Teaching Of History In Schools Research Articles

The Application of Historical Materials Teaching Method in High School History Class

In the new curriculum reform, historical materials teaching method is becoming more and more important in middle school history teaching. This article is the analysis of materials in two aspects. This paper analyzes the practical significance of historical materials teaching, and points out the problems that should be paid attention to in the teaching of historical materials. Through the analysis of some teaching cases, it can provide practical experience for the better use of historical materials in the later period.

최근 논쟁 중심 역사수업 논의와 교사전문성, 교사교육

Recently, history teachers rediscovered the educational value of controversy in history education and history class. In many history classrooms, various attempts have been made to make students understand the history based on contentiousness. This movement is likely to gradually change the frame of history teaching and learning along with changes in the educational world such as learning community and competency-centered curriculum. The field of teacher training and school history education should contribute to opening up the developmental prospects of history education together by interacting and communicating with each other. So the idea of ‘history lesson that treats controversial learning topics as controversial activities’ requires a change in the content and method of the teacher education curriculum. In particular, the importance of educational professionalism for the formation of historical teacher identity through critical reflection and the planning of a history curriculum is likely to increase. In this study, therefore, I reviewed the implications of the idea of history class which deals with controversial subject matter as a discussion-based student activity on history teacher expertise and teacher education. In particular, I introduced a professional syllabus designed to help preliminary history teachers understand the controversy of history through their own experiences.

Recognition of middle school history teachers on Subject-Specific Competencies

Recognition of middle school history teachers on Subject-Specific Competencies

Qualitative case study: Teaching citizenship through history education in primary schools

This empirical study focuses on an instruction of key historic events of twentieth-century Czechoslovakia and how it is being introduced to third-grade pupils. First, the topic is briefly introduced using a theoretical framework of current development of history education in primary schools, and after a short description of the research methodology, the main findings are introduced. The qualitative explanatory case study of teaching performed by three teachers, which was based on various observations of their teaching, interviews with them and on an analysis of written tasks done by their pupils, has proven that primary school pupils are able to understand the meaning of historic events and the value of life in a free society. Teachers can guide their pupils towards this result using various approaches. However, it is important to respect the developmental abilities of pupils and to react to specific difficulties imposed by the subject matter of history education. These difficulties include demands on keeping track of time periods and the tendency towards personification and presentism. What has proven to be very efficient were the approaches of research-oriented instruction – approaches using oral history and approaches based on the analysis of the value of living in a democratic society conducted on the basis of an interview about experiences and feelings with people who had lived during the times of oppression.

Confronting “dark” colonial pasts: a historical analysis of practices of representation in Belgian and Congolese schools, 1945–2015

ABSTRACT Over half a century since the last wave of political decolonisation, the handling of “dark” colonial histories remains topical. Influenced by the postcolonial turn, this study aims to examine, from a novel historical and comparative perspective, evolving textbook representations of Belgian colonialism and its legacy in Belgian and Congolese school history education since 1945. Its diachronic and synchronic narrative analysis identifies continuity and change, and convergences and divergences, in perspectives, emphases, and silences in textbook narratives. Pinpointing the influence of colonialism and postcolonial discourse on educational practices of representation, the study explores the sometimes contradictory influences on these practices of politics, academic historiography, popular historical culture, and processes of educationalisation. The analysis illuminates parallel shifts in the two countries from triumphalist colonialist ideologies towards more critical postcolonial perspectives. In relation to educational practices of representation, often aimed at socialising citizens into worldviews sanctioned by the political dispensation of the time, the traces of these shifts have reflected dominant societal discourses while being largely at odds with historiographical advances. These dynamics are evidence of a slow process of decolonisation of existing power structures and knowledge systems which only gradually gave way to a postcolonial world still in the making.

A Century of Occupations, Political Experiments and Renewed Statehood in Central Europe as Reflected in Postage Stamps (and History Teaching)

The text of this paper analyses the issue of political and territorial transformations in Central Europe as reflected in postage stamps issued from 1918 to the present day. Stamp production, as a historical source, also reflects modern history in the form of jubilee issues and the choice of the subjects presented, thereby contributing towards the shaping of our collective memory. This paper recommends their didactic use in history teaching on the basis of an account and analysis of these subjects. The process described leads to an effective alternative educational medium that strengthens interdisciplinary co-operation between school history teaching and media studies.

Pressions et expressions de normes dans les pratiques d’enseignement de l’histoire au secondaire

Les pratiques d’enseignement de l’histoire au secondaire sont reconnues comme présentant certaines caractéristiques communes : prédominance de l’enseignement magistral, centration sur les contenus historiques plutôt que sur les compétences, par exemple. Cet article s’arrête sur ce constat et cherche à lui donner sens en analysant les pratiques de cinq enseignants sur le plan didactique et sur le plan de normes organisant leur travail. La question de la norme prend ainsi plusieurs figures dans cette recherche. De fait, l’observation des pratiques permet de cerner les normes disciplinaires façonnant le travail de ces enseignants d’histoire, de même que la manière dont les prescriptions officielles sont reçues, intégrées et transformées par ceux-ci alors qu’ils cherchent à se construire un « milieu d’action » viable. Les résultats montrent que ces enseignants possèdent une culture disciplinaire propre, marquée par une centration sur l’organisation et la transmission des savoirs historiques et s’exprimant dans la construction de ce que nous nommons le « cahier d’apprentissage fait maison ».

Колективна пам’ять і національна історія у середній освіті України доби незалежності

The article demonstrates that secondary education is a powerful moderator of the historical memory for new generations of Ukrainian citizens. Now historical memory is in the focus of scientific attention. The role of modern historical education as formation of collective memory and identity of young generations of Ukraine has become a field of study for scholars. Most researchers focus primarily on textbooks as tools for transmission of collective memory. Thus, we expanded the subject field of study of school history education by investigating the role of a teacher of history, who forms the vision of the past among the students. The empirical level of the research is based on the materials from the media archive of the Centre of Urban History of East-Central Europe. They represent transcripts of discussions teachers of history that worked at secondary schools in different Ukrainian cities (2011–2012). While working on these materials, the goal was to summarize personal experience of teachers in teaching national history; to clarify the role of the teacher in interpretation of textbook information during classes; to study values, attitudes and practices of the environment of school teachers of history in independent Ukraine, which are important factors for the students’ collective memory.As a result, the research proves that the transition of didactic history from the Soviet to ethnocentric vision is carried out while preserving the archaisms of the authoritarian era. Students’ conformism, which was typical for the Soviet school, had been transformed into utilitarian pragmatism with the exclusivity of the final assessment. Constant changes in curricula and textbooks and their overload, excessive politicization of material and suggestion of a “victim complex”, slow introduction of methods that facilitate students’ self-understanding and critical discussion, priority role of teachers in creating national history are remarkable for the secondary education. An important aspect of collective memory is creation of a new concept of school education.

Aims of History Education in Developed Countries: A Systematic Literature Review

The focus of this academic study is to improve the quality of the learning of history education which lies under social sciences. Aims of history education are the main elements which constitute the basis of the education system in all countries in the world. Each country has its own system of history education which is different respectively in terms of aims in order to ensure of the success of their respective citizens. This literature review study intends to identify and analyze the aims of the system of history education in secondary schools which lies under the field of social sciences that can be found in forty developed countries in the world. Classification of the analysis according to the aims in each country will be made by way of systematic literature review method using Mendeley Application. Systematic literature review is defined as the process of identification, evaluation and interpretation of information obtained through the research keywords. The findings of literature review on history education which lies under social science in forty developed countries will be discussed in the discussion section by comparing and contrasting the aims of the education system of developed countries which are under study based on support provided by current research studies. Then, recommendations for education system in Malaysia will be made at the end of the discussion.

Confusion, contradiction and exclusion: the promotion of British values in the teaching of history in schools

AbstractThis article discusses the challenges faced teaching the promotion of ‘British values’, especially for trainee teachers. The advancement of these ‘British values’ as set out by the Department for Education is confusing, contradictory, and appear to exclude a sizeable minority of pupils of minority backgrounds from the current historical narrative of Britain as delineated by the National Curriculum (2013). Moreover, there is little advice for new teachers on what these ‘values’ really mean or how they should be taught within schools, despite forming part of the standards required to achieve QTS. The author not only examines this confusion but provides the perspective of a former academic who has moved into secondary teaching, and their reaction to the teaching of History in schools and concerns regarding the History Curriculum.

A Study on the Transition of Chinese Middle School History Textbooks and the Studies of Chinese

중화인민공화국이 건립된 직후에 중국의 중학교 역사 교과서는 많은 문제점을 가지고 있었다. 당시에 중학교 역사 교과서에 대한 연구는 그리 많지 않았지만 교과서의 발전에 기초가 되었다는 의미가 있다. 이후 전면적으로 사회주의를 건 설하는 시기에 중학교 역사 교과서는 지나치게 좌경화되었다. 정치적 상황의 영향을 받아서 중학교 역사 교과서 역시 우여곡절을 겪으면서 변화하였던 것이다. 문화대혁명 시기에 중학교 역사 교과서는 특별한 이유 없이 나쁜 교재가 되었고, 중학교의 수업이 중지되면서 중학교 역사 교육은 혼란한 상태에 빠졌다. 문화대혁명이 끝나고 사회가 정상화되면서 역사 교과서의 편찬과 그에 대한 연구가 비교적 강력하게 추진되었다. 그리하여 1986년에는 9년제 의무교육을 시행하기로 하고 1992년 이후로는 6종의 중학교 역사 교과서가 편찬되어 사용되었다. 이 시기에 역사 교과서는 비록 약간의 문제가 있었지만 검정제의 장점을 보유하고 있었다. 그리고 2001년부터 새로운 중학교 역사 교과서가 전국의 실험지역에서 계속해서 출현하였다. 이처럼 중국에서는 중화인민공화국 성립 직후부터 1980년대 후반까지 40여년 동안 한 종류의 교과서만을 사용하는 국정제를 시행하였다. 그리고 1986년에 의무교육 실시와 함께 검정제를 시행하면서 여러 종의 교과서가 경쟁하게 되었 다. 중국에서 교과서와 관련된 연구 성과는 최근 20여 년 동안에 발표된 것만1,500여 편에 이르고, 이 시기에 교과서와 관련된 주제로 학위를 취득한 사람이 150여명에 이른다. 따라서 이후에는 논문이 양적으로 상당히 증가하고, 연구 영 역은 더욱 광범위해지며, 연구의 수준도 높아질 것으로 예상된다. 중국은 정치적･사회적으로 변화를 경험했지만 교과서는 한 차례 국정 교과서에서 검정 교과서로 변화하였다. 의무교육을 실시하기로 하고 3년 후에 검정제도에 의한 교과서가 편찬되어 3년 동안 실험용 교과서로 사용되었고, 과정표준 에 의거한 교과서도 10년 동안 실험용으로 사용되다가 2011년에 정식으로 사용되었다. 다양한 교과서를 사용하겠다는 검정제도를 선택하고 실제로 시행하기까지 거의 20년의 시간이 소요되었던 것이다. 그에 반해 한국은 여러 가지 원인 으로 교과서가 정착되기도 전에 자주 제도가 바뀌어 불안과 혼란이 조성되곤 하였다. 이러한 측면에서 중국의 역사 교과서는 한국에 큰 교훈이 될 수도 있을 것이다.Shortly after the establishment of the People s Republic of China, China s middle school history textbooks had many problems. Although there were not many studies of middle school history textbooks in the meantime, it was based on the development of them at least. Later, at a time when socialism was being built, middle school history textbooks turned to extreme-left views. Under the influence of the political situation, the history textbook of middle school was also changed through twists and turns. During the Cultural Revolution, middle school history textbooks became bad textbooks for no particular reason, and middle school history education got confused when middle school classes were suspended. As the Cultural Revolution ended and society normalized, the compilation of history textbooks and research on them were conducted relatively strongly. Therefore, the government decided to provide nine-year compulsory education in 1986, and since 1992, six types of middle school history textbooks have been compiled and used. During this time, history textbooks had the advantage of the test, although there were some problems. And since 2001, the new middle school history textbooks have continued to emerge in experimental regions nationwide. As such, China implemented a system using only one type of textbook for more than 40 years from the time the People s Republic of China was established until the late 1980s. And in 1986, when the government implemented a licensing system along with compulsory education, several kinds of textbooks competed. Intextbooks for three years, and textbooks based on course standards were also used for experiments for 10 years and formally used in 2011. It took almost 20 years to choose and actually implement a China, the number of academic achievements related to textbooks has reached 1,500 in the last 20 years, and around 150 people have earned degrees under the theme of textbooks. It is expected that the paper will increase in quantity in the future, the area of research will become broader and the level of research will increase. China experienced political and social changes, but the textbooks were changed once from state-authored textbooks to certified textbooks. Three years after compulsory education, textbooks under the certification system were compiled and used as experimental certification system to use various textbooks. On the other hand, Korea often changed the system before the textbooks were established for various reasons, creating instability and confusion. In this regard, Chinese history textbooks may be a big lesson for South Korea.

The Perception about the Manchu Invasion of Joseon in 1636 in the Elementary School History Education

The Perception about the Manchu Invasion of Joseon in 1636 in the Elementary School History Education

The Problems Experienced by Private School History Teachers with Schools Management and the Solution Offers to These Problems

Amaç: Araştırmada özel okullarda çalışan tarih öğretmenlerinin özel okul yönetimi ile yaşadıkları sorunları ve bu sorunlara getirilen çözümlere ilişkin görüşlerini belirlemek amaçlanmıştır. Yöntem: Özel okullarda çalışan tarih öğretmenlerinin özel okul yönetimi ile yaşadıkları sorunları ve bu sorunlara getirilen çözümlere ilişkin görüşlerini belirlemek için yapılan bu araştırmada nicel yaklaşım benimsenmiş olup, tarama modeli kullanılmıştır. Araştırmanın evrenini 2017-2018 eğitim-öğretim yılında Malatya ilinde bulunan 32 özel okulda çalışan 44 tarih öğretmeni oluşturmaktadır. Araştırmada örneklem alma yoluna gidilmemiş olup evreninin tamamına ulaşılmıştır. Araştırmada kullanılan veri toplama aracı üç bölümden oluşmaktadır. Birinci bölümde yönerge ikinci bölümde kişisel bilgi formu ve üçüncü bölümde Uğraş (2009) tarafından geliştirilen anket kullanılmıştır. Araştırma için toplanan veriler SPSS 25. Paket programı aracılığıyla analiz edilmiştir. Anket maddelerinin analizinde frekans ve yüzde hesaplamaları yapılmıştır. Bulgular: Araştırmada özel okul yönetimlerinin tarih öğretmenlerinin işsizlik problemi yaşamalarını öğretmenlere baskı aracı olarak kullanıp sözleşmeleri buna göre yapmaya çalıştıkları görülmüştür. Bu konuda sorun olduğunu belirten tarih öğretmenlerin sayısı katılımcıların büyük çoğunluğunu oluşturmaktadır. Sonuçlar ve Öneriler: Araştırma sonucunda özel okul yönetimlerinin yalnızca öğrenci beklentilerini dikkate aldıkları, öğretmenleri çalışan olarak gördükleri ve veliye müşteri her zaman haklıdır tutumu ile yaklaştıkları belirlenmiştir.

Improvisational Theatre in Teacher Learning about Facilitating Discussion: Exercising Pedagogical Presence

ABSTRACTFacilitating classroom discussion requires preparation and improvisation. How might learning improvisational theatre affect teachers’ verbal moves while facilitating discussion? This article explores this question through a single-subject case study of a high school history teacher who took a 10-week improv course. Data sources include observations of classroom discussion, interviews, and field notes and artifacts from observed discussions and improv sessions. Findings suggest that discussions changed, the teacher did not know he changed, and he may have made these shifts unconsciously based on the conceptual overlaps he saw between improv principles and the intellectual work of discussing, the opportunities the course gave him to exercise presence and the “Yes, and” principle of improv, and his participation in and appreciation of the improv instructor’s facilitation style.

초등 역사 교육과정과 교과서 내용 검토 : 2007 개정교육과정부터 2015 개정교육과정까지

I would like to propose some issues about history education in elementary schools, based on the examination of the positive change and limitations of the national curriculum and textbooks from 2007 to 2015.BR The 2007 national curriculum provided the history education in elementary schools with a forum for active and independent discussion and a formal framework for securing sequence in middle school history education. The textbooks composed of narrative materials and various inquiry activities showed the new possibilities of the structure and the direction of description of history education in elementary schools. In the 2009 national curriculum and textbooks of elementary history, the emphasis on the personal history without specific descriptions and the figures presented in the curriculum were controversial. Most of them were heroic ones and they were intended to emphasize the history of overcoming national hardships and that of national developments. The reduction in history of lives of people did strengthen this intention.BR The 2015 national curriculum as an integrated social studies is also controversial. The thematically integrated social studies is the one that does not consider the inherent characteristics of history education.BR In history education of elementary schools, based on the chronicles, it is necessary to search for the composition of the curriculum, focusing on the thematic history dealing with the stories of the various people who lived in the era and the cultural heritage which can glimpse the lives of the people.

초등학교의 역사교육을 위한 세계사 하기

지구화시대에 적합한 새로운 세계사교육에 대한 요구가 지속적으로 제기되고 있음에도 불구하고 현재 우리의 세계사교육은 더욱 위축되고 있다. 실제로 세계사가 교과로 편성된 1950년대부터 교육과정이 개편될 때마다, 역사학계와 역사교육학계는 세계사교육의 당위성을 강조하며 교육과정의 정상화를 요구하였다. 그러나 세계사교육의 위기는 계속되고 있다. 이 글은 세계사교육이 축소, 고사 위기라는 관점에서 한국의 역사교육과정에서 세계사가 차지하고 있는 역사적 위상을 확인해 보고, 세계사교육의 활성화를 위한 관련된 담론들을 살펴보고자 한 것이다. 이를 위해 우선 세기 전환기의 역사학이 제기한 비판적, 반성적인 입장에서 사회과를 구성하는 역사교육과정의 현황과 문제점을 검토해 보았다. 그리고 이를 지구화 시대의 역사연구 동향과 관련하여 우선 지금부터라도 초등학교 사회과에 세계사 학습 과정이 수용되어야만 하는 필요성과 당위성에 관하여 논해 보았다. 이러한 작업은 세계사 교육의 현재를 반성하고 지속가능한 세계사교육을 설계하는데 도움이 될 것이다.

Debates sobre enseñanza de la historia: identidad canadiense, pensamiento histórico y conciencia histórica

Este artículo profundiza en los debates históricos y actuales en Canadá sobre la historia nacional y la enseñanza de la historia en el complicado escenario de trece jurisdicciones educativas de Canadá. En este trabajo se analizan los debates sobre los contenidos en la enseñanza de la historia y en los libros de texto, así como los enfoques en la escuela. Se analizan las formas en que un enfoque de pensamiento histórico está consolidándose en todo el país en el período actual, con una mayor atención a la investigación en la enseñanza de la historia y su difusión y su mayor presencia en los planes provinciales. Se considera el papel del gobierno federal en estos cambios, las organizaciones privadas sin fines de lucro, y los proyectos financiados por el gobierno nacional, tales como el Historical Thinking Project y The History Education Network.

The winds of war to defend the “dollar wall”

Honore de Balzac wrote, “History is of two kinds – there is the official history taught in schools, a lying compilation ad usum delphini ; and there is the secret history which deals with the real causes of events – a scandalous chronicle”. Perhaps it would be useful to follow his indications to try to understand the official history of the winds of war that daily fill the pages of newspapers and the too many certainties that generate doubt on the secret history. The winds of war that blow in reality seem to be designed to engender the growing hostility of the West, the US and UK in the lead, towards Russia, always accused of acts of subversion towards a western order that is falling apart but having rediscovered the “cold war” formula . . The vulnerability of the US both in terms of its social and financial order is becoming increasingly evident also due to the incapacity of its elite to understand history in its ebbs and flows, and the technical-financial monoculture depriving it of creativity that is the fundamental resource to face the historical challenge, pushing it almost autistically towards always reiterating the same actions without understanding that the external context has changed. The inability to accept a multipolar world is driving it into a corner, unable to understand how to respond to a geopolitical balance that is redefined to its detriment, and so the only answer it can provide is eternal recourse to the use of force both in the military and the financial field; opponents must be fought, without a constructive recourse to dialogue, but history requires modelling the thought over time, and this shows that the true limitation is the lack of culture to adequately face its enemies, starting from itself, perhaps the main obstacle. The risk of an internal destabilizing clash would thus become a tragic reality, because in history human societies have always and only collapsed for reasons of war and class struggles, and the US is the only Western country to have never had a real social revolution to rebalance the differences in the redistribution of wealth. The drive for personal growth generates the development of man’s primal instinct, aggression, and perhaps for this reason Sigmund Freud with an enlightened vision in 1933 wrote that the US was for him the greatest social experiment in history but unfortunately it would not last long.

학교 역사 교육과 박물관의 연계 방안-대구교육박물관을 중심으로-

학교 역사 교육과 박물관의 연계 방안-대구교육박물관을 중심으로-

Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change

ABSTRACTThis research explored the extent to which secondary school history teachers in England willingly engaged with a series of concurrent curriculum reforms, and the factors that shaped their level of agency in the process. The curriculum has been the target of sustained reform by many governments, and accountability measures are frequently used to compel teachers to engage with the process of change, as teachers are often seen as resistant to change. Data were obtained through online surveys conducted annually from 2015 to 2017, providing a large, longitudinal data set of over 1100 individual responses. Responses to closed items were analysed using SPSS to generate descriptive and inferential statistics, and qualitative responses were coded to identify key themes. Generally the teachers were reluctant to engage in the process of reform. There was some statistically significant variation between teachers in different types of school. Teachers’ willingness to engage with changes was also related to their sense of subject identity. However it is evident that accountability measures dominates teachers’ thinking, and even impacts on what teachers choose to do in non-examined phases of the curriculum. This appears to diminish teachers’ agency when creating a curriculum.