IMPROVING THE ANALYTICAL AND REFLECTIVE ACTIVITY OF FUTURE HISTORY TEACHERS THROUGH DIGITAL RESOURCES
Abstract
The article investigates the pedagogical problem of improving the analytical and reflective activity of future history teachers through the purposeful use of digital resources in higher education. The study focuses on the didactic potential of digital history, electronic archives, interactive maps, virtual museums, multimedia materials, learning management systems and other educational platforms. Analytical activity is interpreted as the ability of students to work with historical sources, verify their reliability, compare different interpretations, identify cause-and-effect relations, and formulate evidence-based conclusions. Reflective activity is considered as the student’s capacity to understand his or her own learning process, evaluate the effectiveness of selected sources and digital tools, recognize difficulties, and plan further professional growth. The article substantiates a methodological mechanism that includes the creation of a problem-based learning situation, selection and verification of digital sources, analytical processing of information, interpretation of historical data, and reflective assessment of the obtained results. The research also emphasizes that digital resources should not be reduced to illustrative materials only; rather, they should become instruments for developing historical thinking, information literacy, media literacy, metacognitive skills and professional self-improvement. The conclusion argues that the integration of analysis and reflection in digital history education is a significant condition for preparing competent, critical and innovative history teachers.
Keywords
digital history, history education, analytical activity, reflective activity, digital resources, electronic archive, interactive map, virtual museum, information literacy, source criticism, pedagogical competence, metacognitive skills.How to Cite
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