The use of feature films and historical chronicles at various stages of the history lesson
Baranova Elena
student, Belgorod State National Research University, Russian Federation, Belgorod
Musaelian Elena Nikolaevna
Scientific Advisor,
Associate professor, PhD in Pedagogy, Belgorod State National Research University, Russian Federation, Belgorod
The article is devoted to the use of films and chronicles in the history lesson. The experience of using feature films and the results of research on the effectiveness of teaching history by using film viewing are the basis of our discussion. The result of this discussion was a positive statement about improving the quality of historical education by introducing chronicles to history lessons.
Keywords: film, history lesson, historical chronicle, feature film, efficiency, training.
In fact, only a small number of students initially show interest in a particular subject. Usually these are students who have skills in this subject. The rest of the students need to develop an interest in the subject or improve their level.
Learning is the process of acquiring knowledge. The traditional source of knowledge - the textbook is limited in its capabilities. Now the widespread use of watching various historical chronicles and feature films helps significantly in teaching. For a person living within the framework of modern civilization, the desire for visual perception of information is characteristic. Psychologists note that, for a modern person, the desire for visual perception of information is characteristic. Students perceive the visual range better than the text one.
Zakharova I.G. in the book "Information Technologies in Education", emphasizes the importance and necessity of using information technologies, "otherwise it is difficult to move on." Already now a large number of educational cognitive and developmental materials are presented in electronic form [5, p. 26].
In order to understand the main purposes of using feature films and historical chronicles, it is necessary to highlight the advantages of showing them in class:
•brightness and entertainment, which allows you to attract the attention of students;
•visibility and broadening of horizons: the opportunity to show what does not fit into the format of the classroom;
•development of universal "soft" skills that will be useful to schoolchildren in everyday life (the ability to watch and listen at the same time, concentrate on a specific learning task, develop mindfulness, etc.) [2, p. 17].
In a modern school that relies on the activation and intensification of the educational process, watching a movie is used in the following cases:
• as an independent for mastering the concept, theme and even thematic section;
• as part of a more general historical picture;
• as a lesson or part of it (introduction);
• as a technology of extracurricular work [8, pp. 131-133].
Based on this, the screening of the film in the process of teaching humanities leads to the following results:
•Increasing the level of use of visibility in the classroom;
• Improving class performance;
•Establishment of interdisciplinary connections
The historical chronicle is very diverse and can be classified according to different characteristics.
However, the teacher should not forget that pedagogical technologies are at the heart of any educational process. Information educational resources should not replace them, but help to become more effective. They allow you to optimize the teacher's labor costs so that the learning process becomes more efficient.
Here it is necessary to take into account typical pedagogical mistakes that reduce the effectiveness of the use of technical means:
a) insufficient methodological readiness of the teacher;
b) incorrect definition of the didactic role and place of audiovisual aids in the classroom, the discrepancy between the expressive capabilities of audiovisual means and their didactic significance;
c) unplanned, randomness of their application;
d) overloading the lesson with demonstration (listening), turning it into a visual-sound, literary-musical composition [4, p. 145].
Students are usually asked to study facts and dates from time frames covering different periods of history. However, there is a big difference between reading and studying a ready-made timeline and creating it yourself. Students can use watching a movie to create interactive graphs covering the material they need and want to study. Interactive timelines allow students to create graphical representations of events by entering the most important information for them.
And so we realized that the film is characterized by a number of features: information saturation, strong emotional impact on the audience, the pace of presentation of information from the screen, control of the perception process, integrity and completeness. Now let's look at the didactic functions of an educational film in the classroom: a source of new knowledge, a means of illustrating educational material, generalizing and systematizing knowledge, visual or visual-auditory support for subsequent independent work of students, an auxiliary tool for knowledge control. The vast majority of films can be used in various learning situations, depending on the goals and content of the lesson. So, holding a lecture on the topic "The results and significance of the Second World War" (11th grade), at this time it is possible to broadcast footage from the Soviet documentary "Berlin" (1945, dir. Julius Raisman) or the newsreel of the Victory Parade in 1945 in Moscow (1945, directed by N. Solovyov) [7, pp. 5-14]. Often the same film in different educational situations can be used to solve a variety of didactic tasks.
Thus, in modern society, new priorities for training students in a rapidly changing world are being identified. Among these priorities is the use of information and communication technologies (ICT), which, among other things, imply the study of history using visual technologies: feature films, video clips, educational videos. The use of new methods simplifies the teacher's work, but does not replace it in the history teaching system. The role of the teacher is extremely important when it comes to choosing visual aids and determining the method of their adaptation. The teacher must build a task structure that mobilizes the activity of students during viewing, controls the process of perception and requires mental effort from them.
References
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