| Summary: | 碩士 === 國立花蓮師範學院 === 社會科教學碩士班 === 91 === Rational Understanding History
-A Case of Historical teaching in Elementary School
Abstract
The aim of this study is to observe the children’s rational understanding during the history teaching activities, and to discuss the thinking style and meaning about dealing with historical questions. And through the specific case of class teaching context and thick description to evaluate the historical teaching the situations, questions, advantages and difficulties of rational understanding. Eventually giving some practical suggestions for raising the teaching and learning of children’s historical thinking.
.Therefore this study using a case study to enforce on inspiring the teaching process of children’s historical thinking. In the rational understanding history teaching process doing the characterful analysis on “ the discussing of history knowledge style”, “Curriculum design and carry out”, “Teacher’s teaching and the student’s leaning”. The induction the results; the children’s concepts in history and their thinking style can be traced. And the children’s historical ideas can be improved by systematized teaching and learning. So the curriculum design and teaching leaning activities should based on learning history knowledge to expand the children’s historical thinking.
This paper is based on the rational understanding and to extend participant observation for a case study. And bringing up suggestions form “curriculum design”, “teacher’s teaching”, “students’ learning” and “the follow up related study”. In conclusion the historical teaching of rational understanding is focused on construct students’ historical thinking and encourage the student to consider the questions with the times. This kind of historical thinking- centered learning will improve not only learning strategies and teaching skill but the paradigm shift.
Key words：children’s concepts in history；history education；history teaching；
rational understanding
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