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Towards a New Methodology for Teaching History
出版地 | 出版年份 | 页数: 
Beirut | 2012 | p. 253-286
ISBN/ISSN: 
ISBN 978-9953-023-79-3
联合作者: 
International College
地区: 
阿拉伯国家

This paper rests on the idea that the teaching of history has goals beyond that of building a collective memory and that education, in its broader context, aims at building citizenship and preparing the learner to live, integrate within a community, interact with others and adapt to a challenging to a rapidly changing world. Many of our students say that History makes no sense to them. They complain that,  in history classes, they are not urged to think actively or to form opinions and that they are not given the chance to self-development. This paper proposes a new active methodology that renders the teaching of History more attractive to students and better received by them. It enhances the role of the “History class” as a partner in building learners’ skills and stimulating fundamental dispositions. The goal is to nurture a responsible citizen capable of critical thinking, taking initiatives, collaboration, working positively within one’s community, and is a life-long learner. Based on hands-on activities, this paper suggests a comprehensive model of instruction that transforms the History classroom into a gateway for building citizenship by equipping the learner with the necessary skills and dispositions. This methodology is based on three theories that had a great impact on the teaching – learning process in the last two decades: Brain-based learning, constructivism, and problem-based learning. Hence, these theories are briefly presented. Seen as one of many possible teaching methodologies in a History classroom, this model is presented and its impact on the teaching of History is highlighted. As we plan for a new History curriculum in Lebanon, it is crucial that we look ahead to the 21st century instead of looking back.

资源类型: 
课程
案例研究和研究性论文
期刊论文
主题: 
公民身份/民主意识
文化素养/文化间交流/跨文化交流/多元文化
包容性/多样性
教育水平 : 
小学
初中

关键词

Citizenship; Human rights; Cultural diversity; Inclusive education; History education
المواطنة؛ حقوق الإنسان؛ التنوع الثقافي؛ التربية الدامجة