FORMATION OF SYSTEMIC THINKING OF EDUCATION PROVIDERS IN THE HISTORY OF UKRAINE FOR ASSISTED BY VISUAL TRAINING

Abstract

In the article the peculiarities of the use of visual aids in the lessons of history of Ukraine with the purpose of formation and development of students of system thinking are analyzed.

A system is a category that means an entity organized as a whole, where the bonding energy between the elements of this object exceeds the energy of their bonding with the elements of other objects.

In the process of system thinking, the subject views the object of study as a system, distinguishing in it properties, relationships, laws, and more. System thinking allows to synthesize individual factual knowledge, phenomena, objects, processes, own experience into a single holistic vision of the world.

The question arises about directions and methods of formation of system thinking in the educational process. Based on our own pedagogical experience in teaching history in college, we can argue that the prevailing discrete, fragmented historical thinking in the young students. First of all, this, in our opinion, is an acute problem in studying the history of Ukraine.

One way to overcome this problem is to use visual aids in the educational process.

The use of clarity is one of the key principles of the pedagogical process. To teach the disciplines of the humanities cycle, the use of visual visual materials is essential. This is based both on the specifics of the training material and on the peculiarities of human perception: vision is the main way of obtaining information.

We made an attempt to visualize all the educational material on the history of Ukraine as a single system. During the work of creating a visual reflection of the course «History of Ukraine» as a system for the purpose of forming systemic thinking among students, we have structured the corresponding educational material.

Using such systematic visual material allows you to expand the range of educational activities in the classroom, offer tasks to determine the parallels between different periods, analyze the impact of events over a period of time, identify certain trends in individual periods, generalize their own understanding of the historical process and more.