Journal’s content № 2 2026

A.Yu. Morozov. «Teaching History at School»: The Beginning (A Review of the Collections «Problems of Teaching History in Secondary and Primary Schools»).
In 1916-1917, two collections of «Problems of Teaching History in Secondary and Primary Schools» were published. This article analyzes the scientific and methodological publications in these collections. It identifies observations made by methodologists in the field of history education in the early 20th century that are relevant today.
Keywords: journal, methodology, historical science, teaching history at school.

N.V. Grishina. Historian Ivan Matveevich Kataev (1875-1946): scientist, methodologist, editor.
The article is dedicated to the historian I.M. Kataev and his role in the formation of a specialized journal for teaching history. The article presents the main stages of the life path of I.M. Kataev. Particular attention was paid to the work during the Great Patriotic War at the Magnitogorsk Pedagogical Institute and the defense of a doctoral dissertation in 1944. The appearance of Kataev as a methodologist-historian was reconstructed on the example of his publications and reports of the beginning of the 20th century, when he formed his view of the school curriculum in history, which was based on a scientific approach and systematization of material.
Keywords: I.M. Kataev, methods of teaching history, historical science, journal, dissertation.

Yu.V. Druzhinina. «Persistent struggle for quality work…»: the author’s corpus of the journal «History in Secondary School» / «History in School» (1934-1936).
This article examines the professional backgrounds of the authors who contributed to the formation of the Soviet historical education system through their publications in the journal «History in Secondary School» / «History in School» (1934-1936). The study reveals that the journal’s contributors included scholars specializing in history and archaeology, experts in pedagogical science, schoolteachers, and professionals from museums, libraries, and archives. Notably, some articles lack identifiable authorship, suggesting that individual attribution was not a priority for the editorial board. The journal appears to have been conceived as a collectively authored platform serving the ideological aims of the state. Nevertheless, it played a crucial role in establishing a unified content and methodological framework for history education in the USSR, blending scholarly and practical approaches.
Keywords: journal, author’s corpus, teaching history at school.

E.I. Schulepnikova. The journal «Teaching History at Schools» in the first post-war year: history and methodology.
In 1946, the journal «Prepodavanie istorii v shkole» («Teaching History at School») began publication under its current name. This article analyzes its scientific and methodological publications for the first post-war year.
Keywords: journal, methodology, historical science.

D.V. Kuzin. «Methodological discussion» (1954-1957) in the journal «Teaching History at School»: lessons and perspectives.
The article reveals the content of the methodological discussion that took place on the pages of the journal «Teaching History at School» from 1954 to 1957. The approaches to determining the scientific status of history teaching methods, the question of the place and role of methodological theory and the structure of the curriculum on history teaching methods for higher educational institutions were considered. The article substantiates the relevance of the discussion materials for the current stage of development of history teaching methods in terms of improving methodological theory, analyzing mass methodological experience, deploying experimental work and interdisciplinary methodological research.
Keywords: methods of teaching history, methodological theory, structure of methodological knowledge, methodological experience.

I.S. Ogonovskaya. The journal «Teaching History at School» as an instrument of the historical policy of the Soviet state (1965-1985).
The author examines the content of publications in the journal «Teaching History at School» from 1965 to 1985 from the perspective of historical policy. She identifies priority topics within this framework, and concludes that the journal was an instrument of historical policy for the Soviet state in general and the CPSU in particular during this period.
Keywords: school, historical policy, journal, historical education, «Brezhnev period», «stagnation».

E.E. Vyazemsky. Reflection of the reforms in the field of Soviet school history education during the period of Perestroika on the pages of the journal «Teaching History at School».
This article is devoted to the reflection of reforms in the field of school history education in the USSR during the period of Perestroika in the journal «Teaching History at School». The reform of historical education is considered as a stage of transition from the Soviet to the post-Soviet system of historical education.
Keywords: reforms, journal, school history education, period of Perestroika.

L.N. Aleksashkina. The educational standards and subject «History» in Russian secondary schools in the 1990s — beginning of the XXI century: experiences and problems of co-ordination.
In the article the correlation between the Russian educational standards and the subject «History» in the end of the XX — beginning of the XXI century is observed. The article reveals how ideas of universalism and subject-oriented approach were used while the basic principles of general education. The characteristic features of the educational standards and the History curricula of the 2020s are pointed out. The article concludes that it is important to take a systematic approach to projecting normative and program documents.
Keywords: educational standard, curriculum, demands on students training on history.

I.V. Krutova. The evolution of school social science education in post-Soviet Russia.
This article identifies and characterizes the stages of development of school social science education in the post-Soviet period: from its formation in the 1990s and subsequent transformation in the first quarter of the 21st century to the present day. The development of social science education is considered in the context of educational reforms in the Russian school system during this period.
Keywords: school social science education, education reforms, Federal State Educational Standards, educational variability, unified textbooks.