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

研究结果如下：1)初中生历史理解的基础是叙事理解。这个年龄段的儿童在不同程度上发展了他们的叙事创作能力。深化学习内容的历史教学，充分利用儿童的叙事创造能力。2)叙事推进的历史教学不是低抽象层次的教学，而是语言表达中包含了历史时期的某些理论。历史教学的叙事性组织不与研究性组织对立。以前，这两个组织容易被认为是对立的。但从语言表达的角度来看，任何抽象的历史理论都可以用叙事来描述，这适合于儿童对历史的理解。3)历史叙事的修辞和表述随着学习历史的材料和主题的不同而不断变化。4)历史教师的教学技巧体现在叙事的语言表达上。专家教师将学习过程从孩子的日常表达逐渐组织到历史概念。

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.