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The penetration of digital technologies in the field of human sciences requires the use of more diverse teaching methods and techniques. Electronic educational resources (EER), which include a whole range of educational materials, allow varying the forms of teaching and contribute to improving the quality of education. This study analyses international experience in the development and implementation of EER and offers a practical description for organizing electronic teacher education with the bachelor's degree programmes. We tried to consider the specificity of using e-learning in the field of human sciences, specifically history. The study describes original development of electronic educational resources that have effectively proven themselves when working with students: the Eureka forum, creating a database project, text analysis of academic articles and creating a digest of scientific research on the problem. The study offers e-learning techniques that allow in a digital environment to preserve the traditional learning model – lecture-and-book model. To determine the impact of the e-learning, we conducted a survey among 98 students to evaluate the degree of involvement in the e-learning process and to obtain an assessment of its use in teaching practice. The study results can be practically used for creating new electronic educational resources focusing on distance education.

Technology development and the general availability of information have affected modern society in such a way that the educational system requires immediate and decisive changes. The situation escalated during the pandemic when distance learning became an integral part of life of every teacher and student. Modern researchers call the educational system built on the flipped classroom model a pedagogical breakthrough, so it is important to study its impact from all sides; this explains the relevance of this paper. The purpose of this research was to study the effectiveness of flipped classroom as a distance learning component for students. The study was conducted at St. Petersburg State University and enrolled 56 students in the control and experimental groups (n = 28 per group). The researchers used the questionnaire "Studying the motives of students' educational activities" by A.A. Rean and V.A. Yakunin and a cross-section of grades to obtain information about academic performance and a survey for feedback from students. The findings show that flipped classroom had a positive effect on academic performance and student motivation. The number of "excellent" students increased by 17.9% and the numbers of "good" and "satisfactory" students decreased by 3.6% and 14.3%, respectively. The overall motivation of the group increased from 4.8 to 5.0. At the same time, the number of students with low motivation decreased by 7.2%, with medium motivation increased by 10.7%, and with high motivation decreased by 3.4%. A feedback survey showed that the vast majority of students were satisfied with the flipped classroom. At that, 89.2% of students answered that this model is suitable for knowledge assimilation, 92.8% believe that flipped classroom arouses their research interest, and 82.1% call the flipped classroom model the most suitable for interesting learning. The respondents noted the following advantages of the flipped classroom: saving time (82.7%), the opportunity to discuss more interesting topics in class (64.2%), the absence of dependence on time and place (38.1%), and the possibility of a deeper study (53.5%). The disadvantages included the inability to independently study

Historical Museums of Elabuga Institute of Kazan Federal University implemented educational and cultural activities. When implementing the latter the museum staff resorted to innovations, which allowed for an expansion in the range of visitors, and a profound interest in the historical past of the university, city and region. The museum employees developed a conceptual model of a museum-pedagogic programmes, called "Museum-Clio" for school children.The introduced model "Museum-Clio" includes the following museum pedagogy programmes: a role-playing game "Russian and Tatar merchants at the Spasskaya Fair", a research project "Letter from the Front", and a creative work "History all around me".In its practical implementation the model "Museum Clio" provides excursion arrangements, so as to promote and intensify the mental powers of secondary school students, in the conditions of learning about divers cultures. Excursions are conducted in the form of games; active forms of cognition, free exchange of ideas, role and creative tasks are widely practiced. Studies through games for secondary school students organized in the Museum of Elabuga merchants as part of an innovative project, play an important role in education and upbringing. On the basis of household items, secondary school students get acquainted with the daily lives of the inhabitants of Elabuga.The study draws a conclusion that furthers the development of historical museums, through expanding their video-didactic and interactive areas of work, and the use of techniques for organizing individual creativity of school children.

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