Трансформаційні процеси в теорії та методиці навчання історії в школі періоду незалежності України (1991 – 2020 рр.)

Abstract

У дисертації обґрунтовано політичні, соціокультурні і теоретико-методологічні детермінанти й тенденції розвитку вітчизняної теорії та методики навчання історії в школі впродовж 1991 – 2020 рр. у контексті модернізації сучасної історичної освіти в Україні, розроблено періодизацію розвитку вітчизняної теорії та методики навчання історії в школі з урахуванням парадигмальних змін науково-педагогічних ідей та освітніх практик. Висвітлено особливості становлення, чинники і тенденції розвитку змісту, методів та організаційних форм навчання історії як передумови і результати інституційного розвитку вітчизняної теорії та методики навчання історії, доведено наступність прогресивних наукових ідей і механізмів їхньої реалізації на різних етапах історичного розвитку теорії та методики навчання історії в школі періоду незалежності Україні (1991 – 2020 рр.).

In the work, based on the analysis of scientific-pedagogical and methodological literature, a comprehensive analysis of the achievements of Ukrainian historiography and scientific thought on the stated scientific problem is carried out, and the theoretical and methodological foundations of the historical-pedagogical study of the genesis of the domestic theory and methodology of teaching history in schools are substantiated. This includes a set of initial scientific propositions that determine the conceptual theories, main approaches, and principles for analyzing transformational processes in the theory and methodology of teaching history in general secondary education institutions as a complex contradictory process of structural change in the sectoral paradigm initiated to ensure a new quality of education at all levels. The peculiarities of the formation of the state educational policy of independent Ukraine as a determining factor influencing transformational processes in the field of school historical education are analyzed. The author's perspective on the transformational processes of the theory and methodology of teaching history in schools during the period of Ukraine's independence (1991 – 2020) is presented. The peculiarities of the formation, factors, and trends in the development of content, methods, and organizational forms of teaching history as prerequisites and results of the institutional development of the domestic theory and methodology of teaching history are highlighted. The continuity of progressive scientific ideas and mechanisms for their implementation at different stages of the historical development of the theory and methodology of teaching history in schools during the period of Ukraine's independence (1991 – 2020) is demonstrated. Methodological ideas of Ukrainian scientists and educators, whose works became the foundation for reflecting transformational processes in the theory and methodology of teaching history in general secondary education institutions during the independence period (1991 – 2020), are highlighted. In the dissertation, the conceptual and categorical framework of the theory and methodology of teaching history in schools is refined. The analysis of historiography and the source base reveals trends in the development of the theory and methodology of teaching history from 1991 to 2020, and identifies the features of the interdependent influence of the theory and methodology of teaching history as a pedagogical science and school practice under the paradigm shifts characteristic of specific historical stages of the studied period. Little-known documents, historical-pedagogical facts, and works of Ukrainian methodologists, which are important for forming a comprehensive understanding of the regularities in the development of the theory and methodology of teaching history in Ukraine, and for comprehending scientific ideas and methodological approaches, have been introduced into scientific circulation. Further development has been achieved in characterizing the features of the formation of state educational policy in Ukraine, the theoretical concepts of school historical education in historical retrospect, as well as the methodological foundations for updating school historical education in Ukraine. The practical significance of the research results lies in the development and implementation of a special course, "Issues of the Formation and Development of History Didactics in Ukraine", in the practice of higher pedagogical education. Certain provisions (in particular, regarding the experience, development trends, and features of selecting the structure and content of history education) have been used in the development of: a methodological manual on the theory and methodology of teaching history; methodological recommendations for organizing the educational process in history. The results and conclusions of the research can be used to develop practical mechanisms for solving current problems in the modern theory and methodology of teaching history in schools as a pedagogical science, modernizing historical education, its educational and methodological support, and the methodology of teaching history as an academic discipline. They can also aid in the formation of methodological competence for students at the first (bachelor's) and second (master's) levels of higher education in the subject specialty 014.03 "Secondary Education (History) ", the development of professional competence of history teachers in the system of postgraduate pedagogical education, and for organizing further study of the transformational processes in the theory and methodology of teaching history in schools.