Modern historical science in the programmed teaching process

Abstract

Many problems concerning the teaching methods in history are not solved due to the late introduction of such methods in this science. The complex problems should be investigated with metodology used in psychology and pedagogy. The author pleads for the introduction of higher didactic systems (such as programmed and problem-oriented teaching) together with the usual leaching with demostration process used in the classroom. On the example of the textbook The His tory of South Slavs in the Medieval Times the author shows the manner of putting together of the articles according to the principles of programmed teaching taking into consideration the logic of modern historical science. The articles are full of problems so that we can talk about the programmed-problemoriented teaching. The content of the textbook is selected on the basis of the sample principle.
On the basis of clinical research the author established that the content of the textbook can lie mastered in approximately 14 school hours. The first testing in the teaching situation it was not possible to establish and conclude that the students with this completely new didactic means achieve better results than with the »traditional« teaching. T his is in agreement with the author's previous findings. Better results are achieved only after the period of adaptation. In the presented case it is significant that the student acquired the material all by themselves which con firms that the programmed historical textbook has a selfeducational function so it can serve as a basis for the development of methodological skills and the introduction of higher didactic systems. New experiment shows that the programmed teaching in history curriculum can already give good results in the sixth grade of secondary school.