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The Comparative Study of Historical Evidence Teaching in the Middle School of China and England

Author: ZhouJing
Tutor: ZhouGongGu
School: Northeast Normal University
Course: Curriculum and Pedagogy
Keywords: the England the China Historical Evidence Teaching Comparative Study
CLC: G633.51
Type: Master's thesis
Year: 2011
Downloads: 80
Quote: 0
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Historical Evidence, which compose the whole history, are also the evidence torecognize history. If they are applied to the history teaching, they will not only inspire interestin students and cultivate students’academic abilities, but also cultivate their exploring ability,creative spirit and the sense of civic virtue. With the importance of historical evidenceteaching constantly be recognized and accepted, it has attracted more and more attention byhistorians and history teachers of home and abroad. Since 1970s the England has carried outthe exploration of historical evidence teaching, and it has formed a set of system in-depth andoperable theory. Meanwhile , we also have done the research and practice by some historiansand history teachers. But the situation is not optimistic when we overview the presenthistorical evidence teaching.So based on the teaching theories and teaching practices, this paper separately analyzesand researches the situation of the England and Chinese historical evidence teaching, with thesuccess of the two counties’front-line teachers. And then it discusses the similarities anddifferences between the two counties’historical evidence teaching . At last, the author will putforward views on our historical evidence teaching . Hope that they can provide a littlereference to the historical teaching.This paper consists of five parts: The introduction mainly raises the research questionsand the study situation. On this basis, it illustrates the significance, the innovation and themethods of this study. The second part defines the concept of historical evidence andhistorical evidence teaching, which also classifies the sources of the historical evidenceteaching. The third part describes the situation of the England and Chinese historical evidenceteaching, which is based on the teaching theories and teaching practices, with the success ofthe two counties’front-line teachers. The fourth part, based on the foregoing discussion,further explores the similarities and differences between the two counties’historical evidenceteaching. The fifth part puts forward some views on our historical evidence teaching.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > History, geography > History
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