Methodological development “Working with concepts and terms in a history lesson”

Methodological development of a lesson on the history of the Ancient World

During the classes

Stage I. Introductory and motivational part

Hello guys. Today is a beautiful day, we are in a good mood. I'm glad to meet you. I think we will succeed.

Our lesson today will be unusual! We will go on a journey to a distant, mysterious country, but try to guess which one for yourself.

But before we travel to a new country, let's remember:

1. Which countries of the ancient world do you already know?!

(students’ answers - Egypt, Mesopotamia, Phenicia, etc.)

2. Distribute concepts according to the countries to which they belong.

1. Where was Egypt located?

2

. What is delta?

3. What was the name of the ruler of Ancient Egypt?

4. In which countries did Pharaoh Thutmose III and his army make campaigns?

5. What were houses made of in Egypt?

6. What did they write on in Egypt?

7. What is the name of writing in Egypt?

8. Egyptian tomb?

9. What was the name of the state that was located between the Tigris and Euphrates rivers?

10.What did they write on in Mesopotamia?

11. What is the name of writing in Mesopotamia?

12. How many letters are in the Phoenician alphabet?

How difficult is the Phoenician alphabet? (there were no vowels)

It must be said that all alphabets in the world, including our alphabet, originated from the Phoenician and Greek alphabet.

13. What kind of fame - good or bad - went about the Phoenicians?

(Bad thing, they didn’t hesitate to rob - they landed on the shore and robbed the defenseless population).

Well done boys! Now I see that you are ready to travel to a new country!

Stage II. Organization of educational activities of students

Please pay attention to the screen (presentation Nature and People of Ancient India.ppt)

What distant country do you think we will go to today, what will we talk about? (about India)

Right! We are going to the ancient mysterious country of India!

The topic of our lesson is “Nature and people of ancient India”

The purpose of our journey: to get acquainted with the nature, activities, and religious beliefs of the inhabitants of Ancient India.

During the excursion, we need to solve the problem: “Why did the ancient Greeks call India a “magical, fairy-tale country”?

And we will go to India not as simple students, but as real researchers!

The class is divided into 4 groups. Each group receives guide sheets and an answer form. In addition to the guide sheets and answer forms on the table, you have a history textbook for grade 5)

15 minutes are allotted to complete this task, soft music sounds
2 Indian-melody-Calm-music (muzbaron.com).mp3
Teacher

. At the end we should have a booklet with your observations.

The teacher walks around the groups, helps with the task, advises, and complements.

So, dear researchers! Time is up. Let's put everything aside and listen to our colleagues! But you don't just have to listen, you have to fill the cluster.

Methodological development “Working with concepts and terms in a history lesson”

Stremenetskaya I.S. Methodological development “Working with concepts and terms in the history lesson” // Sovushka. 2020. N1 (15). URL: https://kssovushka.ru/zhurnal/15/ (access date: 10.10.2020).

Order No. 229747

APPENDIX: Appendix to the methodological development “Working with concepts and terms in a history lesson”

Successful acquisition of knowledge in history is impossible without mental activity. And the concept is the basis of mental activity. History is a science, a system of knowledge, and in order to understand the logic of the historical process, the interconnection of events, in order to learn to make judgments and draw conclusions, the student must master conceptual thinking, know and be able to use concepts [1].

I think that there is no teacher who would not encounter in lessons, in individual or group lessons, the problem of terminological illiteracy of students, difficulties in defining certain scientific terms, in understanding their essence, as well as in the free use of terminology in educational and research activities. In order to safely pass the riffs of the Unified State Exam or the Unified State Exam, the person taking the exam is just as, if not more, interested in an accurate understanding of a particular term. Children (and sometimes adults) often confuse concepts. There are a lot of such concepts in history. For example, when the word “order” is heard, an association arises with a document, and the Zemsky Sobor with a temple.

Of course, you can stock up on a huge number of dictionaries of historical terms and, for the lesson, mechanically memorize those concepts that are necessary for this topic. But rote learning is fleeting. And we need to achieve a thoughtful understanding of the term [2].

In the methodological literature you can find many techniques for working with concepts. For example:

1. “The fourth is odd” (exclude one word from four, independently determining the basis on which the other three are combined).
2. “Continue the series” (two or three words are written, the student guesses the principle (basis) by which they were selected and demonstrates his understanding by selecting the appropriate word).
3. You need to make a sentence with the term you are checking (or, with a certain number of terms, make a story). The appropriateness of the use of the word and understanding of the context are checked.
4. Among the proposed phrases with the terms being checked, the student must find the incorrect ones, cross them out, or mark them with different colors.
5. Compose your own crossword puzzle. The simplest type of crossword: one word vertically, the rest horizontally, moving away from it parallel to each other. The same technique - creating a chain word (the last letter of the first word is the first letter of the second); Students can compete to see who can make the longest chain or the most interesting figure made from this chain.
6. A text is given with missing terms, under it is a list of concepts, they must be inserted in the right place in the text (options: the list is redundant, you need to select suitable words, or the words are given in the nominative case, and if necessary they must be declined, the ending changed, etc.)
7. Establishing a hierarchy: among the proposed words, the student must select the number of the most important ones in a given topic indicated by the teacher, and explain his choice.
8. Distribution: a list of concepts, names, titles is given, they must be distributed into groups of homogeneous words.

However, “...you cannot adopt someone else’s experience, the task is to extract an idea from experience” (“Aphorisms and Reflections”, people’s teacher Yuri Ivanovich Latyshev) [3].

After analyzing the experience of others, I extracted an idea that I want to present to you, dear colleagues.

Methods and techniques for working with terms

Working with terms in history lessons can be carried out at all stages: when studying new material, consolidating it, testing knowledge, skills and abilities.

The teacher should carry out terminological work in the system unobtrusively, that is, in combination with those methods and techniques that form the knowledge of students. This is necessary especially in cases where a large number of terms are introduced in the lesson.

Students are taught how to work with concepts mainly through exposure to new material.

By writing down a concept, students practice its correct spelling, pronunciation, and memorization, which helps to establish connections between different types of memory.

Let me give you an example of working with the concept of “estate”. (History of Russia, XVI-XVII centuries, 7th grade, E.V. Pchelov, P.V. Lukin)

Step 1: Write the definition.

Estates are groups of the population that differ in their rights, privileges (or lack thereof) and responsibilities. (working with the textbook)

Step 2: Highlighting key words that will help you remember the definition

groups

rights

privilege

responsibilities

Stage 3: read the definition carefully and repeat it to yourself, closing your eyes (with their eyes closed, the guys reproduce what they wrote in their notebook)

Words isolated from the definition that are familiar to the children will help seventh-graders consciously remember the term.

Stage 4: composing the crossword in reverse

Assignment: all words characterizing the definition must find their place. You can complicate the task: choose words that characterize the concept, but are not indicated in the definition. There is no need to make up questions for words, that’s why the crossword puzzle is the opposite.

Annex 1

So, the above examples of working with terms when studying new material show that they organically fit into the process of concept formation and contribute to their better assimilation and memorization of terms.

Terminological work begun when studying new material should be continued when it is consolidated. Since not all the material on the topic of the lesson is reinforced, but only the main, leading concepts, then, naturally, a selection of terms occurs. Giving tasks that determine how clear and mastered the new material may include special techniques aimed at working with terms and helping to clarify specifications, consolidating in memory the basic concepts of the lesson and the terms denoting them.

Comparing diagrams and filling out tables are effective techniques for working with terms when consolidating knowledge.

Such a task should be included in homework - this is an important part of the learning process, which contributes to the assimilation and specification of educational material, helps to develop independent work skills, and increases the cognitive activity of students. Given the challenges of learning in a modern school, it is ineffective to give assignments that require simple reading of the material or retelling. Homework should be logically linked to the material being studied and to the learning objectives.

Stage 5: Working from home

The concept of “estate” is key in the topic “The social system of Russia at the beginning of the 16th century.” I propose to consider the classes of Russian society and fill out the table:

When filling out the table, the guys must use not only words, but also pictures that, in their opinion, are associated with the concept.

In the next lesson we start with the concept of “class”. Using the table, we present the main classes, giving a brief description of each of them.

Appendix 1. Student works. "Estates"

Appendix 2. Student works. "Monarchy"

Check of knowledge

I offer options for checking the mastery of the topic “The social system of Russia at the beginning of the 16th century”:

1. Match the concepts and definitions.
2. "Terminological Lotto".

The survey is carried out using “game” cards with question numbers and barrels. The teacher takes the barrels out of the bag one by one and tells them the question number. Students who have a drawn number on their card must answer the question posed.

As a rule, all questions to which students need to give an affirmative or negative answer begin the same way: “Is it true that...”. Questions for testing can be drawn up by the teacher himself, or such a task can be offered to several students in advance. For the lesson, the teacher should prepare “game” cards for students’ answers and a presentation based on the questions compiled.

Examples of questions on the concept of “class”:

Is it true that classes are groups of people who are no different from each other?

Is it true that princes and boyars are patrimonial landowners?

Is it true that after the end of their service, the nobles were left with land holdings?

Is it true that the concepts of nobles and landowners are of the same order?

Is it true that the clergy was divided into white and red?

Is it true that the urban population consisted of merchants and townspeople?

The number of such questions varies from 10 to 20 depending on the class and its level of preparation.

One-time communication with terms does not give positive results, therefore, when carrying out terminological work, the teacher must remember that the desired effect can be obtained by systematically working with terms, and not from case to case, and in a combination of various techniques.

Thus, in different types of lessons, you can use different methods of terminological work, and they act not as an end in themselves, but as methods that primarily contribute to the development of students’ mental activity, the assimilation of concepts and, of course, the memorization of the terms themselves.

Efficiency

At the beginning and end of the school year, I conduct a test in the form of a test in order to obtain material for assessing the systematic work on the formation of a conceptual apparatus.

Thus, based on the results obtained, we see that targeted work with terms in history lessons has a positive effect on improving the quality of students’ knowledge and is one of the conditions for increasing understanding of historical events, phenomena, and processes.

Literature:

1. Vyazemsky E.E., Strelova O.Yu. How history is taught today: theory and methodology: a course of lectures for distance learning.
2. Stepanishchev A.T. History Teacher's Guide
3. Latyshev Yu. Aphorisms and reflections.
4. Website of the publishing house "Russkoe Slovo". URL: http://www.russkoeslovo.ru.

History lessons

Competition works:

Competition winners:
Winners in the nomination: “Poetry”
1st place:
Link of times (Alla Latulina)
2nd place:
Crusaders (Mikhail Yaroslavtsev)
3rd place:
Russia (Sergey Tikhy)

Winners in the category: “Prose”
1st place:
The Story of Three Disappointments (Vadim Ionov)
2nd place:
Ivanov (Maryin)
3rd place:
When Colonels Cry (Violetta Viktorovna Basha)

Conditions of the competition:

1. Poems must contain no less than 12 and no more than 60 lines. 2. Prose must contain no less than 2000 and no more than 6000 characters with spaces. 3. Poetry and prose must reflect the theme of the competition. 4. Competition entries that do not meet these conditions will not be considered by the jury.

• Competition name: “History Lessons”
• Nomination: “Poetry”
  ;
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• Start date for accepting competition works:13.09.2016
• Closing date for accepting competition works:14.10.2016
• Voting date for the best works:15.10.2016 — 29.10.2016
• Completion date of the competition and summing up the results:30.10.2016
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• The winner is determined by counting votes.
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• Voting for the best works takes place on a 10-point system.
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1800 isroubles + gold account for 2 months
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Competition results:

Final table of the competition (“Poetry”)

If there is an equal number of points, the victory is awarded to the author with the higher rating.
Final table of the competition (“Prose”)

If there is an equal number of points, the victory is awarded to the author with the higher rating.
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