Žodinė istorija ir jos vaidmuo moksleivių ugdymui(si)

LTStraipsnyje nagrinėjami žodinės istorijos taikymo bendrojo lavinimo mokykloje aspektai. Remiantis užsienio autorių publikacijomis siekiama bendrais bruožais apibūdinti žodinės istorijos raidą bei sampratą. Aptariama žodinės istorijos specifika ir kiek ši istorijos tyrimo kryptis yra aktuali mokiniams. Pagrindinis publikacijoje nagrinėjamas klausimas – kokią naudą mokantis istorijos bendrojo lavinimo mokykloje teikia žodinė istorija moksleivių žinioms plėtoti(s) ir gebėjimams ugdyti(s). [Iš leidinio]Reikšminiai žodžiai: Istorija; Mokiniai; Moksleiviai, ugdymas, žodinė istorija, istorija, įgūdžiai; Įgūdžiai; Žodinė istorija; History; History, oral history, pupils, development, skills; Oral history; Pupils; Skills.

ENThe article investigates some aspects of the application of oral history teaching in secondary schools. On the basis of the publications by foreign authors, the author of the article aims to characterize the conception and development of oral history. The essence of oral history is interviewing people by a historian (or some other person). Oral history gained popularity in the 5th–7th decades of the 20th century in the USA, Great Britain, later – in some other countries. This method was mainly applied while investigating life histories of people from lower social groups. Therefore, oral history acquired the image of "people’s history", "leftist" or democratic history. The article discusses specific character of oral history and its relevance to pupils. The major issue analyzed in the article is the importance and relevance of oral history teaching for the expansion of pupils’ knowledge and the formation and development of their skills. The author emphasizes a significant educational role of oral history. First, it helps pupils to expand their knowledge about past events which they cover during their history lessons; second, oral history helps pupils to develop research skills; third, it adds to the elaboration of the writing skills; fourth, it develops pupils’ critical thinking; fifth, oral history involves pupils into the process of history learning; sixth, it helps pupils to establish personal links with the past and the life of a local community; seventh, oral history encourages the development of interpersonal communication and contacts. [From the publication]