Teaching Of History In Schools Research Articles

The “Family-Nation Sentiment” in Chinese Middle School History Education

본 연구의 목적은 최근 중국 시진핑 지도부가 교육 전반에서 강화하고 있는 ‘가국감정’의 개념을 중학교 역사 교과서를 중심으로 검토하고, 이를 통해 중국 애국주의 교육의 함의와 문제점을 분석하는 데 있다. 연구 결과, 중국 중학교 역사 교과서의 최상위 핵심역량이자 애국주의 교육 가치인 ‘가국감정’에서 “가정≠국가”가 아니라 “가정<국가”의 도덕적 가치를 가진다. 중국의 가정과 국가의 동형구조는 효와 충의 동형구조를 수반할 수밖에 없기 때문에 사익보다는 공익이 우선되고, 공익인 ‘중국의 꿈’은 가정(개인)의 꿈으로 치환될 뿐 아니라 이들이 마땅히 책임져야 하는 의무가 된다. 현재 중국이 직면하고 있는 위기의 본질은 사회주의 이념의 약화이다. 개인을 도구화하는 애국주의 교육은 주변 국가들과의 마찰을 피할 수 없다. 중국에서 이천여 년 동안 지속된 봉건사회에서 유가의 일원화된 정치 관념이 초안정구조를 유지할 수 있게 했지만, 경직, 통제된 사회구조 속에서 중국이 꿈꾸는 서구를 넘어서는 혁신이 있을 수 없다.

Преподавание Церковной истории в школах России

The article presents some aspects and features of teaching Church history in Russian schools. The first part of the article is devoted to the substantiation of the term "Church History", its relation to history as a science, as well as its place among other fields of sciences. The historical retrospective reveals the emergence and development of the subject of the God's Law in Russian schools and its structure, in which several sections were distinguished, among which were studied: catechism, the doctrine of worship, prayers, Sacred history and Church History, which was considered a continuation and complement of the latter. The main content of the article outlines the purpose, objectives, significance and some methodological features of the study of Church history in the pre-revolutionary period, which were a kind of basis for the development of the study of Church history in modern Orthodox schools in Russia. In the final part, the author gives an overview of the main manuals on Church history in the pre-revolutionary and modern period, identifies modern curricula and other individual aspects directly related to the teaching of Church history in Orthodox schools, such as the psychological and pedagogical characteristics of students studying the section of Church history and interdisciplinary connections. The article concludes with the author's reflections on the further development of teaching Church history in Russian schools.

“Telling China’s story”: innovations in school history education in PRC in 2010–2020s.

Innovations in school historical education allow not only to track changes in the educational and academic environment, but also to record new trends in the ideological and political sphere. The aim of the proposed article is to identify the main trends in school history teaching in China in 2010–2020s. This goal is specified in several tasks: to consider organizational and content innovations in the teaching of history in secondary schools, as well as to identify the specifics of these innovations in the context of the main trends in the political and academic life of the PRC in the 2010–2020s. The results of the study presented in the article were obtained by analyzing the original texts of history textbooks for junior and senior secondary schools, as well as educational standards in history. In addition, the texts of relevant speeches of Chinese leaders were involved. The leading trend in 2010–2020s. was the strengthening of ideological control and state regulation in the development and approval of teaching materials. The introduced conceptual innovations reflect the dynamics of ideological changes in modern Chinese society. The new ideological task set before the school history course was the dissemination of new ideologems by Xi Jinping, in particular, “confidence in culture” and “three leaps” in the history of the Chinese nation and the Sinification of Marxism. The reform of historical education undertaken by Xi Jinping is part of a large-scale ideological project initiated by him, aimed at strengthening China’s “discourse power’. Its core is an original vision of China’s own history, within which new dates and evaluations of historical events are introduced, and a new terminological apparatus is gradually introduced to describe them. And it is this renewed vision of its history that China is disseminating to its domestic audience through its education system.

Teaching history in primary schools in Mauritius: Reflections on history teachers' pedagogical practices

Although post-independent Mauritius has witnessed the evolution of the history curriculum, the discipline has still not been accorded the status as in some countries in Europe and Africa. The evolution also marks change and continuity in the content of the history curriculum and how the teaching is transacted in classrooms. This paper informs on the current state of teaching history in primary schools in Mauritius. An interpretivist qualitative methodological approach was adopted to understand the pedagogical choices made by teachers in the implementation of the history curriculum in primary classrooms. Data was generated through classroom observations and interviews with 15 primary school history teachers. Findings reveal the need to draw on a range of knowledge to engage learners successfully in history classes. This range of knowledge they need to draw is extensive and complex. The study shows that teachers' knowledge base is crucial for effective history teaching in classrooms.

A Comparative Study of the "Late Qing History" Text System in Chinese and American High School History Textbooks

As the most important vehicle of knowledge in history teaching, the history textbook is the basis and prerequisite for successful history education. As the foundational structure in history textbooks, the text systematically presents a complete as well as comprehensive overview of the historical process, reflecting important events, people, and phenomena in the development of history. It defines the depth and breadth of the content of history instruction in order to safeguard the goal of teaching history as a nurturing and developing subject. In both countries, the history of the late Qing Dynasty has a relatively important place in high school history teaching, but the selection of knowledge points and the presentation of ideas in the content of the history of the late Qing Dynasty have their own distinctive characteristics. Therefore, this paper aims to present the differences between the content of the two editions of "History of the Late Qing Dynasty" through a comparison of the content selection and presentation of historical events in the Chinese and American textbooks, and to touch upon the root causes behind the differences.

Consequences of changes in the educational field at the end of the 21st century. Customizations for history teaching

There are permanent approaches regarding the role and purpose of history in the context of the 3rd millennium. The idea that history should and can be studied was strongly emphasized because people need to know themselves. Three sources of fundamental knowledge of history were mentioned for the 20th and 21st centuries: school, family, mass media. Contemporary specialists warn that the success of teaching history in school should not be based on a strictly mechanical assimilation of historical data and events, but above all on the understanding by the subjects of history learning of the significance of historical processes, events and progress over time, but and to the contribution of history to the formation of national identity. This explains why the study of history is closely linked to education for democratic citizenship and human rights.

HUBUNGAN PENGETAHUAN PEDAGOGI DENGAN PENERAPAN PATRIOTISME: SATU TINJAUAN TERHADAP GURU-GURU SEJARAH SEKOLAH DI SABAH

The main purpose of this study was to identify the level of pedagogical knowledge and its relationship with the application of patriotism of secondary school history teachers in Sabah. This study is a survey study using a questionnaire for the purpose of collecting data. The sample of the study consists of history teachers involving a total of 367 respondents throughout Sabah. The study variables were tested using descriptive statistics namely mean and standard deviation as well as inferential statistics involving Pearson correlation. The findings of the study show that the pedagogical knowledge of History teachers in secondary schools in Sabah is at a moderate level and there is a strong positive relationship between pedagogical knowledge and the practice of applying the values of patriotism. These findings provide useful input, especially to the Ministry of Education Malaysia, the State Education Department, and the school administration to plan professional development programs.

Движение педагогов-новаторов как отражение новых тенденций в школьном историческом образовании в 1980-90-х гг. XX века (на примере Ставрополья)

The movement of innovative teachers was an innovative social and pedagogical movement that outgrew the framework of the educational sphere. It became the most important factor in the self-organization and self-development of society, the energy of which further ensured the implementation of democratic reform programs in the field of education. The purpose of the study is to study the development of the movement of school teachers-innovators in the perestroika years in the Stavropol Territory, the emergence of methods and technologies that affect fundamental qualitative changes in the structure and content of school history education, taking into account the influence of party and state policy. The scientific novelty of the study lies in an attempt to identify and generalize new forms and methods of studying history, introduced into practice by Stavropol innovative teachers. As a result, it was found that the movement of innovative teachers proposed a new model of school historical education, in which teaching knowledge was considered only a part of the process of educating a child's harmoniously and comprehensively developed personality. In addition, the movement led to an understanding of the need to combine the efforts of all interested parties to ensure an equal union of science and practice, traditions and innovations, so that the practicing teacher could use scientific pedagogy and psychology. At the same time, the new movement helped to reveal all the existing contradictions in various views on the system of general education, and thanks to this, provided various ways to resolve them, including in the field of school history education.

Роль преподавания истории в формировании национальной идентичности в США

The article is devoted to the structural and functional analysis of the role of school history education in the process of national self-identification of citizens in the United States. To achieve this goal, specific research tasks were performed in the article. First, the structural elements (subject, goal, object, means) of the educational process aimed at the reproduction of national identity in the United States through historical discipline are identified. Secondly, the American compulsory education system K-12 is briefly described, which acts as a subject in the process of constructing unified historical knowledge, as well as national identity among students. Thirdly, the place and content of national history as a school discipline in the K-12 system (in primary and secondary schools) among other compulsory disciplines of “social studies” (Social Studies) is determined. Fourthly, a model of three-level national self-identification of students has been formed, where the teaching of history plays a key role. The process of identification is considered here as one of the social functions of school history education. Fifth, the current trends and problems associated with the criticism of the nationally oriented history teaching curriculum and the emergence of new revisionist historical perspectives in American schools, aimed at viewing the past through the prism of historical injustice, are outlined.

Addressing the elephant in the room: Ethics as an organizing concept in history education

Ethics is the proverbial ‘elephant in the room’ in history education in settler-colonial nations. It is foundational to teaching and learning history and engaging with the ongoing effects of the past in the present. Yet its place in history curricula and teaching continues to be ignored, understated, confused, and challenged. This article illustrates how ethical judgment is central to four commonly identified rationales for teaching history in schools: citizenship education, historical consciousness, historical thinking, and difficult histories. The article urges more explicit attention to ethics as an organizing concept in history education to enable students to appreciate the complex lived realities that constitute history and to explore the diverse perspectives that have contributed to sometimes-difficult decisions. We argue that ethics can humanize history, enrich students’ historical understandings, and offer a usable past. However, given the varied approaches to ethical judgment across the four orientations to teaching history, we stress the need for the mindful deployment of ethical judgment in curriculum design. Using an example from the 2021 draft Aotearoa New Zealand’s Histories curriculum, we demonstrate what “ethical judgment” could be called upon to do, and the impoverished approach to history education that would exist without it.

School Textbooks on the National History of Russia and EU Countries in the late XX – early XXI Century as a Dialogue Between Science and Politics

Introduction. One of the priorities in the development of modern historical education in the context of the globalization of the humanities space has become the formation of social practices that make it possible to discuss and coordinate world, national, regional and local content in the content of textbooks on Russian history. When organizing the system of teaching history in schools in Russia and EU countries, the position of the state is still decisive everywhere. The need to form a consensus in the interpretation of the past is caused by the growth of confrontation due to the polarization of public discourse and the growth of international tension. The increased attention of the world community to the politics of memory has intensified the interest of researchers in this topic. Methods. The methodological basis of the work was formed by modern methods of analysis of the historical and cultural heritage of the past. The study was carried out in line with the concepts that substantiate the periodic replacement of the ideals of education and upbringing, depending on the nature of state authorities. When studying the meanings of the ongoing modernization of historical education, the content analysis of media publications was widely used. The principles of historicism, objectivity, and consistency made it possible to fully, deeply and comprehensively consider the object of study in the context of modern development. Discussion and Conclusion. The study has showed that school history education in the early 2020s still remains a conflict field in which the interests of states, interstate associations, public and confessional structures oppose in a variety of manifestations of influence on the formation of the worldview of young people. From 1996 to 2006, the modernization of historical education in Russia took place within the framework of the project “European Dimension in the Study of History”. Since 2007, a new intergovernmental educational project “Image of the Other in History Teaching” has been planned for three years, aimed at adapting the school process to the conditions of growing cultural diversity. However, in 2006, with the creation of a new historical and cultural educational standard on behalf of President Vladimir Putin, the reform of the school system of historical education no longer fit into the program for creating Greater Europe. Nevertheless, cooperation with the European Union in coordinating the content of school textbooks was continued. To prevent the deepening radicalization of public consciousness, our country, among 17 participating states, became a co-organizer of the Observatory for the Teaching of History, created at the initiative of France in November 2020, and on October 4–5, 2021, the First World Congress of School Teachers of History was held in Moscow. A study of the significant experience of cooperation between the Russian Federation and the European Union in the field of school education that has been accumulated since 1996 shows that a coordinated policy of memory is possible only with the expansion of cooperation between historians, a dialogue of specialists in the search for consensus on the most debatable and difficult to resolve issues in the history of Greater Europe, as well as the desire of politicians to peaceful coexistence and stability, the development of guarantees of equal security.

과정으로서 초등학교 역사 배우기의 전제

In Korea, 2015, which are highlighted throughout the world through the curriculum revision in “nurturing core competencies” we are trying to. This is possible only when classroom instruction in school education is shifted from teacher-centered or state-led to student-centered or state-led classroom. In this sense, social constructivism is a teaching and learning theory and principle that is noticed, and the school operation system of the Finnish comprehensive school is a symbolic example that best illustrates student-centered classroom instruction based on the theory of social constructivism. Student-centered classroom instruction requires restructuring of teachers first, so the national level curriculum should be designed on the premise of restructuring of teachers. It is important to keep in mind that they can only function on the basis of the school management system, which transforms the principal''s hiring method which has an absolute influence on the reorganization of school culture and secures the professionalism and autonomy of the teachers. Therefore, the design of the national curriculum, the change of the method of hiring principals, and the professionalism and autonomy of teachers are closely linked to each other, which is a very important issue for the conversion and implementation of perceptions of each element within a system. They are the foundation on which the teacher''s professionalism and autonomy can be exercised in the classroom. It has the property that can be achieved through conduct study with teachers'' action research or university professors. That is, problems can be achieved only when the school operation is carried out from the bottom up based on the professionalism and autonomy of the teachers. Therefore, it would be difficult to switch from traditional teacher-centered classroom classes to student-centered classroom classes without restructuring the school management system. In spite of the theoretical studies of many classroom history lessons of elementary school, the classroom class does not change due to the fact that the school management system is not restructured. That the elementary school history education goals nurturing of historical thinking or in the elementary school history education, efforts to foster 21 century core competence is possible only student-centered classroom instruction based on social constructivism and student-centered classroom is possible only through the restructuring of school administration system, the Finnish comprehensive school is reveled symbolically.

Ukraine’s State Policy in the Field of School History Education in the 1990s – 2000s

The article examines Ukraine’s state policy in the field of school history education in the 1990s – 2000s. Issues of school history courses content filling with new visions; normative and legal support of their teaching; and search for this process best models have been the subject of attention of state authorities, research institutions, teachers, and the public of Ukraine since independence. For almost two decades, their solution has been generally progressive. A return to the 1990s – 2000s state policy principles in the field of school history education took place in Ukraine after the Revolution of Dignity. Therefore, the study of this policy, in particular, on the history rethinking, the creation of a regulatory framework for students’ study of this subject, and public perception of the process is of great practical significance today

Discussion on the Senior Middle School History Teaching Strategy Based on the Core Literacy of History

Discussion on the Senior Middle School History Teaching Strategy Based on the Core Literacy of History

Common Past, Different Visions: The Ukrainian-Russian Encounters Over School History Textbooks 1990s–2010s’

This article deals with the Ukrainian-Russian encounters in the field of school history education in 1990s–2010s. The theme investigates the context of the state- and nation-building processes in both countries. Three major topics are considered: history education and textbooks as a tool of civic education and citizenship building, the problem of unification and homogenization of the representations of the past in the light of citizen education, the attempts of Russia to promote a common vision of the past with neighbors, and Ukrainian responses. The major theme ends with the highlights from the most recent developments in the field of school history curriculum and textbooks in both countries in the context of the Russian-Ukrainian conflict and war of 2014–2021.

Proposing Indonesia History Teaching that Transcends Political Ideologies

The teaching of Indonesian history, in many cases in school, remains dominated by history of politics and political indoctrination, underscoring the need for critical and holistic learning. This paper aims to analyze the Indonesian National History textbooks used in schools, and to examine the possibility of teaching Indonesian history that goes beyond political indoctrination and is holistic. The method used in this paper is the analysis of an Indonesian National History textbooks that have been used as the main textbook for the history subject in schools. The teaching of Indonesian history in schools is still dominated by a single version of historical events. The narratives of Indonesian history lessons often ignore different perspectives, or other aspects of historical events that are of interest. Indonesian history does not only belong to the winners. A holistic approach to the teaching of history is expected to help enrich students' knowledge of past events and provide a clearer picture of the history of a multicultural society. For example, a discussion of the Benteng economic policy should not only revolve around the points of view of one ethnic group and ignore the suffering of others. In other cases, discussions on the PKI revolt often neglect human rights aspects, et cetera. Not only should students gain knowledge about past events based on the dominant interpretations, but are also exposed to the narratives of marginalized people. Not only that, history lessons should also cover aspects that include arts, literature, painting, music and other cultural products. In the end, a holistic approach enriches students’ understanding of a historical event, foster a positive attitude and inspire them to learn about stories that have been under-heard or deliberately marginalized.

Государственная политика в области подготовки педагогических кадров в СССР в послевоенные годы

The changes that took place in the last quarter of the 20th&nbsp;century in the political, economic and cultural life of Russia necessitated the modernization of the modern educational system. In this regard, an appeal to the experience of the past seems very relevant. The author considers main directions and tasks of the state policy in the field of teachers training in the post-war period as an integral part of the five-year plans for the development of the national economy of the country. The main sources of research are the documents of the State Archive of the Republic of Buryatia. Published sources on the history of school education in Buryatia and the history of the Buryat-Mongolian State University also played a great role in revealing the topic. Using the example of Buryatia the author establishes that pedagogical education, which is in dire need of teachers and schools, developed in accordance with all state guidelines. The development and strengthening of the material and technical base, the high level of scientific and pedagogical qualifications of the teaching staff of the Buryat-Mongolian State Pedagogical Institute, its constant interaction and cooperation with public education authorities were important conditions for the Institute to fulfill its main task&nbsp;–&nbsp;the quality training of teachers for general education schools in Buryatia.

공공역사가로서의 역사교사를 말하다

Teachers and students are two subjects of school history education. Students grow up in history culture, and each enters the classroom with a sense of history formed through public area. Based on such historical perception, students renew their historical understanding, create historical narratives containing their perspectives, and express them in various ways, growing into a new subject of public history. If it is the ideal of public history to allow students and the public to experience “doing history”, it can be said that history teachers play the role of public historians. This is in that history is reproduced through the teacher curriculum, the meeting of students and history is mediated using various media, and the learning experience is designed. As a public history historian, the educational interest of history teachers should not remain in the relationship between public representation activities and school history. Serious attention should also be paid to the fact that such representation activities are consequently involved in the historical consciousness and identity of members of society.

Impact of Teachers’ Qualification on Secondary School History Teaching and Learning in Kajara County, South Western Uganda

The study examined how teachers’ qualification impact on the teaching and learning of history in senior four of Kajara County, Ntungamo District. The study sought to establish how communication skills affect the teaching and learning of senior four history class in Kajara County, Ntungmo District, find out how teachers’ explanation skills affect the teaching and learning of senior four history class in Kajara County, Ntungamo District and establish how writing skills affect the teaching and learning of senior four class in Kajara County, Ntungamo District. The study employed a cross sectional survey design with both qualitative and quantitative approaches of data collection and analysis. Interviews, focus group discussions, documentary analysis and questionnaire were used to collect data. The study population consisted of secondary school administrators, history teachers and students in selected private and government schools in Kajara County, Ntungamo District. A sample size of 251 was used. Qualitative data was analyzed with the help of social science (SPSS) while qualitative data was analyzed using content analysis. Findings revealed that teachers with good communication skills facilitate effective teaching and learning of history to secondary students in Kajara County, Ntungamo District facilitated by audibility, effective teacher-student rapport and improved student presentation skills. It was established that teachers with good explanation skills facilitate effective teaching and learning of history to secondary school students. Teachers with clear history instruction involved learners in history lesson activities effectively. The study concluded that teachers’ communication skills, explanation skills and writing skills have negligible influence on effective teaching of history to secondary school students in Kajara County, Ntungamo District. It is recommended that government and other stakeholders should come up with Continuous Teacher Development Programs and in-service programs to raise teacher’s communication skills explanation skills and writing skills to patch up the gaps in the teaching and learning of history to secondary students in Kajara County, Ntugamo District.

Analysis on the Cultivation of Students' Question Consciousness in Junior High School History Teaching under the New Curriculum Standard

Analysis on the Cultivation of Students' Question Consciousness in Junior High School History Teaching under the New Curriculum Standard