MATEC Web Conf.
Volume 121, 20178th International Conference on Manufacturing Science and Education – MSE 2017 “Trends in New Industrial Revolution”
|Number of page(s)||7|
|Section||Academic Education and Management|
|Published online||09 August 2017|
Teaching issues of contemporary history using historical sources and modern teaching methods
Lucian Blaga University of Sibiu, Sibiu, Romania
* Corresponding author: firstname.lastname@example.org
The study of history is becoming increasingly less interesting to students, despite the fact that the history teaching process has been continuously modernized during recent years. It is an observation which can be perceived even if we don`t make an elaborated research in the field. Some empirical data show us that students in secondary and High Schools are less interested in studying History than in studying Geography or other social sciences. The number of students who are determined to study History in universities has significantly dropped in recent years . Of course, there are multiple causes and the factors behind this change are numerous and varied. In this paper we handle only some changes in teaching History in High Schools, as they are designed in History Curricula and in History textbooks. Therefore during the first sequence of this paper we shall analyze the History Curricula for High School, 11th and 12th grades, regarding their finalities (competencies), some relevant contents and the recommended pedagogical approaches about the teaching methods and the auxiliary material. In the second part of the paper we propose some teaching activities through which students would practice the specific competencies from their Curriculum for History. We aim at presenting attractive teaching material and learning methods and applying the methodological recommendations from the High school Curricula for History, 11th and 12th grades.
© The Authors, published by EDP Sciences, 2017
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