نوع مقاله : مقاله پژوهشی
نویسنده
استادیار گروه علوم تاریخی، دانشکدة ادبیات و علوم انسانی، دانشگاه رازی، کرمانشاه، ایران
کلیدواژهها
عنوان مقاله English
نویسنده English
Teaching history in Australian schools is the result of extensive planning emerging from major cultural disputes in the country, with direct attention to national and transnational issues of the Australian society. In the Australian education system, history, in addition to its intrinsic importance as an awareness of the nation’s past and other societies, is considered a context for involving Australian youth in civic affairs and activities. Curriculum planners in Australia, in collaboration with educational consultants, teachers, and university historians, have developed a set of syllabi for teaching history in years 7 to 10 of pre-university education, where history courses are compulsory, not optional. These syllabi are constantly under critical review, and the aforementioned issues play an increasingly prominent role. They emphasize two sets of “knowledge” and historical “skills,” which include a wide range of information about the history of Australia and various societies and civilizations, as well as a set of transferrable skills that emphasize diverse and up-to-date forms of understanding and conveying content. This article addresses how current political and cultural issues in Australia have influenced the content and practical direction in developing the history curriculum in Australian schools, and it shows that planners have not only focused on content dimensions but have also emphasized the importance of skills necessary for more effective transmission of this content.
کلیدواژهها English
