日本和英国的历史教学:思想交流和知识比较

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Asian Education and Development Studies Pub Date : 2021-08-03 DOI:10.1108/aeds-03-2021-0059
Matthew Fearns-Davies, Tsutomu Kubota, Fumina Tachibana, Y. Kato, I. Davies
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引用次数: 0

摘要

目的介绍和讨论英国和日本历史教师之间的合作。本文的目的是探索每个国家教授历史的方式,这是对国际合作的普遍承诺的一部分,也是我们探索历史教育与全球公民教育之间联系的一种手段。设计/方法论/方法教师们开设了两门关于俄罗斯革命的课程(一门来自英国,一门来自日本)。这两个课程都在每个国家教授。从学生和教师那里收集了数据,以帮助反思合作的性质和结果。发现合作非常积极。老师和学生们很高兴能一起工作,体验不同的方式来了解过去。每个国家对知识的表征方式都有不同的方法(英国教师强调基于情境的历史解释;日本教师强调内容和情境知识)日本和英国的历史教师和学生。在教学内容知识的不同特征背景下,关于国际合作机会的争论有助于一个相对未探索的领域。作者有助于我们理解历史教育和全球公民教育之间的关系。
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Teaching history in Japan and England: exchanging ideas and comparing knowledge
PurposeThis paper describes and discusses collaboration between history teachers in England and Japan. The purpose of this paper is to explore the ways in which history is taught in each country as a part of a general commitment to international collaboration and as a means by which we could explore the connection between history education and global citizenship education.Design/methodology/approachThe teachers created two lessons (one from England and one from Japan) about the Russian revolution. Both lessons were taught in each country. Data were gathered from students and teachers to aid reflections on the nature and outcome of the collaboration.FindingsThe collaboration was very positive. Teachers and students were excited to work together and to experience different ways of learning about the past. There were different approaches to the ways in which knowledge was characterized in each country (teachers in England emphasizing contextually based historical interpretations; teachers in Japan emphasizing content and contextual knowledge).Originality/valueThis work contributes to the limited amount of research that is currently available about professional collaboration between high school teachers and students of history in Japan and England. The arguments that are made about the opportunities for international collaboration in the context of different characterizations of pedagogical content knowledge contribute to a relatively unexplored field. The authors contribute to our understandings of the relationship between history education and global citizenship education.
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来源期刊
Asian Education and Development Studies
Asian Education and Development Studies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
7
期刊介绍: Asian Education and Development Studies (AEDS) is a new journal showcasing the latest research on education, development and governance issues in Asian contexts. AEDS fosters cross-boundary research with the aim of enhancing our socio-scientific understanding of Asia. AEDS invites original empirical research, review papers and comparative analyses as well as reports and research notes around education, political science, sociology and development studies. Articles with strong comparative perspectives and regional insights will be especially welcome. In-depth examinations of the role of education in the promotion of social, economic, cultural and political development in Asia are also encouraged. AEDS is the official journal of the Hong Kong Educational Research Association. Key topics for submissions: Educational development in Asia, Globalization and regional responses from Asia, Social development and social policy in Asia, Urbanization and social change in Asia, Politics and changing governance in Asia, Critical development issues and policy implications in Asia, Demographic change and changing social structure in Asia. Key subject areas for research submissions: Education, Political Science, Sociology , Development Studies .
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