Движение педагогов-новаторов как отражение новых тенденций в школьном историческом образовании в 1980-90-х гг. XX века (на примере Ставрополья)

Abstract

The movement of innovative teachers was an innovative social and pedagogical movement that outgrew the framework of the educational sphere. It became the most important factor in the self-organization and self-development of society, the energy of which further ensured the implementation of democratic reform programs in the field of education. The purpose of the study is to study the development of the movement of school teachers-innovators in the perestroika years in the Stavropol Territory, the emergence of methods and technologies that affect fundamental qualitative changes in the structure and content of school history education, taking into account the influence of party and state policy. The scientific novelty of the study lies in an attempt to identify and generalize new forms and methods of studying history, introduced into practice by Stavropol innovative teachers. As a result, it was found that the movement of innovative teachers proposed a new model of school historical education, in which teaching knowledge was considered only a part of the process of educating a child's harmoniously and comprehensively developed personality. In addition, the movement led to an understanding of the need to combine the efforts of all interested parties to ensure an equal union of science and practice, traditions and innovations, so that the practicing teacher could use scientific pedagogy and psychology. At the same time, the new movement helped to reveal all the existing contradictions in various views on the system of general education, and thanks to this, provided various ways to resolve them, including in the field of school history education.