Application of the denotation graph in the study of the discipline “History”

The article describes the importance of the denotation graph method in the educational process in the study of the discipline “History”, the role of this graphical model in the formation of universal learning activities and meta-subject competencies, the variability of the use of the denotation graph in different forms of lessons: in the lesson of generalization and systematization of knowledge, in the lesson of learning new material, in the lesson of knowledge improvement, skills and their application in various forms of organizing students’ learning activities: frontal, individual, and group. The published work experience is based on the idea of the dependence of the learning outcome on the structure of the educational material and the organization of cognitive activity, the nature of mental operations of students. The intensification of learning is possible on the basis of graphical models of educational material through the creation of conditions for the mental development of all students with any individual data, through the development of a system of educational tasks of different levels of complexity. The technology is based on search–based educational and cognitive activity, promotes the qualitative assimilation of educational material, forms motivational and emotional spheres. The use of graphical models is associated with the use of information and computer technologies, which also bring variety to educational work. The purposeful analysis of information, given by the denotation graph, helps students form a holistic, comprehensive, reasoned view of the problem. The article reveals the methodological basis for the use of graphical models: P.J. Galperin’s theory of the phased formation of mental actions, the doctrine of A.N. Leontiev’s activity, and L.S. Vygotsky’s doctrine of the “zone of proximal development”. The theoretical concepts of these scientists are also given attention in this article.

The article considers an example of using the denotation graph in a history lesson when studying the topic “Socio-political development of the Russian Federation in 1992-1993.” How this technique can be used to develop the student’s intellectual abilities, help him understand the material and learn the connection between different concepts.

The use of denotation graphs in the lesson is especially relevant in connection with the requirements of the new Federal State Educational Standards, since it allows students to simultaneously offer a fairly large amount of material and form the necessary universal learning activities.

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