| This dissertation provides a systematic and in-depth exploration of method for using historical sources in history teaching. It examines ways of training students to analyse historical data, and of teaching them the skills required for a critical study of historical problems and issues. The contribution which history, if taught in this way, can make to the fostering of students general analytical and creative skills is also considered. The discussion is guided and informed by the author抯 reading of works related to historiography and history pedagogy, and is illustrated with examples drawn from materials produced by proponents of the 慛ew History? approach in England. The dissertation consists of six parts. Part I examines the principal aims of using historical sources in history teaching, such as that of fostering student抯 critical and analytical skills. Part II discusses the main types of sources that can be used in the history classroom, namely written texts, tangible objects, and pictorial or audio-visual materials. Part III explores the cognitive processes involved in the study of historical materials, identifying three levels of these: recognition, comprehension, and application and innovation. Part JV discusses ways in which skills of historical analysis can be cultivated and developed. Part V potential problems with this pedagogical approach. These include the challenge of striking a suitable balance between the teaching of historical 慿nowledge?and historical 憇kills? and problems of language involved in studying old or foreign texts. Part VI is the conclusion. This argues that the meaningful and systematic usage of primary source materials in teaching can play an important role in enabling students to gain an awareness of history and the nature of historical knowledge, while also developing their analytical skills. It is hoped that this dissertation will make a practical contribution to discussions of educational theory and to the ongoing reform of history teaching in China. |
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