The Use Of Vr-Technologies In Humanities Education At School

Abstract

This article discusses the problem of forming an idea about the possibilities and limitations of introducing virtual reality into the educational process for teachers of the humanities. Since the experience of using visualization is more elaborated and organically fits into the teaching of natural sciences, special attention is paid to understanding the differences and the specifics of these areas in the field of goals and methods of using virtual reality. Methods of analysis of pedagogical literature on research issues, experiment and polling method were used. The study was conducted in February-March 2020. Teachers (N = 44) took part in the study, teaching History, Russian, Foreign languages, Literature and other subjects in the cities of Veliky Novgorod, Vyksa, Pavlovo, Nizhny Novgorod, Moscow, Prokopyevsk at the levels of primary and secondary general education. The article analyzes the guidelines of modern visualistics to include them in the target part of the lesson development. The study revealed that in general, teachers positively assess opportunities, especially for project activities. Despite the abundance of existing platforms and programs, even teachers who positively assess the capabilities of VR for conducting lessons know few (14%), suitable for their subject, and 68% do not know the content as a whole. The article describes the authors' experience in using VR in educational activities, which can serve as a primary guide for teachers in setting goals and identifying the first steps to introduce technology into the educational process.