期刊名称：Encounters in Theory and History of Education
印刷版ISSN：1925-8992
出版年度：2008
卷号：3
出版社：Fueen's University
摘要：The authors argue that intellectual shifts and related ideological debates have set new pedagogical demands on history teachers and new programmatic demands on faculties of education. In an attempt to relate the relevance of generating historical thinking (motivating the students to think like historians) to transformative education, the authors outline an history inquiry model based on Dewey’s educational theory. In this model, content knowledge and mastery of the subject matter is as critical as an understanding of teaching and learning history. The paper addresses the challenges set by a dominant relativist self-referential slant, the teaching of history in a multicultural class, and the tendency, in particular in social studies classes, to fall into presentism.
关键词：teaching and learning history;historical inquiry model;relativism and history teaching;enseñanza y aprendizaje de la historia;modelo inquisitivo;relativismo y la enseñanza de la historia;l’histoire de l’enseignement et de l’apprentissage;un modèle d’enquête historique;le relativisme et l’enseignement de l’histoire
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