DIDACTIC ASPECTS OF FORMING INDEPENDENT WORK SKILLS OF SCHOOL STUDENTS IN HISTORY LESSONS

Abstract

This article examines innovative methods for organizing independent cognitive activities in history lessons that foster students’ interest and enhance the educational process. The purpose of the research is to analyze the didactic aspects of forming school students' independent work skills in history lessons within the framework of the competency-based approach of the New Ukrainian School. The authors examine the methods and forms of organizing students' independent work, which contribute to the development of their cognitive and intellectual abilities, as well as increasing their level of activity in learning. The main advantages of various types of independent work, which can be used to stimulate communication skills, analytical thinking, and creative potential, are identified. Special attention is given to the importance of forming critical thinking, the ability to work with different sources of information, and applying acquired knowledge in practice. The state of students’ abilities in independent work during history lessons is assessed. The article proposes improvements to the methodological and practical tools for organizing the educational process. It is concluded that the proper organization of independent learning work is one of the most effective methods for enhancing teaching effectiveness and increasing student engagement in schools. Taking motivational factors into account, three levels of independent work skills development in history lessons are distinguished: reproductive, productive, and creative. Among the technologies and forms of organizing independent learning, active and interactive approaches play a priority role in fostering critical thinking, initiative, and creativity. In the modern history lesson framework, the formation of independent work skills occupies a crucial place, as students develop competencies most effectively through their own motivated learning and cognitive activities.