Teaching History Through Turning Points

Q4 Social Sciences

Curriculum and Teaching Pub Date : 2022-10-01 DOI:10.7459/ct/37.2.02

J. A. Whitehouse

引用次数: 0

Abstract

This article explores the use of turning points in history teaching. Historians describe instances of pivotal change as turning points. Identification of a turning point is a judgment of historical significance. The research demonstrates this by analysing an example from classical historiography. Inclusion of a turning point at the start of learning and teaching sequence necessitates exploration of the causal processes that resulted in the change. Similarly, discussion of any turning point is incomplete without examination of its consequences. Teachers can use turning points to highlight the interpretative nature of historical inquiry. Curriculum specialists can assist teachers in this work.

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通过转折点教授历史

本文探讨了转折点在历史教学中的运用。历史学家将关键变化的实例描述为转折点。确定转折点是一种具有历史意义的判断。本研究通过分析古典史学中的一个例子来证明这一点。在学习和教学序列的开始包含一个转折点，需要探索导致变化的因果过程。同样，对任何转折点的讨论如果不考察其后果都是不完整的。教师可以使用转折点来强调历史探究的解释性。课程专家可以协助教师完成这项工作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Curriculum and Teaching Social Sciences-Education

CiteScore

0.50

自引率

0.00%

发文量

期刊介绍： Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.