Material and Recognitive Structures of History, with Regard to Teaching-process

Abstract

Revealing and understanding of the inner structural elements in the teaching of history at the degree of »directed« schooling (9th—10th schoolyear) have been indispensable. That makes possible a better understanding of material recognitive phenomena, as well as it has a great educational-didactic value. Selection and disposition of a teaching-matter have more important relevance and they demand larger consideration of new didactic principles.