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CNAA / Theses / 2008 / June /

Problem-solving in Teaching History, within the Context of Global Education

Author: Ilaşcu Iurie
Degree:doctor of pedagogics
Speciality: 13.00.02 - Theory and Methodology of Instruction (on disciplines)
Scientific adviser: Mihai Terinte
dr. hab. ped., prof.univ., Rusia
Scientific consultant: Gheorghe Gonţa
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga"
Scientific council:


The thesis was presented on the 12 June, 2008
Approved by NCAA on the 18 June, 2009


Adobe PDF document0.33 Mb / in romanian


CZU 37.016.046:51(043.3)

Adobe PDF document 0.74 Mb / in romanian
135 pages


Cognitive competence; problematical teaching; historical language/speech, critical thinking; historical thinking, universalisation of teaching, exercises with historical content, set of problems, didactic measure/step; application, situation – problem, elaboration of sets of problems, didactic technology, didactic strategy.


The investigation is devoted to the problem of development of creative abilities of pupils in teaching them History on the basis of reforming the curriculum in History of secondary and lyceum education – in condition of transition to a new paradigm of educational policy, determined by a new concept of teaching History in the Republic of Moldova.

The special feature of this investigation lies in the fast that it is based on a completely new didactic technology of forming the creative ability system on the basis of applied practical lessons.

The applied lesson structure elaborated in the course of the experiment grants an opportunity to establish didactic of designing creative tasks. The traditional practice of teaching history, which arose in the condition of a comparatively poor employment of psychological creativity in teaching history inevitably, generated a pattern. During the lessons only historical know ledge was assimilated thereby attaching a reproductive character to teaching. Rejecting this point the author of this investigation suggests a conception based on the following initial condition: whether studying History requires specific operations and creative thinking methods and if yes what do they consist of?

The employment of one or another operation of thinking (analysis, synthesis, comparison, and deduction) is sufficient to reveal compound parts of a subject of any historical phenomenon or process. The carried out experiment showed that in the process of a purposeful employment of applied tasks in History, we could succeed in forming a row of abilities including the creative ones.

The pupils can successfully cope with the applied tasks having rather complicated contents, if these tasks are dosed by separate operations and thereby the methods of thinking activity permits to form the purposefully the system of creative abilities.

Besides, a conceptual model of appreciation applied tasks effectiveness is shown in the investigation and practical recommendations are given to their working out.