Трудно ли е порастването в историята

Abstract

The postmodern didactic paradigm relies on contextuality, on the interrelationships in the course of pedagogical interaction, on the diversity of learning styles and teaching methods, on the changing learning environment. An important part of the postmodern didactic paradigm is information and communication technologies, which not only facilitate students in searching and processing information, but also allow working together outside the classroom, building a personal learning environment and self-organization of learning. The article outlines the role of students' digital literacy in achieving learning goals, in the realization of problem-based learning, personality-oriented and interdisciplinary approach in History and Civilization classes. Didactic solutions are presented in which students enrich their knowledge of socio-political processes in Bulgaria and in the Balkans in the mid-20s of the 20th century by performing practical tasks and solving a learning problem according to individual progress and participation of each student in teamwork.