COMPETENCY-METHODICAL MODEL OF FORMING HISTORICAL THINKING IN HISTORY EDUCATION: WORKING WITH SOURCES, CONTEXTUAL ANALYSIS AND ARGUMENTATION STRATEGIES
Keywords:
History teaching methodology, historical thinking, competency-based approach, source work, contextual analysis, reasoning, historical interpretation, critical thinking, historical literacy.Abstract
The article examines the formation of historical thinking in history teaching methodology through the categories of competency-based learning, source-based reasoning, contextual analysis, historical empathy, causality and historical interpretation. The author interprets a history lesson not as a linear transmission of facts, but as a didactic system that guides learners to select, verify, compare and interpret historical evidence and formulate reasoned conclusions. The study analyzes legal and curricular documents, international concepts of historical thinking and local pedagogical experience. As a result, a five-stage model is proposed: formulating a problem question, identifying sources, reconstructing context, corroborating evidence and writing an argumentative conclusion.
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