自2001年推行課程改革以來，課程發展議會和教育局力倡以「探究學習」作為中國歷史科的教學策略；與此同時，香港考試及評核局亦引入「歷史資料題」作為本科公開考試的評核題目，可見其受重視之程度。初中中國歷史科雖仍然沿用1997年頒佈的課程文件，然而不論是教科書的編寫，或是教師的日常課堂教學，亦加入了歷史探究和史料學習的元素。本研究透過與來自六所中學的十二位任教初中中國歷史科教師和三十一位中三級學生的訪談，檢視歷史探究和史料學習在香港初中中國歷史科的實踐概況。綜合而言有三項重要發現。 / 第一，課程變革下，香港中學的教學範式起了巨大轉變，一方面帶動教師反省本科教學的本質；另一方面促進學科教師能接納和掌握以學生和能力為本的教學範式和策略。再加上新高中學制施行，加劇學科之間的競爭，修讀中國歷史科學生人數銳減，直接影響學科的生存空間。以上各項變化，引發歷史探究和史料學習在初中中國歷史科的開展，正反映教師在回應課程和新高中學制改革下「審時度勢」的課程實踐。 / 第二，研究發現教師在教學層面實施這種模式時，產生理念與實踐之間落差。究其原因是源於歷史探究理念與中國傳統史學之間的張力，以及教師對歷史知識與探究能力之間關係的理解。這反映在實踐過程中，未有充份注意學科本身的特質，形成張力，甚至衝突，導致在教學層面產生兩難局面。在課程實踐過程中，教師從中判斷取捨和調適，結果在實踐程度時有所限制，因時、因人而形成差異。 / 第三，研究亦探討學生在這種學習模式下學習結果，就知識方面而言，他們對於理解歷史時序、變遷和因果關係的概念都傾向以「個別」事件、線性發展過程和史實知識為主，未能充份運用這些概念建構「歷史圖像」，解說複雜交錯的歷史現象。技能方面，香港中國歷史科課程和教學當中，缺乏全面培養和提高學生的中國語文理解和表達能力的策略，影響學生理解和應用歷史資料的能力。同時，學生表示對掌握史實知識較有信心，但對史論知識和歷史探究方法卻拿捏不足。態度方面，學生認為學習歷史能與自己生活處境結合，成為理解當前社會各種現象的對照，同時，歷史探究可增加學習歷史的興趣。 / 就上述三項發現，再參考相關歷史探究與史料學習的理論文獻和實證研究，本研究提出兩項建議。對課程設計者而言，課程組織要突破編年體與議題取向的兩極爭議，課程內容則要協助學生釐清歷史概念涵義，建立歷史圖像觀念。對課程實踐者而言，其一是宜嚴謹而有系統地將歷史思維能力和學生認知階段配合起來並作出規劃，設定各年級需達致的學習目標，並在課堂活動設計貫徹執行，以喚起學生持久學習歷史的內在動機。其二是建立歷史探究與史料學習的課堂常規，協助學生克服學習難點 。 / "Enquiry study" has been advocated by Curriculum Development Council and Education Bureau as a teaching strategy in secondary Chinese History since the curriculum reform launched in 2001. Also, the "data-based question" was introduced as an assessment question type in the public examination of Chinese History. Although the junior secondary Chinese History teaching is still following the curriculum document of 1997, the historical enquiry and source-based study elements have been included to the textbook and daily teaching practice. This research interviewed 12 junior secondary Chinese History teachers and 31 S3 students from six secondary schools in order to examine the implementation of the historical enquiry and source-based study in junior secondary Chinese History in Hong Kong. The three major research findings are as follows. / First, there is a teaching paradigm shift under the curriculum reform. This not only promotes teachers’ self-reflection on the nature of the subject they teach, but also facilitates their adoption and mastery of the student-centered and generic skill-based teaching paradigm and strategy. In addition, given the dramatic drop in the number of students taking Chinese History under the new senior secondary reform, the competition among subjects has become more intense. The survival of Chinese History as a subject has become a critical concern of subject teachers. In response to the above changes, the historical enquiry and source-based study was initiated as a "pragmatic approach" to the curriculum change and new senior secondary reforms. / Second, there is a discrepancy between the philosophy and the implementation of historical enquiry and source-based study in classroom teaching. Such discrepancy was originated from two factors namely: "the tension between the philosophy of enquiry and the traditional Chinese historiography" and "the relationship between historical knowledge and competence in making enquiry study". It was revealed that the tensions and conflicts were formed due to inadequate understanding of the nature of the subject. In order to deal with this dilemma, teachers may exercise more professional judgment and adaptation in their classroom teaching. However, the effectiveness of implementation is subject to personal and contextual differences. / Third, the research has examined the students’ learning outcomes through historical enquiry and source-based study. In knowledge aspect, students have shown understanding of the concepts of chronology, change, and cause and effect in an individual historical event, a linear historical process and historical facts. Yet, they cannot use these concepts to construct a holistic "historical picture" to explain the complicated historical phenomena. In skills aspect, the relative lack of Chinese interpretive and expressive skills training in Chinese History teaching has limited in the students’ understanding and use of the historical sources. Moreover, students have shown more confidence in handling factual knowledge than in historical interpretation and enquiry competence. Finally, for the attitude aspect, students hold the view that learning history can help them to understand the interactions, diversities and rapid changes in today’s world. Besides, historical enquiry can arouse students’ interest in studying history. / Based on the above research findings together with reference to the literature review and empirical studies of historical enquiry and source-based studies, two recommendations are proposed. For the curriculum developers, they should break through the polarised conflict between chronological framework and theme-based curriculum organisation. Also, they should clarify the implication of historical concepts and, build the concept of ‘historical picture’. As for the curriculum implementers, teachers should try to sustain students’ motivation through a well-planned school-based history curriculum with clear learning objectives developed in line with the history thinking capacities and cognitive development of students at different stages. Moreover, teachers can help students to overcome their learning difficulties in by institutionalising the regular teaching and learning practices of historical enquiry and source-based study. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 區寶文. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 206-216). / Abstracts also in English. / Ou Baowen.

Li Toi-wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 105-113). / Abstracts and appendices in English and Chinese. / Table of Contents --- p.1-2 / List of Tables --- p.3 / List of Figures --- p.4 / Chapter Chapter 1 --- Introduction --- p.5-8 / Chapter Chapter 2 --- Literature Review --- p.9-41 / Chapter 2.1. --- Historical Views of Empathy --- p.9-10 / Chapter 2.2. --- Contemporary Views of Empathy --- p.11-14 / Chapter 2.3 --- Historical Thinking and Historical Understanding --- p.15-19 / Chapter 2.4. --- Historical Empathy --- p.20-36 / Chapter 2.5 --- Assessment of Empathy and Historical Empathy --- p.37-41 / Chapter Chapter 3 --- Method --- p.42-55 / Chapter 3.1 --- Hypotheses --- p.42-45 / Chapter 3.2 --- Participants --- p.45 / Chapter 3.3 --- Material and Procedure --- p.46-53 / Chapter ´Ø --- Preliminary Considerations of the Research --- p.46-49 / Chapter ´Ø --- The Actual Research Design --- p.50-53 / Chapter 3.4 --- Analysis --- p.54-55 / Chapter Chapter 4 --- Results --- p.56-84 / Chapter 4.1 --- "Samples of Memoirs that Scored ""2"", ""1"" and ""0"" in Each of the Three Aspects of Historical Empathy" --- p.56-65 / Chapter 4.2 --- Assessment of Inter-rater Agreement and Inter-rater Reliability on the Historical Empathy Score --- p.66-67 / Chapter 4.3 --- Descriptive Statistics --- p.67-71 / Chapter 4.4 --- Correlational Analysis of the Three Categories of Historical Empathy --- p.71-73 / Chapter 4.5 --- Results of Hypothesis One --- p.73-75 / Chapter 4.6 --- Results of Hypothesis Two --- p.75-77 / Chapter 4.7 --- Interview Results --- p.77-84 / Chapter Chapter 5 --- Discussion --- p.85-100 / Chapter 5.1 --- Discussion of the General Findings --- p.85-88 / Chapter 5.2 --- Discussion of Hypothesis One --- p.89-95 / Chapter 5.3 --- Discussion of Hypothesis Two --- p.95-97 / Chapter 5.4 --- The Follow-up Interview --- p.98-99 / Chapter Chapter 6 --- Conclusion --- p.100-104 / References --- p.105-113 / Appendix / Chapter A. --- Multiple source documents for Case 1: Chang Hsueh-liang --- p.114-115 / Multiple source documents for Case 2: Shang Yang --- p.116-117 / Chapter B. --- Textbook Materials for Case 1: Chang Hsueh-liang --- p.118-119 / Textbook Materials for Case 2: Shang Yang --- p.120-121 / Chapter C. --- Guided questions for the cases of Chang Hsueh-liang and Shang Yang --- p.122 / Chapter D. --- Remarks of Table 3.1 to 3.3 --- p.123-132 / Chapter E. --- "Excerpts of memoirs which obtained the highest score (i.e., “2´ح）in the three aspects of historical empathy respectively" --- p.133-136 / Chapter F. --- Excerpts of students' original writings --- p.137-142 / Chapter G. --- "Full original version of the written memoirs that got the highest score (i.e., ""2"") in all the three aspects of historical empathy (i.e., total score=6)" --- p.143-145

No description available.

No description available.

The main aim of this research was to determine the potential of senior primary pupils and serving teachers to understand a text that is concerned with a historical event. A test was written by 136 white standard 3, 4 and 5 pupils from a Cape Province primary school, as well as 32 serving teachers from various other Cape Province primary schools. The test consisted of a text and questions based upon it. The testees had 60 minutes at their disposal to study the text and give written answers to the questions. The historical event explained in the text dealt with the Peasant Uprising that occurred in England in 1381. Eight open-ended questions were asked. The questions were graded according to difficulty and based on the model of Merrit to test the following levels of thought: knowledge, application, inference and evaluation. In the dissertation attention is paid to the following aspects: 1. Background for the research. 2. The most important theoretical aspects that play a role in the process of historical understanding. 3. A statistlcal analysis of the results obtained from the pupils and teachers, with attention to those factors that may have influenced the results e.g. verbal IQ, age, interest, etc. 4. The quality of the teachers' and pupils' answers as well as examples from their work to illustrate certain aspects. 5. The most important conclusions that can be drawn from the research. Based on their answers to the graded questions the pupils were grouped into different levels to ascertain whether a significant pattern would emerge for each standard. It became clear, however, that irrespective of age or verbal IQ the pupils could not consistently be grouped into a specific level or category. The most important conclusions of the research are the following: 1. The ability of senior primary pupils to cope with intellectually stimulating material are underestimated. 2. A variety of factors influenced the results of the pupils, but not one of the factors studied in this research was found to be of significant importance. 3. The average primary teacher do have the potential ability to cope with more difficult historical material than the present factual approach would suggest.

A programme of historical study known as "world history" is part of the social studies offerings of almost all the Canadian provinces. The purpose of this inquiry is to examine and evaluate the conceptions of world history embodied in these programmes. Authorized textbooks and provincial Department of Education curriculum bulletins are the two principal sources which are examined and analyzed in order to discover the organization and scope of the programmes, and the interpretations they embody. The recent views of English-speaking histories on the problem of defining and writing world history are examined as a basis for evaluation. The conceptions of world history are summarized and evaluated in terms of interpretation and world perspective. Conclusions are drawn as to the basic weaknesses of present approaches to the formulation of world history programmes, and some suggestions are offered as to the direction to be followed if viable programmes are to be introduced. / Education, Faculty of / Graduate

Helen M. Carter / Typescript / M.S. Florida State College for Women 1914 / Includes bibliographical references (leaf 4)

No description available.

There is no abstract available for this thesis.

No description available.