A research of the relation between children's understanding of history and linguistic expression

研究结果如下：1）初中儿童历史理解的基础是叙事理解。这个年龄段的儿童已经发展了不同的叙事创作能力。2）以叙事方式进行的历史教学不是在低抽象层次上进行的，而是在语言表达中包含了一定的历史分期理论。历史教学的叙事性组织与研究性组织并不对立。以前这两个组织往往被认为是对立的。但从语言表达的角度看，任何抽象的历史理论都可以用叙事来描述，这是适合儿童理解历史的。（3）历史叙事的修辞和陈述因学习历史的材料和主题而不断变化。这种状态在儿童的语言表达中表现得尤为明显。4）历史教师的教学技巧主要体现在叙事的语言表达中。专家型教师组织的学习过程，从孩子们的日常表达，逐步到历史概念。

Research results is as follows :1) The basis of history understanding of lower secondary school children is narrative understandings. Children of this age-group have developed their faculty of narrative creation variously. History teaching which deepen learning contents makes good use of children's faculty of narrative creation.2) History teachings which progress narratively are not on low abstract level, but in general, some theory of historical period is included in the linguistic expression. Narrative organization of history teaching not offers opposition to researchful organization. Formerly these both organization are apt to be regarded as in opposition. But from the viewpoint of linguistic expression any abstract theory of history can be described in narrative which is suitable to children's understanding of history.3) The rhetoric and statement of historical narrative varies constantly depending on materials and subjects of learning history. Particularly this state appears in children's linguistic expression.4) Teaching skills of history teachers are found out in linguistic expression of narrative. Expert teachers organize learning process from children's usual expression to historical concepts gradually.