CASE METHOD AS A WAY OF ACTIVATING VOCABULARY WORK IN STUDENTS WITH INTELLECTUAL DISABILITIES IN HISTORY LESSONS

Abstract

The article examines the problem of activating vocabulary work in students with intellectual disabilities in history lessons, determines the relevance of the problem, suggests using the case method as an effective way of learning new historical concepts and using them in history lessons and in other situations. Emphasis is placed on the activity basis of the case method and its practical significance, which consists in the development, correction and improvement of the work of schoolchildren with intellectual disabilities with textbook texts, adapted historical documents, sign systems, etc. Three types of cases from history are distinguished: printed materials (texts, documents, illustrations, tables, diagrams), multimedia materials (presentations, individual slides, etc.), video materials (excerpts of fiction, television and documentary films, etc.). The peculiarities of the case method as a way of teaching students with intellectual disabilities are highlighted (it involves the variability of answers, a certain number of views, emphasis on the joint activity of a group of schoolchildren, the teacher and students, work according to an algorithm). The universality of the case method, its tendency to integrate with other didactic methods (description, system analysis, problem method, conversation, classification method, didactic games, etc.) are emphasized. The structural component of the algorithm for using the case method in history lessons is given. The most important components of the specified algorithm are characterized: informing children about the goal and task, defining the problem and questions (tasks) for its solution, special propaedeutics, discussion, summarizing the results of the group’s work, the result of work on the case (text, picture, table, definition of the concept , performance, etc.). On a specific example, each component of the algorithm for activating vocabulary work in students with intellectual disabilities in history lessons is examined in detail using the case method.