Contemporary teaching puts emphasis primarily on the subject matter, teacher, instructional objectives, and textbook as well as on instructional strategies and teaching methodology. At present, the frequently criticized issue is particularly the way in which the educational content is mediated to students (in a ready-made/processed form) and the role the students play within the educational/instructional process (often they do not have to apply critical thinking, evaluate information, interlink them and find interrelations). The topic of textbooks and their relevance to contemporary educational/instructional practices also dominates expert discussions. This paper focuses on the role and analysis of textbooks for the subject of history and also on various instructional strategies.
Петрова et al. (Mon,) studied this question.