Podręczniki do historii : 50 lat zmian

Abstract

Th e article depicts a problem of quality of students’ books prepared for grammar, secondary and high schools in last fi fty years. Authors of those books, as a result of political transformation, gained liberty for presenting information suitable to pupils’ age and their cognition abilities. A “teaching program basis” and individual teaching programs are now frames for every project of that kind. Nowadays, students’ books are written according to clues and solutions proposed by History didactics, i.e. combining in a inseparable way narration from the book with information drawn from other teaching methods. It should be emphasized that new students’ books for teaching History – in spite of few weak points – show current state of research in History and use present propositions of History didactics. Th ere can be found elements of new, narrative philosophy in History, especially a pluralism of truths. Students have a base for gathering information and preserving historical abilities from diverse sources of knowledge.