Axiological approach in teaching History and Social Studies at school
The humanistic values enshrined in the FSES in the form of personal education results have not found their practical realization yet: much more attention is now being paid to patriotic education, where the interests of society and the state take precedence over private interests. In this regard, there is an acute need for colleagues to have ideological guidelines that would form the basis of pedagogical activity and the formation of which would act as the target guidelines of educational work. This article discusses such a type of functional literacy as civic literacy, which we understand as the ability of a person to apply the subject knowledge and skills of Social Sciences to solve the problems of building and functioning of civil society, to be an active member of it, performing a wide range of social roles in the field of civil relations. Since the lessons of History and Social Studies are primarily designed to create conditions for the formation of a student's own civic position, the authors pay special attention to one of the characteristics of the process of developing civic literacy - the stage-by-stage formation of the axiological component at the lessons of History and Social Studies. Examples of tasks on the formation of a system of value orientations of students, their ability to judge, as well as the ability to give a moral assessment of certain social actions are given.