Taking into account the individual characteristics of the structure of figurative thinking of students in the teaching of history

The article is devoted to the development of figurative thinking of schoolchildren in the process of learning history. The author analyzes the processes of figurative thinking and their substructure. In accordance with the dominant structure of figurative thinking, the author distinguishes five groups of schoolchildren. The selected substructures allow you to take into account the individual characteristics of each student. Taking these features into account in training allows you to use the resources and wide possibilities of the intellectual phenomenon, which underlies not only successful learning, but also the overall mental development of the child.