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Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Educational Research is the property of National Taiwan Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

After the knowledge structure of general chemistry, the four modernizations teaching mode about systematic chemical principle, useful chemical knowledge, good pursuing of chemical application, interconnected about knowledge points and frontier science is built. To foster virtue through this education system, students gradually form the chemical attainment about understanding the principle of material formation and change, the ideals and convictions about harmonious coexistence of people and things, the life philosophy about advocating the virtue of life, and the responsibility mission about the "carbon peak and carbon neutrality" mission of the times. The teaching model took the realization of the same direction and frequency resonance about ideological and political education in general chemistry course and Party history learning. It also took aided for the achievement of university education goal cultivating talents for the Party and the state. [ABSTRACT FROM AUTHOR]

Carrying forward the great spirit of building the Party and fostering the education of ideals and convictions of college students are intrinsically compatible. They are spiritual guidance and practical support for each other, and they are of the same importance to the fundamental task of moral-ethical education and the great rejuvenation of the Chinese nation. The practice to integrate the great spirit of building the Party into college students'ideal and conviction education should follow the logic law of "knowledge - emotion - ideology-faith-action". It should be carried out around party history education, the red culture edification, the network position construction, school education, social practice education. Youth college students should be educated" to internalize the great spirit of building the Party by heart and externalized in behavior". Finally, the goal of normalizing the education of students'ideals and convictions will be realized. [ABSTRACT FROM AUTHOR]

As an extremely important part of the advanced socialist culture with Chinese characteristics, the red culture is the precious wealth of the Chinese nation. General Secretary Xi Jinping’s important exposition on red culture inherits and develops Marxist cultural theory, and enriched the socialist cultural theory system with Chinese characteristics. The generation of Xi Jinping’s argument has profound theoretical logic, historical logic and realistic logic. Its core essences include emphasizing the protection of red cultural relics and red cultural resources as an important foundation, deepening the contemporary value of red culture and red cultural resources inheritance, proposing that strengthening education of party history, military history and revolutionary tradition is the foundation for casting souls and strengthening the inner link between red culture and youth patriotism education. Based on the exposition of the core essence and contemporary value of this important argument, this paper further cogitates about its practical path. [ABSTRACT FROM AUTHOR]

"Presentism" is regarded as a derogatory term in history. As such, history education is oriented toward evidential analysis that avoids presentism as a way of training students for "historical thinking." However, for some historians, "presentism" is an indispensable source of asking historical questions and determining historical interpretation and significance. In history teaching, there has also been a teaching orientation that advocates "historical consciousness" as the goal of history teaching, involving thinking in terms of the past, present and future. This article explores the opponents' and proponents' views on the idea of "presentism" and explore their respective historiographies, set in view of historians and history teachers, in order to elucidate the idea and help enhance teachers' ability to perceive and identify different teaching approaches and their underlying historiographies for the purpose of teachers' mindful pedagogical choices. It also justifies the rationality of presentism in history teaching. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Poyang Lake is the property of Journal of Poyang Lake Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper is to clarify the position of Geography as a subject in vocational schools from the Meiji era to the World War II period by referencing various laws and regulations, and to clarify the nature of geography education as a departmental subject by comparing it with Civics and History courses that were offered during the same period. Unlike junior high schools and high schools for girls, which belonged to the same category of secondary education, vocational schools focused mainly on agriculture, industry, and commerce, which were considered necessary for vocational education, and Geography was not treated as a compulsory subject. On the other hand, Civics was made compulsory in vocational schools about 20 years earlier than Geography, because Civics was made compulsory because the contents of Civics were particularly important in supporting the national system. Geography, along with History, became compulsory in vocational schools eventually in 1937. Therefore, the year 1937 is a milestone in the history of Japan's geography education system. In addition, by comparing geography education with history education and civics education, it became clear that geography education tried to emphasize objectivity and that it had a close relationship with history education. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Educational Research is the property of National Taiwan Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As an important part of ideological and political education in colleges and universities,history education undertakes the function of values education. The cultivation of historical consciousness and thinking as well as the establishment of historical perspective play a fatal role in the cognition,acknowledge and practice of the socialist core values. To solve the problems in present history education of colleges and universities,it needs to highlight the leading and guiding role of Marxism,reform the teaching concept and method of history education and integrate the history education in the campus culture construction. [ABSTRACT FROM AUTHOR]

The emotion of hatred is a quite sensitive topic in the history education of the Nanjing Massacre. With what emotions should we study and remember this part of Chinese history? How can we achieve the vision of world peace by virtue of the history education of the Nanjing Massacre? All these questions are unavoidable in the practice of history education of the Nanjing Massacre. The emotion of hatred is based on biological instincts developed during our social evolution and it plays a significant part in constructing the historical memory of the Nanjing Massacre, which should never be underestimated. Therefore, rationally understanding the emotion of hatred in the history education of the Nanjing Massacre, and offering correct guidance, is of great significance for remembering and developing a correct view of our history, forming a proper world view, and achieving the fundamental goal of cherishing and maintaining peace.

Copyright of Journal of Nanjing Normal University / Nanjing Shi Da Xue Bao (She Hui Ke Xue Ban) is the property of Nanjing Shifan Daxue and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nankai Journal: Philosophy, Literature & Social Science Edition / Nankai Xuebao: Zhexue Shehui Kezue Ban is the property of Nankai Xuebao Bianjibu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

近來歷史教育的目標，已逐漸從傳統史實傳遞中鬆綁，走向強化學生歷史思維能力之趨勢。其中，「歷史神入」（historical empathy）與「歷史觀點取替」（historical perspective taking,HPT）乃為一適合應用於中學生歷史思維教學的切入點。本研究參照Hartmann 與Hasselhorn（2008）提出的歷史觀點取替模式為架構，編擬一份適用於國、高中生之歷史觀點取替測驗工具，以高雄市某八年級、九年級學生，以及某高中二年級學生為施測對象，得有效問卷1,017份。研究結果顯示，因素分析抽取出含括「以現代觀點取替」（present-oriented perspective taking, POP）和「歷史人物的角色」（the role of the historical agent, ROA）的「現代觀點」與「歷史脈絡的理解能力」（students’ ability for historical contextualization, CONT）兩個因素。年級、性別之差異結果發現：男、女生在整體歷史思維能力上並無顯著差異存在；但在「歷史人物的角色」層面中，女學生的分數比男學生高；在「歷史脈絡的理解能力」因子中，九年級學生的得分顯著高於八年級學生，而高二學生的得分亦顯著高於八年級學生。相關分析研究結果則顯示中學生閱讀歷史小說或故事的頻率愈高，愈會將歷史相關事件放在合適的脈絡中去理解、思考。本研究並進一步針對研究結果提出具體建議，供教師、後續研究者作為參考與修訂之方向。 History education should emphasize student competencies of historical thinking instead of learning historical facts. Of all the competencies, historical empathy and historical perspectivetaking are well adopted points for teaching historical thinking to high school students. This study uses the historical perspective-taking (HPT) model (Hartmann & Hasselhorn, 2008) to develop an HPT measure, to investigate the historical perspective-taking of high school students. In total, 1,017 participants were recruited from the 8th, 9th and 11th grade students within the Kaohsiung County. The factor analysis results show that the two factors of present perspective and student ability for historical contextualization (CONT) with good reliability. The factor of the present perspective includes present-oriented perspective taking (POP) and the role of the historical agent (ROA). The findings revealed no gender differences on the entire HPT measure, but girls scored higher on ROA than boys. For CONT, second-grade senior high school students outperformed the second-grade junior high school students, and the third-grade junior high school outperformed the second grade. Based on the findings, this study proposes suggestions for history teachers and future studies.

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With four generations of scholars' successive efforts, Japanese literary studies in China have evolved, over the past hundred years, from non-professional to professional, from the pursuit of practical value to that of academic and aesthetic value, playing a significant role in promoting literary and cultural innovations as well as changes in social and political thought in Chinese history. With remarkable researches made in terms of Japanese literary history, Leaves Collection and haiku, The Tale of Genji and other classical narratives, Noh theater, poetry in Chinese, modern literature, literary theory, aesthetics and Sino-Japanese literary relations, this field of study has established itself as an important part of the study of foreign literature and even of the whole academia in China. It also contributes greatly to China's cultural construction and provides sufficient conditions for the writing of its history as well. [ABSTRACT FROM AUTHOR]

Teachers in middle school have gradually formed the educational idea which takes students' development as the main principle after almost 10-year New Curriculum Reform. But the principal position of students' development hasn't been solidly established in class which is the main position for students to develop themselves. The most serious problem is the rooted traditional teaching pattern. It is difficult to break through the "exam-centered", "subject-centered" and "teacher-centered" patterns. To cope with these problems and establish the principal position of students' development in class, the teaching design should focus on promoting the development of students. [ABSTRACT FROM AUTHOR]

The rise of Global History has important influences on the world history teaching in the United States. Firstly, courses titled "Global History" or "World History" rapidly entered into many universities, even Ivy League; secondly, the teaching of world history in middle school also made a great progress; thirdly, American government formulated the world history teaching standard in 1994; fourthly, Global History impacted on Western Civilizations course; finally, Global History changed the word history textbook compiling deeply, "cross-culture study in world history" became the central theme of the textbook. [ABSTRACT FROM AUTHOR]

The reformers in late Qing dynasty were very concerned with "the declined nations" history. They used it to strengthen people' reforming awareness. During the WuXu Political Reform, books about "declined nations" history mainly emphasized changes innovation. But the books were too few and reactions were also extremely limited. After several dozens of those books were translated into Chinese and published since 1900, the social mode has experienced profound changes. However, the traditional historical mode of mirroring the past led to so much deeply limitations. The reformers generally used a specific historical case of the declined nations to justify their own present plans of political reform, as seen in the "Revolution," "Reformation," "Provincial Independence Movement, " Manchu Expelling Movement," and so on. Consequently, China's modernization manifest many more complexities to a certain extent. [ABSTRACT FROM AUTHOR]

This article presents an overview of different schools of history that fall under the rubric of "public history." Focusing on three approaches to historical research -- popular history, people's history, and public history -- the article discusses how traditional historical teaching, or the "academic school" of historiography, has been challenged by alternative methods. The contributions of oral history, "historiophoty," and applied history are also discussed, noting that, with these two branches of history -- public and academic -- opposing and/or complimenting each other, the overall field of history benefits, namely by having "two wings to fly."

The article discusses the contributions of Dutch intellectual historian Frank Ankersmit to 21st-century theories of history and historiography. The development of his concepts from "narrative substance" to "historical representation" is discussed, as is his shift in emphasis from language and discourse to historical experience.

The article discusses historical methodology. The author profiles historian Wang Guowei, who tried to verify the history of the Shang Dynasty using evidence from tortoise shell and bone inscriptions. The efforts were notable because Guowei suggested that there was a way to use new evidence in the study of ancient history. The response of fellow historian Hu Shi to this hypothesis is presented, with a specific focus on his support of Guowei's methodology. The reactions of other scholars to the research are detailed.

The article discusses the 30th anniversary of the reform and opening-up policy in China. The author claims that great progress and achievements have been made in historical studies as well as in historical methodology and material findings in the history field. A review of experiences and lessons that have been learned in the 30 years since reforms have been made is presented, along with an analysis of the logic of reform and the basic premises that push academic research forward in a scientific manner.

"Reading to learn" is one of the four key tasks advocated by the Hong Kong education reformers in recent years. Yet the relationship between reading programs and content area reading is largely unexplored. Drawing from the three main paradigms of content area reading (i.e., reading and study skills paradigm, cognitive and learning paradigm, and social constructivist paradigm), this article discusses the results of a study on the effects of content area reading activities in the development of historical understanding and thinking among Chinese history and World history students in twelve Hong Kong secondary schools. Based on focus group interviews with students and textual analysis of their reading reports, two main questions are pursued. First, how can reading activities achieve the goals of history education laid down in the official curriculum? Second, how do the social contexts shape the reading habits of history students? The article hopes to shed light on how history fictions and non-fictions can be used to broaden the realm of historical inquiry and independent thinking among teachers and students, particularly the close relationship between the process of critical reading and the construction of historical knowledge. [ABSTRACT FROM AUTHOR]

The success of Ye Jun's new monograph is inseparable from his thoughts about the study of academic history. These thoughts cover such issues as the scope of the study of ideological history, the balance between global view and localization, and the Chinese academia's participation in international dialogue. Though aimed at different goals, these thoughts are internally coherent, and may broaden the horizon of Chinese scholars engaged in the study of academic history. [ABSTRACT FROM AUTHOR]