"文革"口述史的理论与实践

到目前为止,“文革”口述史工作已经取得了一些成绩,挽救了很多“活”史料,拓宽了资料搜集的范围,写作过程也比较严谨。但是,这项工作仍存在一些不足,尤其是实践与理论相对脱节,例如名实不符、视角单一、缺乏研究意识等等。要解决这些问题,必须在加强“文革”口述史理论建构的基础上,在实践过程中切实发挥口述史史料来源广泛、研究者与当事人互动性强、口述史料与文献史料可以互证的长处。     

At the interface: academic history,school history and the philosophy of history

How history is learnt and taught must to some extent be shaped by conceptions of what history is. Historians tend to conceptualize what something is by investigating what it has been and what it has meant in different contexts. This article explains how a debate in the philosophy of history between positivism and intentionalism provided the context for history to be defined as a distinct school subject. It traces the epistemological underpinnings of history pedagogy over the past century, illuminating the close relationship between attempts in the philosophy of history to defend history’s disciplinary autonomy and the formulation of a disciplinary model of school history education. Eschewing a one-way account from the philosophy of history to the school history classroom, it attributes the interest of leading history educationalists to use philosophical analyses of history to an educational paradigm eager to distil the disciplinary essence of the school subjects. At the interface of academic history, school history and the philosophy of history, it describes a process whereby these separate threads became part of a common fabric, shaping conceptions of what it means and what it takes to be educated in history.     

Enriching the historiography of Religious Education: insights from oral life history

This article seeks to exemplify the extent to which oral life history research can enrich existing historiographies of English Religious Education (RE). Findings are reported from interviews undertaken with a sample of key informants involved in designing and/or implementing significant curriculum changes in RE in the 1960s and 1970s. The interviews provided insights into personal narratives and biographies that have been marginal to, or excluded from, the historical record. Thematic analysis of the oral life histories opened a window into the world of RE, specifically in relation to professional identity and practice, curriculum development and professional organisations, thereby exposing the operational dynamics of RE at an (inter-)personal and organisational level. The findings are framed by a series of methodological reflections. Overall, oral life histories are shown to be capable of revealing that which was previously hidden and which can be confirmed and contrasted with knowledge gleaned from primary documentary sources.     

杜威与皮亚杰的主体参与思想析解

文章论述了杜威主体参与的指导思想、主体参与的教学原则与方法，阐明了皮亚杰主体参与思想的心理学基础与主体参与的教学原则，与此同时还阐述了对他们的主体参与思想的结论性的认识。     

Fiction,history and pedagogy: a double-edged sword

There are many areas of overlap between history and fiction. Teachers of history have long recognized this connection and used a range of fictional accounts in their teaching. In this article, we argue that fiction is a double-edged sword that must be handled carefully. On the one hand, it presents compelling characters and accounts that provide powerful connections with the past often missing from school history. On the other hand, the narrative force that draws the reader in and connects him or her to the experience of the characters also mitigates against alternative readings of the situation, undercutting the reader’s ability to understand the past in complex and critical terms. We contend that in the hands of effective teachers, the double-edged sword of fiction can be a valuable and effective tool in the teaching of history. We begin by exploring three scholarly conversations around the nature of history, history education and learning theory. We then discuss the general relationship between history and fiction, move on to describe two broad categories of fiction and their particular connections to history and history teaching and consider some of the tensions between history and fiction. Finally, we investigate pedagogical implications for effective use of fiction in the teaching of history.     

Teaching history on the border: teachers voice their views

The overall objective of this investigation was to explore the views of border history teachers on a wide variety of issues that influence their instructional approaches, curricular content choices, and capacity to teach history more effectively. More specifically, the focus was on identifying factors that affect their ability to utilize culturally relevant pedagogy and to integrate into their classroom instruction elements of the local border community, and of the Latin American, Latino, and Mexican American experience. Findings confirmed that structural factors such as mandated curriculum standards, adopted textbooks, and high-stakes tests all serve to limit the teachers’ ability to integrate the Latino and minority experience into their classroom narrative. Although most teachers expressed support for the inclusion of Latino history, in actual practice they reported having insufficient time, training, or resources to adequately do so. The implications that Latino curricular exclusion has for students on the border are also discussed.     

Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers

This paper explores the issues that secondary history teachers on an initial teacher education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers’ personal concerns. A framework for analysing trainees’ stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course.     

High school textbooks in turkey from teachers’ and students’ perspectives: The case of history textbooks

This study investigates how teachers and students assess the textbooks they use in history courses at the high school level in Turkey. Through a survey questionnaire, teachers and students were asked their perceptions of the textbooks. Then a sub-sample of the teachers and students were interviewed to collect more in-depth data on their assessment of the textbooks. The results indicated that the textbooks assist the teacher in instructional planning and in preparing exams, and help the students deal with the content. However, both teachers and students point to problems in textbooks in terms of their physical aspects, content presentation and organization, language, teaching and learning aids, and their impact on students. The textbooks focus mostly on transmission of knowledge, and they are found ineffective in leading students to read the information with interest and develop an understanding of the content area. They are found ineffective in developing students’ thinking skills and positive attitudes toward the subject.     

Connecting past and present through case-comparison learning in history: views of teachers and students

History education frequently aims at developing active citizenship by using the past to orientate to the present and the future. A pedagogy for pursuing this aim is making connections between the past and the present by means of comparing cases of an enduring human issue. To examine the feasibility and desirability of this case-comparison teaching approach, students (n = 444) and teachers (n = 15) who participated in an implementation study conducted in the Netherlands were questioned about their experiences and views. Results show that both students and teachers felt that case-comparison in the context of an enduring human issue is feasible and not more complex than the usual history teaching in which topics are studied separately without explicitly making comparisons between past and present, even if some students thought that taking account of episodes from different historical periods concurrently required an extra learning effort. Both students and teachers believed that connecting past and present in history teaching enhances engagement and meaning making. They suggested a curriculum combining the case-comparison approach with the type of history teaching they were accustomed to. Mixed methods were used for data collection. Implications for further research on case-comparison learning in history are being discussed.     

电视口述历史节目:口述历史新形态

口述历史作为一门科学产生于上世纪40年代的美国，我国于上世纪80年代引进这种方法。分析我国的电视口述历史节目，可知此类节目使用现代化的传播手段，具有一定的新闻性，是对历史的真实、形象、生动、深刻的再现；这类节目的广泛出现与受众的需要、现实生活提供的可能性、传媒人的社会责任感和素质以及传媒问的竞争有密切关系；这类节目在丰富电视的表现形态，补充完善中国当代史，以及传承历史知识方面具有重要的意义。     

Learning from School-based Teacher Training: Possibilities and constraints for experienced teachers

This article presents findings from a study of teachers' development conducted in a large English 'comprehensive' school during a period of intense educational reform. In particular, it considers the ways in which experienced teachers contributed to and claimed benefit from a new national system of school-based initial teacher training (ITT). In addition to outlining the professional development possibilities for experienced teachers involved in school-based ITT, the article highlights a range of factors that appeared to constrain this development. By drawing on the English experience, the paper considers the implications of recent Danish policy related to school-focused teacher education, both in terms of the potential benefits for experienced teachers from involvement in such training, as well as more generally in terms of the quality and appropriateness of such forms of teacher preparation.     

Implementing a disciplinary-literacy curriculum for US history: learning from expert middle school teachers in diverse classrooms

In recent years, educators in the USA have emphasized disciplinary literacy as an essential path forward in cultivating adolescents’ understanding of subject matter in tandem with literacy practices. Yet, this agenda poses challenges to teachers who have been tasked with its implementation. Here, we examine two expert US history teachers’ efforts to implement curriculum that integrates reading, writing and thinking in history with academically diverse eighth graders. We conduct qualitative analyses of teacher observations and interviews as well as student work. This analysis provides insight into several issues that emerge in efforts to teach disciplinary literacy in history classrooms: the nuances of teachers’ use of curriculum materials created by people other than themselves, teachers’ appropriation and adaptation of curriculum materials and teachers’ understanding of curriculum materials and disciplinary literacy goals. We find that teachers’ knowledge of the discipline and attention to students’ ideas allowed them to skillfully adapt the curriculum to better meet students’ needs and push students’ thinking. Orienting teachers toward disciplinary learning, ensuring a foundational understanding of their discipline and providing teachers with tools to teach disciplinary literacy are important steps to help students meet the demands of the disciplinary literacy agenda.     

Teaching history,teaching nationalism: a qualitative study of history teachers in a Polish post-industrial town

This paper aims to analyse Polish history teachers’ perceptions of the role of historical education in the context of nationalism, class and locality. Drawing on the results of qualitative research conducted in the post-industrial and post-German city of Wa?brzych in Poland, we argue that teachers are not fully aware of the role of nationalist politics in representations of the past. Teachers regard these nationalist representations as natural and taken for granted. They are not only unable to assume responsibility for promoting nationalism among students but also reproduce a dominant nationalist discourse by using history to nurture their students’ attachment to the idea of a homogeneous and solidary nation that transcends class divisions and erases local specificity. They see their role primarily in terms of reinforcing the dominant structures of collective memory in their pupils.     

Social supports from teachers and peers as predictors of academic and social motivation

Young adolescents’ perceptions of teachers’ and peers’ multiple classroom supports were examined in relation to motivational outcomes (interest and social goal pursuit). Responses from sixth (n = 120), seventh (n = 115), and eighth (n = 123) grade students concerning four dimensions of support (expectations for specific behavioral and academic outcomes, provisions of help, safety, and emotional nurturing) indicated that social supports differ as a function of students’ sex, grade level, teacher, and classroom, and in their relations to interest and social goal pursuit. Relations of students’ perceptions to motivational outcomes differed as a function of source of support. In addition, students’ perceptions of teacher and peer supports differed as a function of teacher and classroom. In general, findings confirm the utility of a multi-dimensional approach to social support that acknowledges the independent as well as interactive contributions of teachers and peers to student motivation.     

试论地方史资源在《中国近现代史纲要》教学中的运用——以福州为例

本文以福州地区为例,论述了在<中国近现代史纲要>教学中运用地方史资源开展实践教学的方法,一是在课堂教学中融入地方史内容;二是开展研究性的地方史专题学习;三是利用社会调查、参观访问等实践活动加深对地方史的认知;四是运用现代信息技术手段丰富地方史知识.同时探讨了地方史资源开发与利用中应处理好的几个关系.     

马克思《历史学笔记》中的世界史观解读

马克思晚年《历史学笔记》与《资本论》衔接极为紧密,它不是马克思对历史资料的随意性摘录,其中蕴含着丰富的世界史观,是马克思世界史观的历史溯源,也是马克思晚年进行更深入地研究的准备材料,对我们理解马克思晚年的理论空间具有重要的意义和价值。     

The challenge of balancing content and language: Perceptions of Dutch bilingual education history teachers

The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing teaching CLIL with regular history teaching. We used questionnaires and interviews to collect data. Results show that bilingual education history teachers perceived their dual task as language and subject teachers to be challenging. Teaching in English also enriched their teaching skills and eventually had a positive influence on their level of job satisfaction.     

历史三分法与中国历史哲学

中国传统学术的视阈显示,中国历史上对“历史”有一种三分法,即史事、史文、史义。史义即中国的历史哲学;史义包含“历史之大义”与“吾心之精义”两部分内容,史义与西方历史哲学的重大差异在于:前者与史事、史文三位一体不可分割,又以史义为体、史事为用,以史文传事载义,而后者是于史事、史文之外的注重对历史反思与批判的以期资治育人的哲学。     

What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

The study provides an insight into how technology may affect teachers’ facilitating of the writing process which was examined and compared when Norwegian upper secondary school students wrote essays about English as a global language through multiple drafts with feedback received from the computer-based essay-critiquing system (EssayCritic) (target class) and from collaborating peers (comparison class). Quantitative and qualitative analyses of the teachers’ assistance drew on Galperin’s conceptualisation of learning. Findings reveal patterns in the teachers’ guidance in both conditions and outline the differences arising from the use of EssayCritic: by interacting with EssayCritic the teacher assisted the learners in completing the specific task, although little attention was paid to the development of their assessment for learning (AfL) skills. However, in the comparison class the teacher paid attention to the development of students’ AfL skills by emphasising the general approach to the analysis and the essential requirements of the essays. The study, therefore, raises questions about the need for practitioners’ awareness of whether the technology supports the development of, for example, AfL skills required in English writing classes.