Wokół dyskusji o współczesnej dydaktyce historii

Abstrakt

The discussion surrounding contemporary history didactics faces numerous challenges related to effectively conveying historical knowledge and developing various skills in the context of a changing society and dynamic transformations in education. Questions arise about teaching methods and tools, the role of technology, and the understanding of the past in the context of national identity and global issues. One significant issue is the evolving role and new functions of the history textbook. It is still the basic teaching medium, but in the light of the concepts of constructivism and connectivism, it is one of many sources helpful in constructing school knowledge. New forms of it are emerging (multibooks, educational platforms). Teaching methods are also changing. Increasingly, educators are turning to unconventional approaches, such as historical games. These games allow for the analysis of various scenarios, decision-making, and evaluating their consequences. They foster critical thinking and an understanding of cause-and-effect relationships in history. Moreover, they can serve as excellent tools for developing interpersonal skills, which are crucial in the context of professional work and solving everyday problems.