METHODOLOGICAL FEATURES OF ORGANIZATION AND CONDUCT OF PRACTICAL CLASSES IN A HIGHER EDUCATION INSTITUTION

Abstract

The article focuses on the specifics of conducting practical classes on the methodology of teaching historical disciplines in a higher education institution. The relevance is due to modern innovative approaches to their organization, which made it possible to diversify types of work, carry out individual search activities and in groups, and form components of professional competence. The state of the problem under study in other scientific works was analyzed. It was found that conventionally practical classes are divided into groups: introductory; confirmatory; partially search; research. The author's professional experience in a higher education institution made it possible to distinguish practical classes with modelling of situations (fragments of classes, presentations of types of work, didactic games, etc.) and analytical classes (systematization and generalization of theoretical knowledge, completion of tasks by analogy, tests by sections, preparation of methodological comments to reviewed webinars on a specific topic, analysis of history classes/integrated courses, etc.). The purpose of the article is to clarify the features of organizing and conducting practical classes on the methodology of teaching historical disciplines in a higher education institution. It was determined that practical classes on the methodology of teaching historical disciplines in higher education institutions aim to: form in higher education applicants the components of professional competence; familiarize them with the specifics of teaching historical disciplines; acquire competencies regarding the structure of lecture-practical classes, other forms of the educational process; form the ability to systematize historical material for classes; to select traditional and innovative teaching methods; to develop an active civic position. The differences in the methodology of teaching historical disciplines from other methodologies are indicated, which are due to: a) methodological approaches to the assimilation of historical material - research work with facts, documents, their interpretation; b) the content of the categorical-conceptual apparatus in comparison with other methodologies; d) the modular-rating assessment system in contrast to the school one based on groups of results. This requires a selection of teaching methods, the algorithm for conducting some of them is described in the article. Attention is focused on the following: productive, partially search, heuristic, educational discussion, methods and techniques for developing critical thinking, interactive, business games of a professional orientation, training, IC methods.