Early Manifestation of Historical Thinking in Primary School Pupils and its Diagnostics
Khodjaev B. Kh
Khodjaev B. Kh, Doctor of Pedagogical Sciences, Professor, Tashkent State Pedagogical University Named After Nizami, Tashkent, Uzbekistan.
Manuscript received on 20 October 2019 | Revised Manuscript received on 25 October 2019 | Manuscript Published on 02 November 2019 | PP: 3857-3861 | Volume-8 Issue-2S11 September 2019 | Retrieval Number: B15110982S1119/2019©BEIESP | DOI: 10.35940/ijrte.B1511.0982S1119
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This article outlines the early manifestation of historical thinking in primary school pupils and its diagnosis. Historical thinking is a concept that expresses the essence of man and his world as a historical being. Development of pupils’ historical thinking is determined by an integrated characteristics of interconnected historical consciousness, historical knowledge, historical memory and historical worldview. In the development of pupils’ historical thinking, the main didactic parameter is paying particular attention to strengthening cooperation between the “teacher – pupil”, “pupil – pupil”, “pupil – historical object”, as well as integration of possibilities of courses like “Reading”, “The ABC of Ethics” and additional courses like “The ABC of History” and “Journey to the World of History”. It is advisable to organize pupils’ independent learning activities as the main criterion for developing primary school pupils’ historical thinking, assessing its results, identifying possible difficulties and ways to eliminate them, developing the ability to realize the sphere of their interests and associating them with achievements in learning activities and personal qualities.
Keywords: History, Thinking, Historical Thinking, Technology, Pupil.
Scope of the Article: Social Sciences