METHODOLOGICAL FEATURES OF THE USE OF HISTORICAL SOURCES IN HIGH SCHOOL (ACCORDING TO THEORY)

Abstract

Abstract

In the context of contemporary educational requirements, history teaching is viewed not as the mechanical transmission of facts, but as a means of developing students’ critical thinking, analytical skills, and historical empathy. This article aims to provide a theoretical and practical justification of the methodological features of using historical primary sources in the process of teaching history in upper secondary school.Within the framework of the study, staged approaches to working with both primary and secondary sources are analyzed, ranging from simple reproduction of information to evidence-based analysis and the construction of students’ own interpretations. The article also highlights trends aimed at achieving learning outcomes and developing key competencies defined in the State Standard of General Education of the Republic of Armenia. In particular, it is argued that research-based work with primary sources contributes to the development of students’ self-awareness, civic consciousness, and media literacy. The methodological model presented in the article is based on international concepts of historical thinking and proposes a system of questions for the external and internal criticism of sources. It helps address the methodological gap in the Armenian educational system and supports the transition toward competency-based education.