A Narrative that Encompasses Our History: Historical Culture and History Teaching
A Narrative that Encompasses Our History: Historical Culture and History Teaching
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涵盖我们历史的叙事：历史文化与历史教学
DOI：
10.1057/9780230599246_5
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
Kees Ribbens
中科院分区：
文献类型：
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作者：
Kees Ribbens
当人们被问到他们第一次接触历史的地方时，最有可能的答案是“教室”。但教室既不是历史进入人类生活的第一个也不是最后一个地方。历史的痕迹和叙述几乎无处不在。本章论述了历史教学在英国和荷兰快速变化的历史文化中的地位。它关注的是一个国家的正典的政治议程和年轻人之间日益增长的文化多样性之间的紧张关系，他们被认为“需要”这样的正典。孩子们在一个充满过去的物质和非物质痕迹的世界中长大，这些痕迹似乎是随机传播的。这些痕迹本身并没有正规教育赋予它们的结构化意义。然而，甚至在入学之前，儿童就听到、看到和讲述关于过去的故事，有个人的，也有一般的，大多是支离破碎的、神话的或现实的，这些故事在某种程度上塑造了他们对过去的印象，以及他们对历史的先入之见，包括其当今的意义。因此，当一个孩子第一次走进教室时，他就已经是一个历史性的人了。人类在其余生中仍然是历史的存在，积极地构建和修改他们的历史观，无论他们获得的历史信息的数量或复杂程度如何，也无论他们对历史的态度如何。因此，认为课堂是传递历史信息的场所，教师享有历史的垄断权是不正确的。学校是一个重要的十字路口，学生们在这里面对教师、教科书、挂图、书面资料、视频演示和参观遗址。如今，教师们更适应于提供的越来越多的历史资源。但这些并不是日常基础设施的唯一组成部分，
When people are asked where they first encountered history, the most likely answer will be ‘the classroom’. But the classroom is neither the first nor the last place where history comes into the life of a human being. Historical traces and narratives are almost everywhere. This chapter deals with the position of history teaching within the fast changing historical culture in the United Kingdom and the Netherlands. It focuses on the tension between the political agenda of a national canon and the increasing cultural diversity among the young people who are assumed to ‘need’such a canon.Children grow up in a world full of material and immaterial traces of the past seemingly spread at random. These traces present themselves without the structured meanings attributed to them by formal education. Nevertheless, even before entering school, children hear, see and tell stories about the past, both personal and general, mostly fragmented, mythical or realistic, that in some way shape their images of the past and their preconceptions about history, including its present-day meanings. A child is, then, already a historical human being when it first enters a classroom. And humans remain historical beings for the rest of their lives, actively constructing and modifying their historical outlook, whatever the amount or sophistication of the historical information they acquire, and regardless of their temperamental attitude to history. Assuming that the classroom is the setting for the transmission of historical information and that teachers enjoy a monopoly of history is therefore not correct. The school is an important crossroads, where pupils are confronted with teachers, textbooks, wall charts, written sources, video presentations and visits to heritage sites. Nowadays, teachers are more attuned to the increasing amount of history resources that are on offer. But these are not the only components of the daily infrastructure in