Oleksin Y. The Methodological System of Differentiation in Teaching History In High School

This thesis defines the theoretical and methodological bases of the problems of the differentiated teaching research of high school students, gives the analysis of the relevant conceptual and categorical apparatus, describes the psychological and pedagogical foundations of differentiated teaching history of high school students and determines the peculiarities of the introduction of the differentiation in terms of profile education. The author highlights the historiography of the problems of differential teaching in psychological and educational, historical and methodological literature, describes the theoretical and practical approaches to the implementation of inner and external differentiation in teaching history, grounds organizational and regulatory principles of the differentiated teaching in the high school practice It is identified and justified the components of the methodical system of differentiation in teaching history in high school, formulated the goals, objectives and content of teaching history in high school in term of level differentiation, divulged the essence of the differentiated forms, methods and means of teaching history in high school, it is characterized the level differentiation approaches to the results of competence oriented teaching of history in high school. The study characterizes the state of differentiation in the mass practice of teaching history in high school, describes the method of implementation of the differentiation system in teaching history, the progress and results of the forming experiment from its verification.