Is it possible, and desirable, to plan pupil learning in History in a way which has a greater emphasis on historical research and scholarship?

具体而言，预计拟议的研究将涉及以下领域：目前，英国学校的历史系与大学的历史系在多大程度上、以何种方式进行了互动？他们的学习计划在多大程度上受到大学研究和学术发展的影响？在历史系的学习规划中，有哪些潜在的方法或模式可以让学生更好地理解历史研究的本质，以及历史学术研究带来的历史知识和理解的最新和相关发展？高等教育中为定义和规划研究型教学而开发的模式和教学法能否有效地转化为中学历史系？当学生的学习计划以大学水平的学科发展为依据时，它对学生的进步和/或参与有积极的影响吗？学校历史教学与大学水平的研究/学术发展之间建立更密切关系的哲学/理论依据和挑战是什么？这些对研究及其结论有什么影响？这项拟议研究的重点是历史作为一门学校学科和一门学术学科之间的关系，也就是说，如果学科内取得的进步与这些进步实际转化为教学之间的“时间差”减少，那么存在的潜在好处。在学校历史研究中，前沿的历史研究或多或少地缺乏代表性，各种限制意味着课程、资源和考试委员会的规范往往远远落后于这门学科作为一门学科的发展。研究表明，目前学校与大学的合作关系倾向于集中在STEM领域，扩大了参与和it。因此，对于专门与历史教学相关的研究转移模式，仍有很大的机会进行更多的研究。

Specifically, it is anticipated that the proposed research would address the following areas:1. To what extent, and in what ways, are UK schools' history departments currently interacting with university history departments? To what extent is their planning of learning influenced by developments within research and scholarship at university-level?2. What potential methods or models could be used in the planning of learning in History departments to give pupils a better understanding of the nature of historical research and of the most current and relevant developments in historical knowledge and understanding arising as a result of historical scholarship?3. Can models and pedagogy developed within higher education for defining and planning research-orientated teaching be usefully translated into secondary history departments?4. When pupil learning is planned in a way that is informed by developments in the discipline at university-level, does it have a positive impact on pupil progress and/or engagement?5. What are the philosophical/theoretical justifications and challenges for a closer relationship between history teaching in schools and developments in research/scholarship at university level, and what are the implications of these for the research and its conclusions?The focus of this proposed research is on the relationship between history as a school subject and an academic discipline, namely, the potential benefits that exist if the 'time lag' between advancements being made within subject disciplines and these advancements actually being translated into teaching and learning is reduced. Cutting-edge historical scholarship is, more or less across the board, under-represented in school history, where various constraints2 mean that curricula, resources and examination-board specifications often lag significantly behind the evolution of the subject as an academic discipline. Research indicates that currently school-university partnerships tend to be clustered in STEM, widening participation and ITE.3 Therefore, there is still a significant opportunity for more research into models of research-transfer that relate to history teaching specifically.