Implementation of the discursive-evaluative method in the formation of civic identity during Russian history lessons in the 9th grade

The aim of this research is to substantiate the possibility of using the discursive-evaluative method in the formation of civic identity among 9th-grade students. The article examines the methodology for implementing this method in the educational process during Russian history lessons in the 9th grade, presents the results of the control stage of the experiment, and identifies the pedagogical conditions for the effectiveness of applying the discursive-evaluative method. Particular attention is paid to practical recommendations for the further application of the discursive-evaluative method in school education. The scientific novelty of the research lies in substantiating the influence of the discursive-evaluative method on the cognitive, emotional-value, and behavioral components of the civic identity of schoolchildren. The results established that the use of this method contributes to deepening knowledge of civil rights, increasing motivation for social activity, and developing independent critical thinking among students. Furthermore, it was revealed that the discursive-evaluative method forms stable value orientations and contributes to increasing the level of civic responsibility of schoolchildren.