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© А. Ю. Суслов, М. В. Салимгареев, Ш. С. Хамматов 
Образование и наука. Том 19, № 9. 2017/The Education and Science Journal. Vol. 19, № 9. 2017 
72 
 
sonality as an element of a common culture. However, new federal standards req-
uire a drastic reduction of the classroom hours for studying a History course by 
students of non-humanitarian specialties, and, at the same time, enhancement of 
the contents of a discipline (its reorientation from History of Russia towards World 
History). Therefore, History programmes and courses demand up-to-date approac-
hes, methods and didactic means to provide formation of holistic worldview of fu-
ture experts. 
The aim of the article is to consider the features of innovative methods ap-
plication in teaching history in high school taking into consideration modernizati-
on processes. 
Methodology and research methods. The research undertaken is based on 
activity and competence-based approaches. The methods of analysis and synthe-
sis of the academic literature on the research topic were used; the methods of ref-
lection and generalization of teaching activities of the Department of Humanitari-
an Disciplines of the Kazan National Research Technological University were ap-
plied as well. 
Results and scientific novelty. A modern view on historical education has been 
proposed as means of students’ systems thinking formation, designing the ideas abo-
ut the world historical process among students, the mission of Russia in this process, 
and evolution of Russia as a part of the modern civilization. It is stated that History 
university course is designed not only to give the students strong subject knowledge, 
but also to create axiological orientations and abilities on the basis of the analysis of 
historical collisions, objective and subjective factors of society development. Moreover, 
modern university History course teaches students to establish casual links, to de-
fend own position with deep arguments, to reproduce and present information stre-
ams. Learning activities presented above will definitely help future experts to become 
competent professionals. Learning objectives can be solved by means of a complex of 
the following innovative pedagogical technologies: problem-based, design and game 
methods that stimulate cogitative activity of students; dialogue (interactive) forms of 
training (case-study, debate, discussion) that promote mutual understanding between 
a teacher and a student, joint solution of educational tasks, and acquisition of positi-
ve communicative skills among students. The case study of new formats of History 
studying is described; it is shown that introduction of new formats into educational 
practice is possible only under the conditions when a teacher masters the ways of or-
ganization and conducting discussions, develops an understanding of distance educa-
tion and virtual training environments. Students, for their part, have to demonstrate 
high motivation and activity, to find independently required data, to process and ana-
lyze information including historical original sources. 
Practical significance. Guidelines for application of interactive methods of 
teaching history in non-humanitarian universities are provided; recommendations 
for the organization of independent work of students are given as well. The recom-

Инновационные методы преподавания истории в современном вузе 
Образование и наука. Том 19, № 9. 2017/The Education and Science Journal. Vol. 19, № 9. 2017 
 
73 
mendations have universal character and can be used by teachers of other discip-
lines after applying specific content adaptation. 

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