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An exploration of sensitive issues in history teaching at secondary school level in England and Northern Ireland, 1991-2001

机译：1991 - 2001年英格兰和北爱尔兰中学历史教学中的敏感问题探讨

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My thesis explores the teaching of sensitive issues in history at secondary school level inudMid-Ulster in Northern Ireland and Oxford in England between 1991 and 2001. Theudresearch is intended to compare the responses of teachers and students, over time andudplace, to emotionally-charged topics. Questions are asked about the nature of sensitivityudand the impact of factors external to the classroom on inter-personal relations duringudhistory lessons. Consideration is given to the possible connections between politicaludchange and increased sensitivity in the classroom. The teachers' and students'udpreconceptions, their opinion of the role of history and the stated teaching strategies areudcompared. There is a literature review of the theory and purpose of history teaching asudwell as on curriculum development and related disciplines. Although the conceptualudframework is primarily anchored in the study of history, it draws on insights from a rangeudof other subject areas. The dominant stance taken is that of a reflective history teacher:udquestions asked and interpretations of evidence are overtly guided by personaludexperience. Data is also drawn from a wide range of documents, surveys and semistructuredudinterviews. This combination of teacher self—reflection, archival material andudempirical fieldwork, while essentially qualitative, is also underpinned by quantitativeudanalysis of questionnaires distributed to students in both Northern Ireland and Oxford inudthe years 1991, 1996 and 2001. The findings indicate the following: the importance ofudformal history lessons; a growing awareness of sensitive issues in the classroom; anudapparent discrepancy between some of the teachers' and students' views; and the wayudregional variations are becoming less marked over time.
机译：我的论文探索了1991年至2001年间在北爱尔兰 udMid-Ulster和英格兰的牛津的中学阶段历史上敏感问题的教学。 udresearch旨在比较教师和学生在时间和地点上的反应。 ，涉及充满感情的话题。在“历史课”中，人们会问到有关敏感性的性质以及教室外部因素对人际关系的影响。考虑政治改变与教室中增加的敏感性之间的可能联系。比较了教师和学生的 u概念，他们对历史的作用的看法和既定的教学策略。对历史教学的理论和目的以及课程发展和相关学科的研究已有文献综述。尽管概念 udframework主要基于历史研究，但它借鉴了其他学科领域的见解。采取的主要立场是反思型历史老师的立场：的疑问和对证据的解释都是由个人的经验来指导的。数据还来自各种文档，调查和半结构化 udinterviews。教师的自我反思，档案材料和经验丰富的田野调查相结合，虽然本质上是定性的，但也得益于1991、1996和2001年分发给北爱尔兰和牛津学生的问卷的定量 udanalysis。以下内容是：非正式历史课程的重要性；对教室中敏感问题的认识不断提高；某些教师和学生的观点之间存在明显的差异；随着时间的推移，区域变化的方式变得越来越不明显。

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