ПРЕПОДАВАНИЕ ИСТОРИИ В КИТАЙСКИХ ВУЗАХ: НЕОБХОДИМОСТЬ РЕФОРМ

Abstract

The article presents a critical analysis of the existing situation related to teaching history in Chinese universities. It is noted that according to the curriculum, most of the academic time is allocated to theoretical courses. The main way of transferring knowledge is a traditional lecture passively perceived by students. There are no interactive forms of classroom organization. Little attention is paid to the development of students' self-learning skills, independent search for the necessary information and creative attitude to the educational process. The existing examination system, based on written examinations and dentistry in preparation for them, does not contribute to the disclosure of students' abilities for generalization, classification, reflection and comparison of historical facts. Students are content with the facts presented in the textbooks, they have little interest in the latest achievements of historical science. In the final choice of profession, graduates of historical faculties rarely work in their specialty, preferring other areas of activity. The article presents the author's proposals for reforming the system of historical education in Chinese universities. There is a need for a serious adjustment of the current curriculum, reorientation of it from exams as a means of monitoring the assimilation of knowledge to the development of students' creative abilities. History teachers are encouraged to move away from traditional lectures and to make greater use of interactive teaching methods. It was concluded that it is necessary for each university history teacher to speak a foreign language, which should not only increase the professional competence of the teacher himself, but also seriously affect the inclusion of students in foreign historical science. It is noted the need to develop the creative skills of students, cultivate an innovative spirit, mobilize enthusiasm and initiative of students, develop the ability to identify problems, ask questions and solve them. It is emphasized that a modern history teacher should not only have solid professional skills, but also have good methodological training, skills of extracurricular communication with students. It is emphasized that closed, noncomminicative history teachers are not able to educate creative, competitive students.