THE PEDAGOGICAL SIGNIFICANCE OF SCHOLARS' HERITAGE AND CULTURAL MONUMENTS IN FORMING HISTORICAL THINKING

This article provides a scholarly justification of the pedagogical potential of the scientific heritage of Eastern scholars and cultural heritage resources in developing students’ historical thinking. The study analyzes the views of Abu Rayhon Beruniy and Mahmud Qoshg‘ariy as the theoretical foundation of historical thinking and reveals the didactic significance of legends, myths, heroic epics, and written monuments in the educational process. The findings of the research, conducted using historical-pedagogical analysis, comparative study, content analysis, pedagogical observation, and questionnaire methods, confirm that an educational technology based on cultural heritage resources effectively develops students’ critical thinking, skills for analyzing historical events, and reflective conclusion-making. The conclusions of the study are practically important for enriching the content of teaching the history of pedagogy and for forming the historical consciousness of future teachers.本文为东方学者的科学遗产与文化遗产资源在培养学生历史思维过程中的教学潜力提供了学术论证。本研究以阿布·雷汉·比鲁尼（Abu Rayhon Beruniy）与马赫穆德·库什加里（Mahmud Qoshg‘ariy）的观点作为历史思维的理论基础，并揭示了传说、神话、英雄史诗与书面遗存于教育进程中的教学价值。本研究采用历史-教育学分析、比较研究、内容分析、教学观察与问卷调查等研究方法，所得结论证实：基于文化遗产资源的教育技术可有效培养学生的批判性思维、历史事件分析能力与反思性结论生成能力。本研究结论对于丰富教育学史教学内容，以及培育未来教师的历史意识均具有重要的实践价值。