TEACHING FEATURES OF HISTORY IN SECONDARY SCHOOL IN MODERN EDUCATIONAL CONDITIONS

Abstract

Currently, the educational goals of studying history are closely related to the strategy of modernization of Kazakh education, in particular, with the renewal of the content of secondary education in the Republic of Kazakhstan. They are aimed not only at providing students with subject knowledge, but also at developing their subject skills and cognitive abilities.

The formation of a democratic, civil society in the country poses to the secondary education system the problem of educating a free-thinking person who understands historical experience and its lessons, who understands historical responsibility for his actions. One of the ways to solve this problem is to use methods and techniques in the educational process that form students' historical thinking, historical knowledge and subject skills, involving them in historical inqiury during the lesson. This article will examine how effectively teaching methods are integrated into the learning process through the use of inquiry-based learning and historical thinking concepts in history lessons.

The article provides a literary overview of the peculiarities of teaching history in secondary school, gives an interpretation of the relationship between such key concepts as "historical knowledge and skills", "historical thinking", "historical concept". Based on the research, it will be studied how in history lessons students, in addition to mastering factual knowledge, identify the cause-effect relationship, changes and continuity of historical events, phenomena and historical processes. The article analyzes the methodological problems of teachers in teaching history and their possible causes.