Experience of self-identification processes design in the school historical education

This article presents an experience of self-identification processes design at history lessons in a Tomsk school. This experience is set out in a summary form and includes: justification of the choice of the design of education forms as a technological base of teaching self-identification, the draft definition of the "socio-cultural identity" concept and its key features, description of the basic technological units, the list of intended results. In modern school historical education one of the key objectives is the development of identification culture. It is expected that the development of self-identification competences should be organized in the study of the past as a process of self-determination of a student in the broad field of social identities. The key competencies students are to master are skills of establishing their belonging to certain social groups and justification of the value of this belonging. The first experiments on the formation of self-identification competencies in school history education are interesting, productive precedents of implementation of new educational orientations. However, it is necessary to note the specific feature of these precedents, the main emphasis is made on the organization of individual scenarios of the formation of identities and yet little attention is given to the expanded use of modern educational technologies. From the list of currently known and widely used educational technologies in our case we would like to draw attention to the possibility that the project technology represents for identity culture formation. The attitude to reality as the subject of design typical of project technologies, in our opinion, opens ample opportunities for the participants of education to build their own identity. It seems that the basis of self-identification study should be based on a design by the teacher and the students of the processes of creation and development of small study groups, as well as on reflection of this activity. Involvement of students into the work of such groups, experience and rethinking of this activity allows the participants of education to develop the competencies of socio-cultural identity on three known levels: cognitive-semantic, emotional and value, and activity. During the development of self-identification competencies the team members design and remodel their own identity. Technologically, the self-identification process design at history lessons can be arranged as a project cycle within a topic. The cycle consists of three units: 1) manifestation and co-organization of the primary senses of the material and the formation of small study groups for their implementation; 2) development of project ideas, collection of the material, preparation and presentation of mini-projects by the groups; 3) organization of group reflections and analysis of the overall work of the class in the project cycle.

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