The crisis in the teaching of history in Britain

下面为大家整理一篇优秀的assignment代写范文- The crisis in the teaching of history in Britain，供大家参考学习，这篇论文讨论了英国历史教学的危机。20世纪60年代，英国学校的历史教学出现危机，很多学生对历史这门学科的反映很差，他们感觉历史学科不具有什么重要性，是无用且无趣的科目。为什么当时的英国学生会对历史教育产生反感的情绪，这和英国长期历史教育的模式和目的性有很大关系。

British history education began to reform in the 1970s, which changed the rigid teaching mode that paid attention to the teaching of historical materials through textbooks. In class, teachers pay attention to experiential learning, that is, to place students in the place of historical events or historical sites for situational teaching; In the cultivation mode, it pays attention to the phased teaching. These changes make British history education in the forefront of today's world, which has certain reference significance for the history education reform advocated by our country.

In the 1960 s, British school board used to all kinds of subjects in the school student's cognitive attitude conducted an investigation, the results showed that students in the history of the subject reflects poorly: 9 surveyed 677 men and women most of students feel history does not have what importance, and very boring, is useless and boring subject. The reason why British students at that time were disgusted by history education has a lot to do with the mode and purpose of long-term history education in Britain.

In terms of teaching objectives, the traditional British history education takes a large number of historical facts as its teaching purposes and main contents, and imparts a large number of historical events and times to students. In terms of teaching methods, teachers' teaching is the main one, and narration, blackboard writing and note-taking have become the main contents of history class. Students in the learning process is passively to accept a lot of historical facts, the classroom question and answer is mostly limited to repeat the text in the textbook or the teacher has said some of the material. The test that evaluates learning outcomes is based on how much facts have been memorized.

For the purpose of historical education, historical education is mainly responsible for the cultivation of British national consciousness. However, in the teaching of British history at that time, although teachers tried to make students remember some historical events, figures and times by means of tests and quizzes, these trivial historical knowledge often became a pile of nouns in students' minds. Reciting such knowledge is extremely dull and boring for most students. They have no time to escape from it, so how can they expect to cultivate students' sense of citizenship and patriotic emotion through this kind of history study? Therefore, the history education before 1960s did not achieve the expected educational purpose, but was hated by students.

With the development of science and technology, history teachers began to use more teaching methods to attract students' attention. For example, a variety of materials such as projections, slides, tapes and videos are added to the class. In addition, some teachers try to arrange students to visit historical sites and museums. In addition, some teachers began to try new teaching activities, such as designing historical games, role simulation and historical drama production, etc., which to some extent aroused students' learning enthusiasm.

For example, in the development of handicraft industry in Britain in the 17th century, teachers would take students to the ruins of the original Victorian era for teaching, and then let students change into the clothes of workers in that era to experience the history of Britain in the 17th century. Students spend half a day making candles, weaving cloth with wool, making shoes and so on. To experience the level of British handicraft in the 17th century with those ancient and crude tools is far more than the knowledge gained from textbooks.

A series of interesting activities can only stimulate students' enthusiasm for a while. To fundamentally change students' views on the subject of history and stimulate their enthusiasm for learning, some valuable activities must be given to students in the history class to motivate them to think and carry out the reform of history education from the perspective of historical knowledge. Based on this understanding, history educators introduced historical materials into the history classroom, and some history teachers began to let students through historical materials to face the problem that historians face, not to remember the conclusions of historians, but to analyze on the basis of existing historical materials like them, and restore history with their own judgment. Under the guidance of teachers, students are exposed to some first-hand or second-hand historical materials and discuss with each other to answer questions, which is called "the activity of being historians".

The current history textbooks in Britain are divided into three parts: thematic narration, citing historical data, problems and activities. No matter which part, all kinds of historical materials occupy more than half of the length of each page. Thus it can be seen that British history subjects attach great importance to historical materials. These historical materials cover written materials such as various private and official archival records and historians' research and writings. Non-verbal items such as maps, drawings, photographs, etc. But the pictures in the British history textbooks not only historical data as to attract students' attention, the introduction of the pictures in the book may be used to supplement the text material, it is also possible to written statement of the point of view have differences, so that the purpose of writing is to exercise the students sensitivity to the historical data, to improve the ability of identifying the historical data.

British history textbooks are more than just a narrative of history; they are interspersed with a lot of rhetorical questions that cannot be answered simply by reading the text

It can be seen that British history teaching is not only to let students remember the results, but also to make clear the context of the historical conclusions, learn history through questioning, and improve the research ability of historical materials.

In order to enhance students' interest in history textbooks, the writers also attach great importance to introducing historical stories into textbooks, and at the same time create questions to arouse students' thinking. For example, the history textbook of middle school grade 7, chapter 1, section 2, unit 1, from the countryside to the empire, reflects the growth process of Rome from the countryside to the huge empire. First, it tells the story of the origin and development of the city of Rome in the form of a story told by a mother to her daughter. They include stories of she-wolves nursing human twins; Then there are two references: a drawing on a silver Roman coin cast in 120 A.D. and a bronze statue of a female Wolf feeding human twins from the fifth century. Then, the students were asked eight questions. They were asked to find out three things that they thought might be true and three things that could not be true from the stories. And guess what Roman teachers and parents would have wanted their children to know if they had told the story? Finally, ask the students to make a cartoon strip with five pictures according to the story.

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