My unknown Chapaev», I. S. Kutyakova «Vasily Ivanovich Chapaev», archival materials of the publication of the newspaper «Bolshevik Shift» (April 22, 1938) authorship of A. Chapaev about His death on the basis of stories of participants of events, systematization of archival data and memorial sources in the article of L. Turner in the newspaper «Your secret adviser» № 13 (29) dated November 5, 2001 under the name «could Chapaev reach the river?»). [7, p. 112].
Another variant of the algorithm can be such, when the teacher of history, not naming the name of the known figure, awakens to it a simple human cognitive interest on the part of schoolchildren. Then either immediately in this lesson, or from lesson to lesson, reminds about this person all new and new estimations and quotations of contemporaries (emotional, qualitative, bright, clarifying, multi-characterizing personality), evidence Archival data. There comes a time when the evaluation information accumulates so much that the level of competence of schoolchildren allows them to guess who is talking about (at this stage can be used, for example, the method of brainstorming, discussion).
In the third variant on the basis of the selected content of memorial materials The comparative analysis of characteristics, qualities homogeneous in terms of activity of the person, for example, reformers, generals, etc. can be carried out. Comparative analysis through a table using information technology. Its collective filling raises disputes about presence of those or other qualities at those or other personalities that inevitably leads, at orientation of the teacher, to studying of additional memorial sources, more attentive listening of lecture fragments.
These algorithms can be based on the design and research activities, the coordination of the direction of which the teacher is expedient to carry out with the help of productive-cognitive and problematic issues, practical tasks that require Search of information and reproduction of the ready knowledge (i.e. through memory) with activation of mental activity. These questions begin with the words «Why, why, why, why not, prove, generalize, define, etc.», demanding the search of generalizations, conclusions, clarification of causes, consequences. In the course of the training session the «method of the reverse question» can also be used, aimed at more multidimensional and qualitative use of the already existing forms of teaching history and patriotic education based on the accounting of psycho-age Peculiarities of senior schoolchildren who, having previously familiarized themselves with the topic and having certain knowledge on the given problem, should form questions, which would like to receive answers in the course of the lesson about a certain historical personally [8, c. 316].
The means for studying of historical personality are the textbook, archival printed and photo documents, memoirs, diaries, reference and popular scientific literature, materials of periodical Press, resources of the Internet (last for comparison and Conclusions). In the study of the historical personality through the use of the listed methods and algorithms, forms of work in the study of memorial literature, as evidenced by our pedagogical experience, is achieved the solution of a number of important tasks patriotic Education, which are systematized below including through the observed educational activities:
– A distinction understood as the ability to express and comment on a cognizable fact, event, process or historical phenomenon in correlation with a particular historical personality and its actions;
– Remembering, characterized by the ability to explain, analyze, draw conclusions and summarize facts, events, processes or phenomena related to the livelihood of the historical personally and its role in the development of the State;
– Summing up the students to the idea of the legality of the existence of different viewpoints, departure from the unambiguous assessments of personalities and events;
– Development of understanding as a degree of freedom and quickness of operation of the learned elements of cognitive experience: historical facts, notions, personalities, events, processes, phenomena connected with patriotism; Stimulation of creative thinking position and cognitive activity on the background of comprehension of vital functions of historical personalities and study of memorial literature;
-Development of skills to allocate historical main, to reflect, to give an estimation of events and activity of historical personalities, their value orientations in projection to own views and positions, to compare, reason, prove, etc.;
– Ability to orient in historical material, to critically evaluate information, to conduct reflection of its conformity with other sources;
-Development of skills, characterized by the ability to logically and reasoned explain historical facts, events, processes, phenomena in correlation with historical personalities associated with the manifestation of patriotism in a similar situation;
– Use of accumulated historical and social knowledge, its social experience for reflection;
-Comprehension of values which appear in the form of human actions, which are embodiment of concrete social ideals (aesthetic, political, moral, legal, etc.), values which, being refracted through the prism of individual Life, enter into the psychological structure of personality in the form of personal values, acting as one of the sources of motivation of its behavior [9];
– Formation and definition of personal relation to historical personalities and events. This contributes to the upbringing of senior students moral qualities of the person, the development of their own life and patriotic position, the formation of transfer, confirmed by the ability of the schoolboy to apply historical facts and knowledge of the personalities, interpret events, processes, phenomena at the level of patriotic beliefs in the non-standard situation of upbringing, defending the honor and dignity of the citizen, Ministry and Protection of the Fatherland [10, p. 42];
– Increase of specific weight of independent work, activity of schoolchildren, increase of interest to historical past of the country.
Thus, the study of historical personalities on the basis of memorial literature at the lessons of history in the process of education of patriotism in senior schoolchildren stimulates them to achieve a high level of reflection-independent search for an answer to the question «who Remembers? «, without which it is difficult to give answers to other questions of patriotic culture as the most important final neoformation,» Who Should I remember? «,» What Should I remember? «,» How Should I remember? «,» Why Should I remember? »
The memorial literature, realizing the role of «witness», acts as the reconstructing nucleus of these elements, allowing to keep decaying collective memory from erasing and distortion of meanings, including patriotic, from defragmentation on «Memory of winners and Defeated «,» remembrance of the victims and criminals «(taking into account that the identity of those and others is built around the values of national pride and Honor); Speaking as a means of creating opportunities for the development of high school students with the most important ability to adopt rather than displace «uncomfortable memories», silence and, finally, falsification of history. It helps to build «bridges of memory» between «memorable places» (including common-in the national, global scale-in the context of trends in the search for collective identity) and personalities, moving the modern man in his perception of Moralization («Trial over the past») to «historization»-deep and free study and adoption), and at the same time firmly fixes, cementing the moral imperative of preventing the tragic events in the history of the country in the future, the affirmation of human rights in As the highest value [11, p. 109], thus transforming itself into an integral element of collective national identity, forming a view based on the recognition of the value of memory and the past, the events of which do not pass, and «come Back» in Present and projected into the future, defining our identity and our perception of the world.
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Author:
Odishvili George Nodarievich — teacher of history of the «school № 1538» of Moscow Department of Education. 125464, Moscow, Novotushinsky Passage, House 8, building 2. 1538@edu.mos.ru
Postgraduate student of the Faculty of Pedagogy and Psychology of the Higher School of Moscow Humanities University. Scientific director-Doctor of Pedagogical sciences, Professor Sitarov V.A. Address: 111395, Russia, Moscow, ul. Youth House 5. Tel. + 7 (499)-374-74-59.
