This study explores the way in which the Iranian Post-Revolutionary political and religious authorities subordinate the teaching of History to their political agenda by analyzing the political, ideological, and cultural discourses embedded in the secondary school history course book, The Contemporary History of Iran (Tārīkh-i Muʿāṣir-i Iran), which is a mandatory textbook in the Iranian education system. / Thesis (Master, Education) -- Queen's University, 2012-10-02 18:44:57.313

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李晉鏗. / Thesis (M.A.)--香港中文大學敎育學院. / Includes bibliographical references (leaves 197-214). / Li Jinkeng. / Thesis (M.A.)--Xianggang zhong wen da xue jiao yu xue yuan. / 論文提要 --- p.i / 誌謝 --- p.ii / Chapter 第一章 --- 引論 / Chapter 一、 --- 書法敎育的涵義 --- p.1 / Chapter 二、 --- 書法在中國傳統敎育中的地位 --- p.3 / Chapter 三、 --- 書法的敎育價值與功能 --- p.4 / Chapter 四、 --- 本論文之硏究目的 --- p.7 / Chapter 第二章 --- 文獻評述 / Chapter 一、 --- 傳統書法敎育理論文獻 --- p.14 / Chapter 二、 --- 現代書法敎育硏究論文 --- p.19 / Chapter 甲、 --- 實驗法的硏究 --- p.19 / Chapter 乙、 --- 書法與心理的硏究 --- p.20 / Chapter 丙、 --- 書法敎育的專題討論 --- p.21 / Chapter 三、 --- 香港小學書法課程與研究 --- p.22 / Chapter 四、 --- 香港中學書法課程與硏究 --- p.23 / Chapter 五、 --- 香港敎育署所定之書法課程及有關硏究 --- p.24 / Chapter 第三章 --- 硏究方法 / Chapter 一、 --- 硏究資料的蒐集 --- p.29 / Chapter 二、 --- 硏究方法 --- p.31 / Chapter 三、 --- 硏究範圍與限制 --- p.32 / Chapter 第四章 --- 書法敎育與中國文化 / Chapter 一、 --- 書法與文字 --- p.35 / Chapter 二、 --- 書法與文學 --- p.41 / Chapter 甲、 --- 詩 --- p.41 / Chapter 乙、 --- 散文 --- p.46 / Chapter 丙、 --- 楚辭 --- p.46 / Chapter 丁、 --- 賦 --- p.47 / Chapter 戍、 --- 書信尺牘 --- p.48 / Chapter 己、 --- 碑誌 --- p.50 / Chapter 三、 --- 書法與藝術 --- p.55 / Chapter 四、 --- 書法與德育 --- p.58 / Chapter 五、 --- 書法在社會與日常生活上的應用 --- p.60 / Chapter 六、 --- 書法與文化的傳播 --- p.62 / Chapter 第五章 --- 中國書法敎育的發展 / Chapter 一、 --- 古代的書法敎育 --- p.72 / Chapter 二、 --- 秦漢時期的書法敎育 --- p.73 / Chapter 甲、 --- 秦代的書法敎育 --- p.73 / Chapter 乙、 --- 漢代的書法敎育 --- p.74 / Chapter (一) --- 概論 --- p.74 / Chapter (二) --- 漢代小學的書法敎育 --- p.76 / Chapter (三) --- 漢代小學的字書 --- p.77 / Chapter (1) --- 四字爲句的字書 --- p.77 / Chapter (2) --- 七字爲句的字書 --- p.78 / Chapter (四) --- 漢代書法藝術專科學校´一ؤ鴻都門學 --- p.78 / Chapter (五) --- 漢代石經的刊´刻´ؤؤ熹平石經 --- p.79 / Chapter 三、 --- 魏晋南北朝的書法敎育 --- p.80 / Chapter 甲、 --- 三國的書法敎育 --- p.80 / Chapter (一) --- 概論 --- p.80 / Chapter (二) --- 三國的學校 --- p.81 / Chapter (三) --- 三國的書法 --- p.81 / Chapter (四) --- 魏正始石經與書法敎育 --- p.82 / Chapter (五) --- 社會風氣與當法敎育 --- p.82 / Chapter 乙、 --- 晋代的書法敎育 --- p.83 / Chapter (一) --- 概論 --- p.83 / Chapter (二) --- 晋武帝設置書博士的職位 --- p.83 / Chapter (三) --- 道敎與書法敎育 --- p.84 / Chapter (四) --- 社會風氣與書法敎育 --- p.85 / Chapter (五) --- 家學、私人傳授與書法敎育 --- p.88 / Chapter (六) --- 王羲之與書法敎育 --- p.89 / Chapter 丙、 --- 南北朝的書法敎育 --- p.91 / Chapter (一) --- 概論 --- p.91 / Chapter (二) --- 書學見於正史 --- p.92 / Chapter (三) --- 社會風氣與書法敎育 --- p.92 / Chapter (四) --- 書法取士 --- p.94 / Chapter (五) --- 品評書法藝術的專著 --- p.95 / Chapter (六) --- 佛敎與書法敎育 --- p.96 / Chapter (七) --- 千字文與書法敎育 --- p.96 / Chapter 四、 --- 隋唐的書法敎育 --- p.98 / Chapter 甲、 --- 隋代的書法敎育 --- p.98 / Chapter (一) --- 書法敎育被立爲官學 --- p.98 / Chapter (二) --- 書風與師承 --- p.98 / Chapter 乙、 --- 唐代的書法敎育 --- p.99 / Chapter (一) --- 概論 --- p.99 / Chapter (二) --- 唐代學校的書法敎育 --- p.100 / Chapter (三) --- 唐代科舉與書法敎育 --- p.101 / Chapter (四) --- 唐代書法敎育發達的原因 --- p.104 / Chapter (五) --- 有關書法敎育的書學論著 --- p.107 / Chapter 五、 --- 五代、宋的書法敎育 --- p.109 / Chapter 甲、 --- 五代的書法敎育 --- p.109 / Chapter 已、 --- 宋代的書法敎育 --- p.110 / Chapter (一) --- 概論 --- p.110 / Chapter (二) --- 宋代科舉與書法敎育 --- p.113 / Chapter (三) --- 宋代小學的書法敎育 --- p.114 / Chapter (四) --- 有關書法敎育的書學論著 --- p.115 / Chapter 六、 --- 元、明的書法敎育 --- p.116 / Chapter 甲、 --- 元代的書法敎育 --- p.116 / Chapter (一) --- 概論 --- p.116 / Chapter (二) --- 元代的書風 --- p.116 / Chapter (三) --- 元代科舉與書法敎育 --- p.117 / Chapter (四) --- 元代理學家程端禮的書法敎學 --- p.118 / Chapter 乙、 --- 明代的書法敎育 --- p.119 / Chapter (一) --- 概論 --- p.119 / Chapter (二) --- 明代學校的書法敎育 --- p.119 / Chapter (三) --- 明代科舉與書法敎育 --- p.120 / Chapter (四) --- 明代的書風 --- p.121 / Chapter 七、 --- 清代的書法敎育 --- p.122 / Chapter (一) --- 概論. --- p.122 / Chapter (二) --- 清代國學的書法敎育 --- p.123 / Chapter (三) --- 清代學塾的書法敎育 --- p.123 / Chapter (四) --- 書法敎育在清末新敎育中的地位 --- p.125 / Chapter (1) --- 壬寅學制中的書法敎育 --- p.125 / Chapter (2) --- 癸卯學制中的書法敎育 --- p.126 / Chapter (五) --- 清代科舉與書法敎育 --- p.127 / Chapter (六) --- 清代的書風 --- p.128 / Chapter 八、 --- 辛亥革命以來的書法敎育 --- p.130 / Chapter (一) --- 概論 --- p.130 / Chapter (二) --- 191´1ؤ1949中國小學的書法敎育 --- p.130 / Chapter (三) --- 191´1ؤ1949中國中學的書法敎育 --- p.131 / Chapter (四) --- 台灣國民小學的書法敎育 --- p.132 / Chapter (五) --- .台灣國民中學的書法敎育 --- p.133 / Chapter (六) --- 台灣高級中學的書法敎育 --- p.134 / Chapter (七) --- 台灣書法敎育問題硏究與分析 --- p.135 / Chapter (八) --- 大陸的書法敎育 --- p.137 / Chapter (九) --- 大陸小學書法敎育近況 --- p.138 / Chapter (十) --- 大陸中學書法敎育近況 --- p.140 / Chapter (十一) --- 書法師資的培訓 --- p.141 / Chapter (十二) --- 社會風氣與書法敎育 --- p.142 / Chapter 第六章 --- 香港的書法敎育 / Chapter 一、 --- 香港與中國的文化關係 --- p.157 / Chapter 二、 --- 香港早期學校的書法敎育 --- p.158 / Chapter 三、 --- 二十世紀前半期香港的書法敎育 --- p.159 / Chapter 甲、 --- 二十世紀前半期中文學塾的書法敎育 --- p.159 / Chapter 乙、 --- 二十世紀前半期香港中學的書法敎育 --- p.160 / Chapter 丙、 --- 二十世紀前半期香港小學的書法敎育 --- p.161 / Chapter 丁、 --- 小結 --- p.162 / Chapter 四、 --- 戰後迄今的香港書法敎育 --- p.162 / Chapter 甲、 --- 小學的書法敎育 --- p.162 / Chapter 已、 --- 中學的書法敎育 --- p.165 / Chapter 丙、 --- 專上學院的書法敎育 --- p.166 / Chapter 丁、 --- 私辦書藝學院、書學組織對書法敎育的貢獻 --- p.167 / Chapter 第七章 --- 香港書法敎育問題硏究與分析 / Chapter 一、 --- 小學書法敎育問題硏究與分析 --- p.174 / Chapter 二、 --- 中學書法敎育問題硏究與分析 --- p.177 / Chapter 三、 --- 專上學院的書法敫育問題硏究與分析 --- p.181 / Chapter 四、 --- 私辦書藝學院、書學組織在推動香港書法敎育上所扮演的角式與及所遇到之問題。 --- p.182 / Chapter 第八章 --- 結論與建議 / Chapter 一、 --- 結論 --- p.186 / Chapter 二、 --- 建議 --- p.193 / 參考書目 --- p.197

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Given the importance of the critical thinking, many developed countries have considered the critical thinking as one of the aims that the education of social science should achieve. Taiwan¡¦s new curriculum policy ¡V namely the ¡¥coherence curriculum of civil education¡¦ ¡V also emphasizes that students, particularly those of social science, should be able to solve problems independently, think critically and make appropriate decisions. In the case of teaching history in Taiwan, however, most teachers focus on delivering knowledge to students rather than fostering students¡¦ ability of thinking in a critical way. In order to remedy such problem, many developed countries have developed the so-called ¡¥inquiry model¡¦, which is to develop students¡¦ capability of thinking in a critical way by ¡¥doing the history¡¦, for the tuition of history at high schools. Given the advancement of information technology (IT) nowadays, internet has become an useful tool for tuition. With the integration of the tuition of IT into Taiwan¡¦s 9-year curriculum education, it can be assumed that tuition through internet will become a trend in the future. Therefore, this study aims to develop an IT-based method which can be used to foster students¡¦ ability of thinking critically in learning history. There are three aims of this study: 1. to develop a blueprint of the website which demonstrates how IT can be integrated into the tuition of history; 2. to explore the concept of critical thinking in the subject of history and to develop a IT-based method which can be used to train students¡¦ capability of thinking in a critical way in the study of history; 3. to offer suggestion and reference for the tuition of history. In order to carry out the study and to achieve the aims listed above, I employ both quantitative and qualitative approaches, that is: my analysis is based on the collection of questionnaires, worksheets, the information available online, and samples of website design. The findings and conclusions of this research are as the following: 1. A website which is designed to teach history is an useful tool for the development of students¡¦ capability of learning history in a critical way. The interaction between teachers and students is helpful for fostering students¡¦ history critical thinking disposition. 2. Most students enjoy learning history on internet. With the integration of the IT into the tuition, teachers can easily encourage students to learn history. 3. In order to apply an IT-based teaching method, history teachers can cooperate with the teachers tutoring different subjects¡]e.g. computer science), thus providing a better IT techniques for the tuition of history. 4. Students¡¦ perception of the subject of history is changed ¡V they no longer see history as a static-descriptive subject. With the method which is designed to develop students¡¦ capability of critical thinking in learning history, students do not only know what happened in the past, but also realize how to make inquiries and search for answers. 5. The application of my method shows that students¡¦ capability of thinking of history in a critical way is enhanced in a different way ¡V some realize better techniques while the other less so. As a result, it is important to design a long-term project which aims to develop such techniques. 6. Through worksheets students can better understand what happened in the past. Therefore, I suggest teachers to design worksheets in order to encourage students to learn history and help them develop better perception of what happed in the past. Finally, according to the findings of this research, I make some suggestions for teaching history and further research in this field.

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published_or_final_version / Chinese Historical Studies / Master / Master of Arts

Orientador: Marilena Aparecida Jorge Guedes de Camargo / Banca: João Pedro Pezzato / Banca: Edivaldo José Bortoleto / Esta dissertação trata da temática da investigação histórica educacional brasileira, circunscrita à cidade de Piracicaba, na abordagem de elementos relativos ao período de edificação e da história das fases iniciais da primeira Escola Normal de ensino público e laico deste centro urbano. Por meio de fontes advindas do acervo da Escola Normal de Piracicaba (atual Escola Estadual Sud Mennucci de Piracicaba), de estudos bibliográficos relacionados ao tema e de entrevistas realizadas com antigos alunos da instituição referida, este trabalho se propôs, sob a adoção do método qualitativo, enfocar questões pertinentes à cultura estética, desenvolvida e ambientada nesta instituição, no período entre 1913 e 1945. Apresenta o escopo de investigar, registrar e descrever o que concerne à concepção desta cultura nesse espaço/tempo - tanto a que emoldurou o edifício da Escola Normal de Piracicaba, quanto a que foi desenvolvida por educadores que lecionaram nessa instituição escolar, no período que compreende, no âmbito político nacional, a Primeira República e o Estado Novo. Este trabalho implica também refletir sobre o extravasamento dessa cultura do microcosmo escolar para o macrocosmo urbano, ou seja, evidenciar a divulgação da estética produzida por antigos professores e alunos formados na instituição para o universo da cidade de Piracicaba / This dissertation concerns the historic research of brazilian education, circumscribed in the city of Piracicaba, addressing elements of the early stages of the first Normal School of public and laic education. . Through sources of the Escola Normal de Piracicaba (nowadays known as "Escola Estadual Sud Menucci de Piracicaba"), referring to bibliographical studies related to the subject and interviews with former students of the institution, this study proposes, through the adoption of the qualitative methode, to focus on issues relevant for the aesthetic culture, developed in this institution, during the period between 1913 and 1945. Proposing to to assess, rescue and report what concerns the conception of this culture in this space/time - the one that framed the building of the Normal School of Piracicaba, as well as the one developed by educators who have taught in this institution in the period comprising the national political context of the First Republic and the "New State". The objective of this work is to reflect about the spillover of this school microcosm culture for urban macrocosmo, that is, to highlight the disclosure of aesthetics produced by former teachers and graduates from the institution, to the universe of the city of Piracicaba / Mestre

In this overview we look at how teachers work with inclusion in the heterogeneous classroom with an emphasis on the history classroom. The studies we’ve included in our overview have gathered their information through semi structured interviews with teachers. 25 teachers based in schools in Sweden as well as in the U.S, Cyprus and Netherlands have participated. What the result shows is that teachers in every country values inclusive work, even though the curriculum might vary from country to country. No classroom is the same and the work for inclusion looks different depending on the students various needs. Although, we’ve discovered certain approaches that seem to work better than others. Firstly, there is a connection between interest and commitment, which shows that students are more open to learn something that relates to the things they find interesting. Secondly, when history teachers adjust their classes to better fit the students' history culture, the students seem to better relate to the teaching of the past and better understand the present.

This thesis is written within the field of education. I will be explaining what international students want to learn about in the subject areas of History and English. The question being answered is, “What Do Students Want in English and History Teaching?” The goal was to gain more specific insight into what students want to learn about and how. This paper will use and critique Lev Vygotsky and John Dewey’s theories on education as well as more current research done regarding the needs and wants of students.Several books and many articles regarding education theory and what students want were used to get an insight into current theory. My contribution of evidence to this area is through a questionnaire that was given to middle school students in four different classes in two different grades. The results of this questionnaire showed that students have a great demand for content that covers many different facets of English and many areas and time periods of History. Students had clear ideas of what a good teacher is like. The conclusion of this research is that students see the value in motivating, knowledgeable teachers who vary their lessons. Students want their teachers to be fun and sympathetic to the life of students today.