Keyword: «typology of problematic situations»

the article substantiates the relevance of developing fourth-graders' knowledge of their native land through problem situations. The three-component structure of knowledge (cognitive, value-based, emotional) is revealed. A typology of problem situations in relation to local history material (situations of contradiction, choice, hypothesis, discrepancy) is presented. It is proved that problem situations comprehensively affect all components of knowledge, contribute to the transition from formal memorization to understanding and the formation of a value-based attitude towards the small homeland.