课堂上的批判性思维:历史方法和历史话语作为社会学教学的工具
Carmen Burgos-Videla1, Marcos Parada-Ulloa1, Javiera Martínez-Díaz2
1Instituto IICSE, Universidad de Atacama, Copiapó, Chile.
Frontiers in sociology
|May 12, 2025
概括
改造历史教育需要从背诵学习转向批判性思维. 这种方法使用历史方法来构建历史话语,培养积极的反思和社会参与的公民,以改善公民教育.
科学领域:
- 教育教育教育教育教育教育.
- 社会科学 社会科学 社会科学
- 历史教学教育学
背景情况:
- 传统的历史和社会科学教学通常依赖于背诵.
- 需要培养批判性和反思性思维的教学方法.
- 公民教育需要一个批判性的和基于背景的观点.
研究的目的:
- 倡导教育中以批判性思维和历史方法为中心的教学.
- 探索发展历史话语和公民参与的战略.
- 将历史教学转变为一个积极反思和社会参与的空间.
主要方法:
- 采用了一种解释学和批判反思的方法.
- 进行了对国内和国际学术文献的详尽审查.
- 利用解释学圈来分析教学实践和历史源解释.
主要成果:
- 确定了教学策略:历史辩论,研究项目,来源分析,数字技术.
- 整合了关键的历史思维类别:上下文化,因果关系,连续性和变化.
- 强调关键的来源比较和多个视角的整合.
结论:
- 一种社会批判的方法将课堂转变为积极反思和批判公民的空间.
- 促进这些方法的教师培训至关重要.
- 倡导历史教育,培养具有批判意识的个人,以便在道德上采取当今行动.
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