Historiography of Education

Author: Zhao Xiuling
Publisher:
Publish Date: 2004-07-01
Features: Historical pedagogy is one of the sub-topics of the World Bank loan-funded model education reform project "Research on Curriculum Reform of Education, Psychology, and Subject Pedagogy." This project was led by Professor Dong Cao and officially approved in August 1993. As one of the sub-topics, historical pedagogy's main task is to reform the current history teaching methods course for teacher training institutions, combining China's actual history teaching practices to research and compile new textbooks with a contemporary and cross-century character. This book has the following features in its format and content:
1. Innovation: The book reflects the spirit of reform and opening-up, introducing and drawing on historical education experiences from ancient and modern China and abroad. It focuses on cutting-edge issues in the discipline, overcoming the previous tendency to emphasize teaching methods while neglecting learning methods, or to stress the teacher's dominant role while overlooking the student's subjectivity. It emphasizes the comprehensive development of human qualities. Not only does it explore how history education can enhance the qualities of learners, but it also discusses the requirements and improvement of history teachers' qualities. The book conducts extensive and in-depth research and discussion on both educational theory and practice, which cannot be covered by the content of previous history teaching methods. In terms of format, the book has undergone significant adjustments, dividing the content into four parts: Historical Education Theory (General Theory), Historical Teaching Theory, Historical Learning Theory, and Historical Teacher Theory, elaborating on historical education from different perspectives.
2. Unity of Theory and Practice: The book is grounded in the broad perspective of education, elaborating on the functions and roles of history education, with a focus on school history education (especially in secondary schools). It emphasizes both the research of fundamental theories of history education and their close integration with practical history teaching, achieving mutual reinforcement.
3. High Practicality: The book is primarily written for history majors at teacher training institutions and junior high school history teachers, while also catering to the needs of undergraduate students and advanced history teachers for teaching and further studies. The content closely aligns with the new teaching syllabus and textbooks promulgated by the State Education Commission, ensuring its practicality.