Methods of working with historical pictures in history lessons
Tischenko Kristina
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 one of the most famous and effective methods aimed at the harmonious development of students, which is the use of historical pictures in history lessons. Canvases depicting historically significant figures, events, etc. play an important role in the lesson. Pictures act as a visual support, evoke certain feelings and emotions in students, and represent a storehouse of new knowledge. Historical paintings are an assistant in the case when it is necessary to restore the completeness of the image of a particular era.
Keywords: painting, history lesson, history teaching methodology, teacher, visualization.
The use of historical pictures in the history lesson has a number of advantages. Firstly, pictures are a visualization, thanks to which it is much easier for students to memorize educational material more effectively, to form a personal opinion about a particular historical event or historical person. Secondly, thanks to the use of pictures, students seem to “pass through themselves” the depicted events, which makes it possible to fill the learning process with emotional content. Thirdly, students develop imaginative thinking and form their own moral position.
Pictures that are used in history lessons are divided into two types:
1. Educational pictures (similar to study guides);
2. Artistic works, that is, works of art.
Since pictures help students get the most vivid idea of the event, era, personality being studied, it must necessarily correspond to the curriculum, textbook and age range of students. The teacher needs to use during the lesson only those pictures that most reliably and clearly show historical events. Do not use those canvases that are not included in the school curriculum [1, pp. 23-27].
The pictures used in the history lesson are divided into:
1) Event, i.e. reflect some specific, key event in history. Such pictures, as a rule, must be accompanied by a colorful story from the teacher, it is possible to involve students in a conversation;
2) Typological, i.e. reflect events or facts repeatedly repeated in history. These pictures must be shown to students, accompanied by a detailed conversation. Also in this case, it is possible to carry out any independent work;
3) Cultural and historical. Such paintings introduce students to everyday life, architectural monuments and their features. The teacher's story in this case should be like an imaginary excursion;
5) Historical portraits allow you to recreate the images of historically significant personalities. In this case, the teacher should acquaint the students with the life and work of the historical figure being studied [6, pp. 2-10].
Often, paintings fall into several of the above categories at once.
The teacher A. A. Vagin dealt with the problem of using pictures in history lessons [4, p. 431]. In his research, he identified the following ways of using historical pictures in a history lesson:
1. Combination of plot image and story;
2. Generalization of the material through the analysis of the picture;
3. Detailed study of the picture;
4. Informative series;
5. Emotional impact on students.
The methods of using a historical picture completely depend on the purpose of their application during the history lesson [7, pp. 3 - 7.].
A teacher who refers to visual methods in history lessons, namely the use of historical pictures, should keep in mind a number of recommendations regarding their application. Using historical pictures in a history lesson, it is necessary to take into account its content, compliance with the topic of the lesson [2, p. 80]. Also, the teacher must take into account the age of the students and their psychological characteristics; it is important to ensure that the historical picture is not a duplication of the illustrative material of the textbook. The teacher needs to pay attention to the story about the plot of the picture, taking into account the many nuances regarding feedback from students and reflection. It is important not to forget about the peculiarities of attention, perception of information and memory of schoolchildren, it is impossible to overload the lesson with visual aids. By following all the rules and recommendations, the teacher will be able to conduct a lesson that will arouse interest among students, due to which they will be able to more effectively memorize new educational material [9, p. 175].
Thus, a variety of visualization techniques makes it possible to make the teacher's work more efficient and any form of student activity more interesting. Visualization methods are universal techniques that give the teacher the opportunity to realize their ideas and the creative potential of students. They are relevant both for long-term design work and for intermediate testing of knowledge. But their absence can lead to a loss of motivation for children to learn, and teachers for teaching.
References
1. Abdulaev, E. N. Visualization and problem approach in teaching history / E. N. Abdulaev // Teaching history at school. – 2008. – No. 1. – pp. 23-27.
2. Benkliev, S. N. Explanations to the drawings of the textbook of the history of the ancient world for grades 5-6 of high school / S. N. Benkliev. – M.: Uchpedgiz, 1956. – p. 80.
3. Borzova, L.P., Dudarev M.I. Work with graphic visualization in history lessons and in preparation for the Unified State Examination / L.P. Borzova, M.I. Dudarev // Teaching history and social science at school. – 2015. – pp. 36 - 44.
4. Vagin, A. A. Methods of teaching history in secondary school / A. A. Vagin. – M.: Enlightenment, 1968. – p. 431.
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9. Kosova, G. R. Visual arts in teaching history / G. R. Kosova. – M.: Enlightenment, 1966. – p. 175.
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