METHODOLOGICAL CHALLENGES OF USING GENERATIVE MODELS IN THE FIELD OF TEACHING HISTORY OF THE RUSSIAN LANGUAGE

Abstract

The article examines the key contradictions between the tenets of traditional academic culture, which requires students to engage in deep analytical study of the material in historical and philological disciplines, particularly the course of “History of the Russian Language,” and the modern digital reality, in which students are focused on quickly achieving results with minimal effort. The article outlines a range of issues related to the use of artificial intelligence in teaching historical and philological courses. The researcher classifies them as axiological, epistemological, linguodidactic, and textual. This is of particular value for future developments in the field of digital didactics. As a solution, teaching strategies are proposed that allow for a shift in the attitude of all participants in the educational process toward the generative model from the position of a tool for a ready-made response to the position of an object of critical analysis, including the development of tasks for the development of AI literacy, the verification of historical and philological data, and a reorientation of the control of completed tasks toward productive oral forms. The author concludes that the ban on the use of generative models when students complete practical assignments is not appropriate, and that a methodological adaptation of the educational process is necessary to preserve and develop fundamental skills of historical and philological analysis in students.