The structure of the teachingon the historical discipline

The article describes the concept of "Education", associated with the teaching of historical disciplines. Currently, there are high demands on the quality of students' knowledge. The use of various forms and methods of organization of educational process allows to increase the motivation of students, professional and practical orientation sessions and eventually achieve planned results guaranteed their professional pedagogical activities.

Modern information and educational technologies are becoming one of the most important school modernization tools. They facilitate the work of the teacher, allow to diversify the forms and methods of training, organize the learning process taking into account the personal characteristics of the student, as well as keep track of the specific educational outcomes, all of this has a direct impact on both the Education and the quality of student learning.

One of the criteria for assessing of quality of education is a teaching of the students. Education can be defined as the totality of the actual stock of knowledge in the subjects Maturity of substantive skills and abilities to learn.

If the Maturity of the skills to learn can be identified by a variety of diagnostic techniques, such as "Skills of the training activities", the actual stock of knowledge in the subjects and subject Maturity skills can be checked by means of tests of the teaching or diagnostic examinations.

Most of the researchers in the field of training measurement believe that the teaching tests must meet a number of requirements: compliance with the content of training, in one test should be presented one problem at this level, an unambiguous formulation of the task, the uniqueness the presence of the standard solution of the problem; objectivity, so the development of the tests should be handled by experts, which implies the need for a long qualimetricmonitoring and application of standardized gauges of the quality of knowledge and skills of students. The requirement of having of a clear answer to each question tests limits their field of application by tasks of reproductive nature, as tests with free answers are almost impossible to standardized assessment procedure is therefore less reliable and objective.

The level of training of the students directly depends on the efficiency of the organization of educational process in the classroom.

S.M.Vishnyakova in their work defines learning as preparedness for any kind of professional activity, possession of understanding of the essence, knowledge, skills and abilities required to successfully perform of tasks of specific content and level of difficulty [1].

A somewhat different definition of learning results in their work G.M.Kodzhaspirova. Education defines it as a result of training (organized or spontaneous), including both existing to date the stock of knowledge and developed methods and techniques of acquisition (ability to learn) [2].

An essential factor contributing to the impact of educational technologies on the quality of student learning, is to define themselves quality of formed indicators, at which is aimed the whole teaching process. In this context, we will build upon existing methods of teaching of the history approaches to the definition of system of historical information to be mastering. The first approach is represented in the schoolbookon the history edited of F.P.Korovkina.

As elements of historical knowledge of authors highlights the system of historical facts; history and space (perform localization function and ensure the establishment of temporal and spatial relations); historical images, representations of objects, people, the environment; an explanation of historical facts through the disclosure of their essence, through the establishment of a system of connections and relationships, through a system of historical concepts; methodological knowledge (a system of knowledge about the ways of knowledge of the past); elements of the evaluation of historical events and figures, knowledge assessment; knowledge of the science of history and source; ways of working with historical material.

The second approach is presented in the textbook "Methods of Teaching History" edited by S.A.Ezhova, where the elements of historical knowledge are highlighted historical facts, historical period, historical space, methodology, evaluation, historical sources, and methods of action. 

According L.N.Aleksashkina historical fact has systemic characteristics: historical time; historical space; historical movement. Historical time is represented by chronological categories: year, millennium era, period, phase, and actions correlating, comparing, determining of the duration and sequence, correlation of synchrony / asynchrony, it provides localization of the historical past in time and promotes the development of temporal orientation. Historical space is represented by the historical and geographical categories and actions on localization of historical processes in space. Historical flows reflect the activities of man and society in various fields of activity: employment, social, political, cultural, informativeand international, for their own development.

Summing up these approaches, we present the structure of studies on historical discipline (Table 1).

Thus, the content of history education can be represented by a system of historical facts, logical forms of thinking and other activities that provide knowledge of the history, value judgments, conclusions. The concretization of the goals and objectives of history teaching leads to the following conclusion. System of historical facts, theories represents the cognitive component of historical consciousness and indicates about the ability to navigate in the historical process. The operational component of the historical consciousness of the student contains a system of intelligent, mental strategies, action to ensure the processing and usage of historical information. Value-semantic component is a system of values, motives and meanings of studying history. For the successful assimilation of all these elements the teacher of history is necessary to use all the psychological and cognitive processes to contribute the formation of students' personal way of orientation in historical experience [3].

The development of cognitive component of historical consciousness can be detected using tests that detect the level of mastery of knowledge. The tests found tasks with open and closed answers. Test task consists of instructions, setting the text, answer options and correct answer. As jobs may be offered jobs correlation, grouping, selecting, and sequencing.

The main indicator of the development of the cognitive component of historical consciousness is the awareness that characterizes the human aspects of education that show when playing of historical experience.

The accuracy and completeness of reproducibility of people assimilated social experience are indicators of knowledge, by which we can judge about the depth of human erudition in any areas or private matters relating to historical phenomena.

Under the consciousness is meant the measure of the impact of assimilate them of historical experience, his ability to express his or her own attitude to themselves and to the environment. Consciousness is based on the comprehension and understanding by the human of an essence of digestible elements of historical experience. It manifests itself in the conviction of the subjects of assimilation in the truth of the reflected by their experience, that is, in the transition of social experience in subjective knowledge.

The operational component of historical consciousness can be estimated in terms of "skillfulness". Under the able understood measure of competenceprovides the use of historical knowledge and the establishment of relations, based on which is possible to carry out an activity through the application of their knowledge[4].

Skillful of people, based on knowledge, awareness and effectiveness, characterizes their education in terms of the ability to apply the obtained of social experience in his life.

Cognitive problems can detect an operational side of the historical consciousness and appreciate the ability to understand and to explain the historical process.

Diagnostic tools of value-semantic component of historical consciousness are a value judgment, which combines object of value attitude shown he reaction in the form of a value judgment. Value-semantic components of historical consciousness are determined through the "Effectiveness" category. Under the efficacy understood the measure of the impact of historical experience on the student attitude toward themselves and the historical past, the involvement in the practical implementation of the different aspects of their life. The main feature of effectiveness is the ability to respond in the light of the acquired knowledge.Acquired knowledge becomes for human a kind of evaluation "tool", which he uses in his life.People tend to explain what is happening, based on their knowledge, experience (in the first place, the internal data of nature, and affect the preconditions as it were automatically, i.e. without of the focus).Even when confronted with the contradictions between personal knowledge and observable phenomena, events, etc., people tend to react to them, first of all, on the basis of their knowledge. The resolution of such conflicts occur often painful, difficult, indicating that the "force" the effectiveness of knowledge as education human characteristics.

The effectiveness of knowledge is manifested in the activation of various aspects of human activity. The assimilation of historical experience leads to the growth of human belief in the truth of his knowledge.

Based on the above, are the following levels of historical consciousness of pupils.

The first at the level of historical events and facts reflect a system of historical representations ready assessment of historical events and personalities, localized in space and time. The student has the basic techniques of reproduction of historical facts in the logic of historical development.

The second at the level of historical phenomena reflects the basic mental operations related to the knowledge of the historical experience and its assignment taking into account individual characteristics of students. Students are able to choose a historical assessment, give detailed explanations and value judgments, to hold a dialogue with the past.

The third level at the level of historical processes associated with the development strategy of social behavior in different situations, as well as using historical experience in the system of solutions of vital tasks. The base level of historical preparation for primary school is the presence of historical concepts and skills to work with sources of historical information.The students at this level can have a mark from satisfactory to excellent. A satisfactory mark on the basic level may be set for a complete description of the historical events with obligatory spatial and temporal locality.The rating of "good" is put for the reproducing operation on the level of description of historical events with the use of historical concepts. The rating of "excellent" can be set for a detailed description of the historical process [5; 6; 7; 8].

The level of training of pupils detected by means of various types of control (testing, independent work, test work, dictations, oral responses, etc.).

Computer tests, as practice shows, are the only way of pedagogical measurements, allowing to obtain objective assessments of the level of training and to influence on the teaching process in order to create positive dynamics in the learning process. The use of computer technologies in the educational process requires serious consideration of new learning conditions. 

Table 1 The structure of the teaching students on the historical discipline 

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