scholarly journals Difficulties and prospects of teaching world history in Chinese universities

2021 ◽  
Vol 3 (120) ◽  
pp. 46-54
Author(s):  
Zhang Zonghua ◽  
◽  
Jiang Yanhong ◽  
Keyword(s):  
World History ◽  
History Textbooks ◽  
Field Of View ◽  
Historical Knowledge ◽  
Value Judgment ◽  
Teaching History ◽  
Tourism Management ◽  
Important Position ◽  
History Classes ◽  
Great Danger

It is noted that history textbooks are the main means of obtaining holistic, systematic and accurate historical knowledge for students, and the Internet provides a good platform for making holistic and genuine history textbooks. It is emphasized that the state practically does not interfere in the dissemination of natural science knowledge, including production of textbooks on natural sciences, but the preparation of textbooks on the humanities and especially on history is always in the field of view of the leadership of any country. It is noted that after the beginning of reforms and openness in China, the transformation of history textbooks is slow. Despite the departure from the Marxist-Leninist framework in interpretation of history, the replacement of the class paradigm with the civilizational one, the recognition of democratic values, history textbooks are limited to the old structure. History classes are an important position for transfering historical knowledge. The problems of teaching history at school and university levels are noted. The historical and philosophical faculties of famous faculties have difficulties in recruiting students, the historical faculties are transformed into faculties for the training of specialists in tourism management. Technical fetishism, followed by the younger generation, is considered as a great danger to the future, as danger of turning a person into a «well-trained dog» that has nothing to do with a harmoniously developed person. It is emphasized that teaching of history should not be formal, it is necessary to teach history students not for the sake of being useful in a future profession. The goal of teaching history should be, firstly, the transfer of historical knowledge, and secondly, the development of independent and critical thinking, as well as value judgment in a person.

scholarly journals SURDEZ E VISUALIDADE NO ENSINO DE HISTÓRIA: UM ESTUDO DE CASO DE PESQUISA-AÇÃO

2020 ◽  
Vol 13 (4) ◽  
pp. 401
Author(s):  
Ana Gabriela Da Silva Vieira
Keyword(s):  
Visual Experience ◽  
Rio Grande ◽  
Visual Language ◽  
Rio Grande Do Sul ◽  
Historical Knowledge ◽  
Deaf Students ◽  
Teaching History ◽  
Schools For The Deaf ◽  
School For The Deaf ◽  
History Classes

Teaching in bilingual schools for the deaf, due to the specificities of the students served, whose communication occurs mainly through a sign and visual language, has been using visual resources in the classroom. This article discusses the use of these resources in History classes, based on research carried out in 2017, at a school for the deaf in a city in Rio Grande do Sul. This investigation used action research as a methodology, with the objective of to test methodologies and didactic resources for the teaching of History in deaf students. The use of visual resources for teaching history was explored - images, videos, collages, models, etc. - based on discussions in the area of Deaf Studies that understand visual experience as the basis of deaf culture. As results, it was understood that there are different ways of using visual resources, that images cannot be isolated from the content discussed in the classroom, on the contrary, they need to be contextualized so that deaf students are able to appropriate historical knowledge.

American-European Relations in U. S. World History Textbooks, 1921-2001

2012 ◽  
Vol 44 (2) ◽  
pp. 95-112
Author(s):  
Martin Alm
Keyword(s):  
20Th Century ◽  
Western Europe ◽  
World History ◽  
History Textbooks ◽  
Democratic Tradition ◽  
American Society ◽  
The Cold War ◽  
The U.S ◽  
English Heritage ◽  
Better Than

This article studies U.S. views of the historical relationship between the U.S. and Europe as conceived during the 20th century. This is examined through U.S. World history text books dating from 1921 to 2001. The textbooks view relations within a general teleological narrative of progress through democracy and technology. Generally, the textbooks stress the significan ce of the English heritage to American society. From the American Revolution onwards, however, the U.S. stands as an example to Europe. Beginning with the two world wars, it also intervenes directly in Europe in order to save democracy. In the Cold War, the U.S. finally acknowledges the lea ding role it has been assigned in the world. Through its democratic ideals, the U.S. historically has a spe cial relationship with Great Britain and, by the 20th century, Western Europe in general. An American identity is established both in conjunction with Western Europe, by emphasizing their common democratic tradition, and in opposition to it, by stressing how the Americans have developed this tradition better than the Europeans, creating a more egalitarian and libertarian society. There is a need for Europe to become more like the U.S., and a Europe that does not follow the American lead is viewed with suspicion.

Using Sources In History Teaching

2021 ◽  
pp. 54-67
Author(s):  
Seema S.Ojha
Keyword(s):  
Deductive Reasoning ◽  
Primary Source ◽  
Primary Sources ◽  
Historical Knowledge ◽  
History Teaching ◽  
Secondary Sources ◽  
The Past ◽  
Teaching History ◽  
The World ◽  
Source Materials

History is constructed by people who study the past. It is created through working on both primary and secondary sources that historians use to learn about people, events, and everyday life in the past. Just like detectives, historians look at clues, sift through evidence, and make their own interpretations. Historical knowledge is, therefore, the outcome of a process of enquiry. During last century, the teaching of history has changed considerably. The use of sources, viz. textual, visual, and oral, in school classrooms in many parts of the world has already become an essential part of teaching history. However, in India, it is only a recent phenomenon. Introducing students to primary sources and making them a regular part of classroom lessons help students develop critical thinking and deductive reasoning skills. These will be useful throughout their lives. This paper highlights the benefits of using primary source materials in a history classroom and provides the teacher, with practical suggestions and examples of how to do this.

scholarly journals Teaching History and Civic Education in Slovenia

2021 ◽  
Vol 12 ◽  
pp. 123-158
Author(s):  
Danijela Trškan ◽  
Špela Bezjak
Keyword(s):  
Secondary Schools ◽  
Civic Education ◽  
History Textbooks ◽  
Democratic Citizenship ◽  
Political Activity ◽  
School Students ◽  
History Teachers ◽  
Teaching History ◽  
The Subject ◽  
Compulsory Subject

The article explains how civic education is included in the subject of history in elementary and secondary schools in Slovenia. History is a compulsory subject taught in elementary and secondary schools and plays an important role in the cultural, social and political education of young people – young citizens. The analysis of current history curricula indicates that they contain civic and patriotic elements in the general and specific objectives and learning outcomes, as well as in the content. The analysis of selected history textbooks shows that Slovenian textbooks include more European history than Slovenian history. The article explains what social and civic competences can be developed and fostered in the subject of history and how elementary and secondary school students can use various examples from the past to develop a positive attitude towards Slovenian identity and the protection of Slovenian cultural heritage, a respectful attitude towards human rights and democratic citizenship, towards different cultures, religions and nations, and responsible socio-political activity. It has been noted that history teachers have many opportunities to teach students the relevant values of democratic citizenship and to enable them to know and understand themselves as individuals and as members of the local and global communities. However, more attention should be paid to contemporary Slovenian history and active citizenship.

National Memory and Where to Find It

2017 ◽  
Author(s):  
James V. Wertsch
Keyword(s):  
Collective Memory ◽  
Special Form ◽  
History Textbooks ◽  
National Identities ◽  
Historical Knowledge ◽  
National Memory ◽  
Starting Point

National memory is a special form of memory in general and of collective memory in particular. Even in an age of globalization, modern states devote massive resources to promulgating official accounts of their past that support national identities, including illusions of destiny, which can be a starting point for conflict. This chapter asks, “What is national memory?” and “Where can we find it?” It may seem natural to pose these questions in this order, but it is argued in this chapter that their sequence should be reversed. Different starting points and methods in studying national memory have been employed with different implicit or explicit ideas of what constitutes national memory. The study of history textbooks yields one picture, surveys of historical knowledge provide another, and the study of commemoration yields a third.

Elusive Images of the Other: A Postcolonial Analysis of South Korean World History Textbooks

2013 ◽  
Vol 49 (3) ◽  
pp. 213-246 ◽  
Author(s):  
Young Chun Kim ◽  
Seungho Moon ◽  
Jaehong Joo
Keyword(s):  
World History ◽  
History Textbooks ◽  
The Other ◽  
South Korean
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