INTERNET RESOURCES IN THE SCOPE OF DIDACTIC METHODS OF A HISTORY TEACHER

Abstract

The rapid development of information and communication technologies in education introduces changes in the professional activity of teachers, which in turn require the ability to use and interact with digital technologies for learning, professional occupation and social participation. The main priority of modern school is the formation of an integral system of universal knowledge, skills and abilities, as well as experience of independent activity and personal responsibility of students, which determine the quality of educational content. However, improving the quality of education should not be at the expense of an additional burden on students, but through the improvement of forms and methods of education, selection of educational content, through the introduction of new educational technologies. That is why, in order to achieve these goals, it is crucial to master the information tools for the formation of educational skills of students. The contradiction between the theoretical and practical level of network and electronic resources use for solving educational and cognitive problems in history lessons reveals the need for critical analysis of the validity, reliability and impact of information and data available through digital means, as well as moral, safe and responsible approach to the use of these tools. Such contradiction makes this research relevant to analyze the possibilities of using the various resources on the purpose and level of complexity of the Internet resources necessary for the successful realization of the information competence of the subjects of education in history lessons. The article analyzes the authors’ research on training in cooperation with the Internet technologies use and the essence of innovative educational technologies. A general overview of the online environment (official resources of scientific institutions; specialized historical resources; Internet encyclopedias, resources of libraries, online media for education and upbringing of children, personal websites, sites of museums, etc.), which allows to deepen the content of history teaching, providing it with new characteristics, forming practical skills of working in the field of history. The leading part of the article is the method of analysis, which makes it possible to identify the main characteristics of online resources, features of information content, selection of thematic sections, the content of which can be implemented in the process of teaching history. The result of the study showed that the Internet has didactic properties that provide additional educational services for subjects of training, in particular, access to catalogs of the worlds best libraries, in the world’s databases and knowledge bases; make new organizational forms and methods of learning – distance learning, network, didactic, educational games, the method of telecommunications projects, etc.