METHODS AND MODELS OF APPROACHES IN THE HISTORY LESSON (MOLDAVIAN EXAMPLE)

Abstract

The study deals with the problem of general and national history in the didactic process of schools in the Republic of Moldova. It is very difficult to establish the semantic boundaries of national history. In 1812, when the Russian Empire annexed this territory, no national consciousness was formed. It would only appear in the 19th century, but the process that began in the territory of the Moldavian country did not take place in Bessarabia. In 1918, national consciousness was not formed in the region, as the Russian authorities did not allow the process of its formation. This situation persists to this day, and only time will tell what national consciousness will be in Bessarabia. Over time, more paradoxical situations arose.

The purpose of the article is to look at the situation surrounding the history of Moldova, those problems that hinder the free development of historical science and the implementation of certain aspects of it in the school curriculum, in order to educate the young generation with pride for their country, culture, past and future. The problems of teaching history that impede the definition of national history have been outlined and models have been proposed to overcome these obstacles.

The methodology of the study is an objective approach to the study of historical phenomena; deductive and inductive methods, synthesis methods, typologies and an empirical approach to the problem under investigation are used by way of detailing, generalization, analogy, etc. The study was based on the principle of objectivity and impartiality.

Scientific novelty: a topic has been explored for the first time and has so far been identified in other thematic frameworks. A new approach with original conclusions is proposed, which should facilitate the further use of national history as part of world history on history, and a solution to this situation is proposed.

Conclusion. Teaching of national history has many difficulties in the Republic of Moldova. And for this reason, there is also the problem of integrating national history into the general. However, national history has many glorious stages, and teaching them in educational institutions can bring the desired results to create models of upbringing for the younger generation in the spirit of glorious pages in our historical past.