TEACHING EU HISTORY IN HIGH SCHOOL

Abstract

The goal is to analyze the peculiarities of teaching the history of the European Union in high school.

The research methodology was based on activity-based, competence-based, and person-oriented approaches to learning history. General scientific methods of analysis and synthesis, generalization and comparison are used for a comprehensive study of regulatory and legal documents and scientific and pedagogical literature; to study individual examples of educational initiatives that are effective in teaching the history of the EU, the case study method is used.

Scientific novelty. The problem of teaching the history of the European Union in high school has received an in-depth study. For the first time, personal practices of teaching the history of the EU in 10-11 grades in lessons, as well as in extracurricular activities (from the experience of working in the Chernihiv Regional Scientific Lyceum and cooperation with the Small Academy of Sciences) have been summarized for the first time.

Conclusions. In the process of research, it is substantiated that learning the history of the EU in high school can take place both within the educational components «World History» and «History of Ukraine», and during extracurricular activities. Given the relevance of European integration issues and the psychological and age characteristics of high school students, it is advisable to use interactive, research, personally oriented teaching methods and methodological techniques aimed at the development of creative and critical thinking. This approach will contribute to the formation of general and subject competencies. Further research prospects are related to the development of this issue within the integrated course.