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Teaching history in Japan and England: exchanging ideas and comparing knowledge
Asian Education and Development Studies Pub Date : 2021-08-03 , DOI: 10.1108/aeds-03-2021-0059
Matthew Fearns-Davies 1 , Tsutomu Kubota 2 , Fumina Tachibana 2 , Yuko Kato 3 , Ian Davies 4
Affiliation  

Purpose

This 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/approach

The 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.

Findings

The 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/value

This 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.



中文翻译:

日本和英国的历史教学:交流思想和比较知识

目的

本文描述并讨论了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的历史教学方式,作为对国际合作的一般承诺的一部分,并作为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/方法

老师们创作了两节关于俄国革命的课(一节来自英国,一节来自日本)。两个课程都在每个国家教授。从学生和教师那里收集数据,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,并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(英国的教师强调基于语境的历史解释;日本的教师强调内容和语境知识)。

原创性/价值

这项工作有助于目前关于日本和英国高中教师和历史学生之间专业合作的有限研究。在教学内容知识的不同特征的背景下,关于国际合作机会的论点促成了一个相对未探索的领域。作者有助于我们理解历史教育与全球公民教育之间的关系。

更新日期:2021-08-03
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