Format:
Online-Ressource (260 p.)
ISBN:
9780415206686
Content:
Written by a range of history professionals, including HMIs, this book provides excellent ideas on the teaching, learning and organization of history in primary and secondary schools
Note:
Description based upon print version of record
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Book Cover; Title; Contents; List of illustrations; Notes on contributors; Introduction to the Series; What are the issues in the teaching of history? JAMES ARTHUR; The History Task Group, 1998 9; A collection of issues; Government policies, the State and the teaching of history ROBERT PHILLIPS; 'An inherited consensus'?; 'A host of malignant sprites'?; 'The battle for the big prize'?; 'Four histories, one nation'?; 'The end of history and the last history teacher'?; Acknowledgements; Curriculum decision-making in the primary school: the place of history PENELOPE HARNETT
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Why teach history in the primary school?What history should primary school children learn?; How should history be taught in the primary school?; 1988: the Education Reform Act and the history National Curriculum; Back to basics? History within the contemporary primary curriculum; Into the millennium; Questions; Teaching historical significance MARTIN HUNT; What educational outcomes arise from the study of significance in history?; What are the potential problems in the learning of significance?; What strategies can be used in the teaching of significance in history?; Conclusion
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Further readingHistorical knowledge and historical skills: a distracting dichotomy CHRISTINE COUNSELL; The problem with 'skill'; The problem with knowledge; Making the abstract interesting: the role of status and structure; Conclusion: beyond knowledge and 'skill'; Questions; Teaching about interpretations TONY MCALEAVY; A variety of interpretations; Opportunities for work on interpretations; What can we ask students to do?; Interpretations and the 1995 review of the National Curriculum; Interpretations at GCSE; Interpretations and citizenship; Discussion Points
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Issues in the teaching of chronology WILLIAM STOW AND TERRY HAYDNThe importance of chronology in the teaching of history; What does research indicate about children's understanding of historical time?; How can children's understanding of time be developed?; What for history teachers are the key implications of these issues?; Further reading; Information and communications technology in the history classroom TERRY HAYDN; Getting beyond 'the usual suspects'; The advantages and limitations of ICT in the history classroom: the importance of instructional design over technological advance
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Adjusting to the information-rich history classroomInteractivity, new technology and the history classroom; Key applications and ways forward in ICT and history; CD-ROMs; The Internet and communications technology; The medium is not the message; Further reading; History teaching, literacy and special educational needs WENDY CUNNAH; Differentiation: resolving the mismatch?; Thinking through difficulties: facing the challenge; Challenges for aspiring history teachers; Questions
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Thinking and feeling: pupils' preconceptions about the past and historical understanding CHRIS HUSBANDS AND ANNA PENDRY
Additional Edition:
ISBN 9780203024041
Additional Edition:
Erscheint auch als Druck-Ausgabe Issues in History Teaching
Language:
English
Keywords:
Electronic books
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