Debates in history teaching
Debates in history teaching
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历史教学中的争论
DOI：
10.1080/19415257.2012.717735
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发表时间：
2013
影响因子：
2.1
通讯作者：
E. Brown
中科院分区：
文献类型：
--
作者：
E. Brown
伊恩·戴维斯教授在Routledge《学科教学中的辩论》系列中编辑了另一本文集，将专家意见和新鲜见解结合在一起，在广阔的准教科书市场上被评为“任何学生或实习教师在初始培训、继续专业发展和硕士水平学习中的理想伴侣”。这本书包含了来自不同作者的广泛贡献，他们中的许多人继续在英国各地的学校和大学练习他们的手艺。戴维斯声称：“这本书的目的是强调历史教育中的重要问题，以及见习教师和有经验的教师在他们的职业生涯中必须解决的问题。”该书整齐地分为四个部分，内容包括：历史教育中的辩论；程序概念和历史；历史的表达和目的；历史的教与学。总而言之，在人文学科在英国教育大臣的英语文凭课程中重新焕发活力的时候，22章就该领域的重要问题提供了一系列有价值的观点。第一节阐述了自二十世纪初以来历史教学中的趋势和主题，提醒人们全球化对英国历史教学的转变的影响，以及20世纪70年代“课程、创新”和“新历史”(框架)的出现。从业者还将高兴地看到，由于历史在小学、中学和16岁后部门中的不同作用而产生的问题被区分为三个写得很好的章节。第二节进入更多的理论领域，对关键的历史概念，如因果关系、意义、证据和连续性进行了一系列深思熟虑的讨论。这里有一个特别重要的讨论，关于教师的“通用”教学工具和学科教师的具体隐喻武器之间的关系，或者用一个烹饪类比，在平底锅和夹层之间。教育研究所的一系列同事思考了最初由Lee Shulman提出的教学内容知识模式及其相关性，以此作为产生一种“以教师为中心的教学方法，主要以教师拥有的技能和知识为中心，而不是教师与学生互动的方式”的手段(第85页)。在一种政策氛围中，教师的学科知识已重新成为一种优质的“产品”，
Professor Ian Davies has edited a further collection in the Routledge ‘Debates in Subject Teaching’series, offering a ‘combination of expert opinion and fresh insight’and situated in a broad quasi-textbook market as,‘the ideal companion for any student or practising teacher in initial training, continuing professional development and Masters level study’. The book contains a wide range of contributions from a diverse set of authors, many of whom continue to practise their craft in schools and colleges across the United Kingdom. Davies professes that:‘the purpose of the book is to highlight issues which are important in history education and which trainee and experienced teachers will have to address throughout their career’(p. 1). The book is neatly divided into four sections covering: debates in history education; procedural concepts and history; the expression and purpose of history; and the teaching and learning of history. In total, 22 chapters offer a series of valuable perspectives on important issues in the field at a time when the humanities have a reinvigorated profile within the UK Secretary of State for Education’s English Baccalaureate. Section One establishes the context of trends and themes in history teaching since the beginning of the twentieth century, providing a useful reminder of both the impact of globalisation on the shift away from the teaching of British history and the ‘flowering of curriculum, innovation’and the advent of ‘new history’(frameworks) in the 1970s. Practitioners will also be pleased to see issues arising from the different role of history in the primary, secondary and post-16 sectors differentiated in three well-written chapters. Section Two moves into more theoretical territory with a series of thoughtful discussions of key historical concepts such as causality, significance, evidence and continuity. Here there is particularly significant discussion of the relationship between the ‘generic’pedagogical tools of a teacher and the specific metaphorical armoury of the subject teacher, or, to use a culinary analogy, between the saucepan and the mezzaluna. A series of colleagues from the Institute of Education contemplate the model of pedagogical content knowledge initially proposed by Lee Shulman and its relevance as a means of generating a,‘teacher centred pedagogy which centres primarily on the skills and knowledge that the teacher possesses, rather than on the ways teachers interact with pupils’(p. 85). In a policy climate that has returned to focus on teacher’s subject knowledge as a premium ‘product’,