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THE ROLE OF VISUAL MATERIALS IN TEACHING THE HISTORY OF THE MIDDLE AGES IN A PEDAGOGICAL UNIVERSITY // Pedagogical Review. 2020. Issue 2 (30). P. 23-29

The article deals with the problem of the methodological potential of using visual materials in the process of studying history by university students. Reasoning based on the author’s experience in teaching the history of the Middle Ages. Suggests a typology of visual materials, including “synchronous” historical sources (images, created during the study period or depicting monuments of a given period), “asynchronous” historical sources (visual materials, created within the framework of the studied historical epoch, but much later than the events or characters, depicted with their help), reconstruction (images, created for cognitive purposes and reproducing the features of historical reality in accordance with existing scientific knowledge) and “memorials” (monuments (and their images), dedicated to historical figures and events of the studied era, created outside it). The features of attracting these types of visual materials in the light of the goals and results of their use are revealed. The equivalence of the indicated types of visual materials in terms of the methodological effectiveness of their application is emphasized. The advantages of attracting visual materials are characterized, as well as the question is asked of the need for a methodical justification of its volume within a specific lesson. he article substantiated the special role of visual materials in work with students of historical faculties of pedagogical universities.

Keywords: teaching methodology, visual materials, history of the Middle Ages

FEATURES OF TEACHING MODERN HISTORY OF ASIA AND AFRICA COUNTRIES TO STUDENT OF HISTORY AT TOMSK STATE PEDAGOGICAL UNIVERSITY // Pedagogical Review. 2020. Issue 4 (32). P. 83-90

The methodological features of the course “Modern History of the Countries of Asia and Africa”, which the author reads for historian students at TSPU, are examined, relying on a brief comparative analysis of textbooks on relevant issues. The chronological framework of the course, based on the oriental approach, is substantiated: manifestations of a systemic or structural crisis in the countries, that took place in the 17th – first half of the 18th centuries are selected as the starting line, for the most part, revolutionary events or important milestones of the national liberation struggle – for the finite. The author’s version of the course structure is proposed, based on the “call-and-answer” concept of A. J. Toynbee: the material is divided into three parts – “internal challenge” (crises of the beginning of the Modern Time), “external challenge” (forms and consequences of Western powers colonial policy in the East), “response” (reaction of the population of Asian and African countries to internal and external challenges). The theoretical basis of the course is described, which has a comprehensive character and includes a civilizational approach, elements of a Marxist theory and a theory of modernization, the first being responsible for structuring micro-level material, the second and third provide macro-level generalization.

Keywords: methods of teaching history at the university, Modern history of the countries of Asia and Africa

Written analytical work as a form of midterm assessment of the results of studying basic historical disciplines by students of the Faculty of History and Philology of TSPU // Pedagogical Review. 2024. Issue 6 (58). P. 80-92

The article considers the problem of choosing forms of midterm assessment in a university that are adequate to the tasks of higher education at the present stage, primarily taking into account the competence approach. The need to take into account such factors and learning outcomes as professional suitability and motivation of graduates of pedagogical specialties is indicated. It is noted that there is a lack of specialized literature on the problems of intermediate assessment, especially in history. The author describes his own experience of conducting midterm assessment in basic historical disciplines – the history of the Middle Ages and the modern history of Asian and African countries – in the form of written analytical work. The methodology of preparation for writing this work is disclosed, the principles of formulating questions for examination tickets are explained. The described experience is analyzed from the point of view of its role in the formation of professional knowledge, skills and abilities of history students. The potential possibility of developing functional literacy in students, namely reading literacy and global competence, is shown using the proposed methodology. A brief critical analysis of the described methodology of midterm assessment is given in comparison with examples available in pedagogical literature.

Keywords: general history, methods of teaching history, midterm assessment, functional literacy, global competence, history of the Middle Ages, Modern history of the countries of Asia and Africa