Абай атындағы Қазақ
жүктеу/скачать 5,18 Mb. Pdf көрінісі
|
| Вестник КазНПУ имени Абая, Серия «Педагогические науки», №4 (52), 2016 г.
192 According L.N.Aleksashkina historical fact has systemic characteristics: historical time; historical space; historical movement. Historical time is represented by chronological categories: year, millennium era, period, phase, and actions - correlating, comparing, determining of the duration and sequence, correlation of synchrony / asynchrony, it provides localization of the historical past in time and promotes the development of temporal orientation. Historical space is represented by the historical and geographical categories and actions on localization of historical processes in space. Historical flows reflect the activities of man and society in various fields of activity: employment, social, political, cultural, informativeand international, for their own development. Summing up these approaches, we present the structure of studies on historical discipline (Table 1). Thus, the content of history education can be represented by a system of historical facts, logical forms of thinking and other activities that provide knowledge of the history, value judgments, conclusions. The concretization of the goals and objectives of history teaching leads to the following conclusion. System of historical facts, theories represents the cognitive component of historical consciousness and indicates about the ability to navigate in the historical process. The operational component of the historical consciousness of the student contains a system of intelligent, mental strategies, action to ensure the processing and usage of historical information. Value-semantic component is a system of values, motives and meanings of studying history. For the successful assimilation of all these elements the teacher of history is necessary to use all the psychological and cognitive processes to contribute the formation of students' personal way of orientation in historical experience [3]. The development of cognitive component of historical consciousness can be detected using tests that detect the level of mastery of knowledge. The tests found tasks with open and closed answers. Test task consists of instructions, setting the text, answer options and correct answer. As jobs may be offered jobs correlation, grouping, selecting, and sequencing. The main indicator of the development of the cognitive component of historical consciousness is the awareness that characterizes the human aspects of education that show when playing of historical experience. The accuracy and completeness of reproducibility of people assimilated social experience are indicators of knowledge, by which we can judge about the depth of human erudition in any areas or private matters relating to historical phenomena. Under the consciousness is meant the measure of the impact of assimilate them of historical experience, his ability to express his or her own attitude to themselves and to the environment. Consciousness is based on the comprehension and understanding by the human of an essence of digestible elements of historical experience. It manifests itself in the conviction of the subjects of assimilation in the truth of the reflected by their experience, that is, in the transition of social experience in subjective knowledge. The operational component of historical consciousness can be estimated in terms of "skillfulness". Under the able understood measure of competenceprovides the use of historical knowledge and the establishment of relations, based on which is possible to carry out an activity through the application of their knowledge[4]. Skillful of people, based on knowledge, awareness and effectiveness, characterizes their education in terms of the ability to apply the obtained of social experience in his life. Cognitive problems can detect an operational side of the historical consciousness and appreciate the ability to understand and to explain the historical process. Diagnostic tools of value-semantic component of historical consciousness are a value judgment, which combines object of value attitude shown he reaction in the form of a value judgment. Value-semantic components of historical consciousness are determined through the "Effectiveness" category. Under the efficacy understood the measure of the impact of historical experience on the student attitude toward themselves and the historical past, the involvement in the practical implementation of the different aspects of their life. The main feature of effectiveness is the ability to respond in the light of the acquired knowledge.Acquired knowledge becomes for human a kind of evaluation "tool", which he uses in his life.People tend to explain what is happening, based on their knowledge, experience (in the first place, the internal data of nature, and affect the preconditions as it were automatically, i.e. without of the focus).Even when confronted with the contradictions between personal knowledge and observable phenomena, events, etc., people tend to react to them, first of all, on the basis of their knowledge. The resolution of such conflicts occur often painful, difficult, indicating that the "force" the effectiveness of knowledge as education human characteristics. The effectiveness of knowledge is manifested in the activation of various aspects of human activity. The assimilation of historical experience leads to the growth of human belief in the truth of his knowledge. Абай атындағы ҚазҰПУ-нің Хабаршысы, «Педагогика ғылымдары» сериясы, №4(52), 2016 ж. 193 Based on the above, are the following levels of historical consciousness of pupils. жүктеу/скачать 5,18 Mb. Достарыңызбен бөлісу:
|