以伯恩斯坦的教学方法为框架,教授历史上的流行病

M. N. Davids
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引用次数: 1

摘要

2020年3月11日,世界卫生组织(世卫组织)宣布COVID-19为全球大流行。这一声明震惊了世界各国。全球采取的不同应对措施暴露出一个准备不足的世界,缺乏管理和抵御全球流行病的历史意识和能力。缓解COVID-19特别需要了解最佳做法,在这种情况下,人们会想起1918年西班牙流感大流行。这一事件夺去了5000万人的生命,比20世纪两次世界大战期间死亡的人数还要多。针对流行病的历史知识贫乏,本文提出了一项探索性建议,将流行病的历史知识与学校的历史教学相结合。考虑到伯恩斯坦的教学方法是一个概念框架,文章回答了这样一个问题:如何将流行病的历史知识与历史教学相结合?从历史教师的在线回答中抽取了一小部分定性样本(N=15),以了解在COVID-19背景下,历史教师是如何与历史大流行联系起来的。他们的回答有助于在设计过程中围绕知识生产、重新语境化和再现展开讨论。基于在历史课堂上教授流行病知识的期望,对教师教育提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching historical pandemics, using Bernstein's pedagogical device as framework
On 11 March 2020, the World Health Organisation (WHO) declared COVID-19 a global pandemic. This announcement came as a shock to countries around the world. Diverse responses across the globe exposed an ill-prepared world that lacks the historical consciousness and capacity to manage and fight off a global pandemic. Mitigation of COVID-19 requires, inter alia, knowledge of best practices, in which case memory of the 1918 Spanish Flu pandemic comes to mind. This event claimed the lives of 50 million people,1 which is more than the number of people who died during the two 20th century world wars. Responding to the arguably poor historical knowledge of pandemics, this article presents an exploratory proposal to integrate historical knowledge of pandemics with History teaching at school. Considering Bernstein’s pedagogical device as a conceptual framework, the article responds to the question: how can historical knowledge of pandemics be integrated with History teaching? A small qualitative sample of online responses from History teachers (N=15) was used to gather a sense of how practicing History teachers relate to historical pandemics in the context of COVID-19. Their responses assisted in opening a discussion around knowledge production, recontexualisation and reproduction during the design process. Based on the expectation that knowledge of pandemics will be taught in the history classroom, recommendations for teacher education are suggested.
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