On The Historical Value And Role Of Theory In Historical Teaching In Middle School

The dialogue between the learners and the records serves as a foundation for the history teaching in the middle school. And the history theory, which derivers from the historical development itself, constitutes a part of the cognitive schemata of the researchers prior to their involvement in the study.The historical research helps to build a bridge between the researchers and the silent records. The core issue of the historical epistemology or methodology is based on such a fact: the acquisition of the previous objective knowledge is realized only through the subjective experience of the historical researchers. A scientific study of the essence of history cannot proceed without a clear understanding of historical theory because its development is an essential constitutive part of the history of the discipline.The present thesis attempt to illustrate the historical records teaching in the middle school from a perspective of the development of the historical theory. With relevant cases studies, the present research devotes itself to the pursuit of ideological and methodological footings to guide the historical records teaching in the middle school by using the selected import history theories, the Ranke's critique of historical records the cross-disciplinary illustration of the Annales School, the Collingword's theory of empathy, and the post-modernism of the science of history.This illustrative process is not only needed in the learning activities of history as a subject. It also demonstrates the humanitarian pursuit of the historical discipline in that the pursuit of truth is found in the critique of historical records, learners' consideratness is cultivated through empathy, the realization of the world where we live is achieved by way of the cross-disciplinary explanation of history, and our care for the underpreviliged is aroused by post-modernistic ideas. Still, the process can help the students ponder over the negative effects of the things, over the scope of human deeds, as well as over the relationship between education and democracy. The case studies in the present thesis are aimed at providing a world outlook as a foundation for the gradual realization of the teaching of historical records in the middle school.