The article is a longitudinal review of experimental research of high didactic systems
effects in history teaching over the last 30 years. The aims of research are to evaluate: 1.
position of adolescent, especially neurotic pupils in the teaching process; 2. possibilities
to enhance the level of restructured matter (historical anthropology) in programmed
and problem-solving teaching; 3. influence on the anxiety, attitudes and success of pupils
with changes in the teaching process. Authors conclude, that the teaching process
can influence the emotional state of the neurotic pupil. Higher didactic systems in a
short time can influence the enhanced level of knowledge in relation to the traditional
teaching systems. In the new systems, the attitudes of the pupils towards the teaching
can change positively. Experiments carried out point to the possibility of changes of national
identity and the necessity of an anthropological approach to reform the educational
system
