Historical didactics in specialized schools: features of transformation
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Abstract. The aim of this article is to scientifically substantiate the key features of the transformation of historical didactics in modern Ukrainian upper secondary (specialized) schools. Based on an analysis of thematic sources and personal teaching experience, the author generalizes approaches to teaching historical disciplines in the senior classes of a gymnasium in Cherkasy. The focus is on changes in teaching methodology, as well as specific aspects of the curriculum – particularly the educational and instructional activities of history teachers, including values, didactic goals, methods of achieving them, and participation in scientific and educational projects. The article provides a detailed analysis of the materials presented at the IV All-Ukrainian Online Conference «Innovative Practices in Scientific Education», which took place in December 2024. As a direct participant, the author incorporates not only published materials but also additional theses and conclusions that became the subject of active discussion. Scientific novelty. The article examines the experience of teaching historical disciplines in upper secondary (specialized) schools in European countries, particularly in Central and Eastern Europe. It highlights differences in teaching approaches shaped by national identity and historical memory, which can influence the interpretation of modern history. Among other aspects, the article examines the challenges of objectively justifying and evaluating complex historical phenomena such as national liberation movements, ideological and armed struggles for Ukrainian statehood during and after World War II. Conclusions. The article offers practical recommendations for improving the methodology of teaching history in specialized schools. The author suggests a broader application of the European concentric approach to history education while adapting it to the Ukrainian context. The importance of considering the societal role of historical knowledge and its function in the information space is emphasized. Particular attention should be paid to issues of historical memory, the threats of disinformation, and fake news. Based on the conducted analysis, the author concludes that the reform of historical didactics in Ukraine’s specialized schools should proceed gradually, following an evolutionary development model.
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References
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