Abstract
The article analyzes the issue of teaching history in high school on the basis of educational historical cognition as a condition for students to master the tools for independent learning of historical and contemporary social reality and the ability to use historical knowledge in everyday life. The author substantiates the possibility of including methodological knowledge in the content of historical education for high school students; presents the structure of cognitive activity of students, reflecting the logic and procedures of scientific cognition; it is noted that methodological knowledge can be included in the process of teaching history both through the content and structure of the teaching material, as well as through the activity component of teaching.
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