Society is based on the interaction with each other of each member of society. What is important is the interactions that take place between everyone. The aim of our study is to characterize the use of interactivity in history lessons in the process of working with sources. Subject - interactions between child and adult in school practice in the process of working with historical sources. The research methodology, which includes several groups of methods, helped us to achieve the planned. The first group - general scientific methods. First of all - historical and logical with their inherent analysis, synthesis and systematic approach. At the level of individual sources, each is first perceived as a holistic phenomenon, then for deeper study it is broken down into parts, and then, at a new level of knowledge, it is considered as a whole. Interdisciplinary methods are inherent in various sciences. The third group - general historical methods, which are inherent in historical knowledge as a whole. Source methods allow you to work directly with the source. The issue of interaction has been considered by researchers in various fields, as it is intertwined and multifaceted. Among them are teachers, psychologists, sociologists and others. In lessons, students learn to formulate their own opinions, discuss, listen to another person, respect diversity. The modeling of social situations and their experience - empathy - is also indicative. The creative perception of the material, the development of skills of independent work, a friendly climate in the classroom remain important. The presented material encourages the joint creation of educational space in general secondary
education institutions. The lessons of history are important in this. They encourage the formation of key competencies and skills of adult life. The prospect of the study may be to study the role of the teacher in the multifaceted perception of history.


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