標(biāo)題: Titlebook: Discourses of Globalisation, and the Politics of History School Textbooks; Joseph Zajda Book 2022 Springer Nature Switzerland AG 2022 Achi [打印本頁(yè)] 作者: HEIR 時(shí)間: 2025-3-21 19:40
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書(shū)目名稱Discourses of Globalisation, and the Politics of History School Textbooks讀者反饋
書(shū)目名稱Discourses of Globalisation, and the Politics of History School Textbooks讀者反饋學(xué)科排名
作者: 租約 時(shí)間: 2025-3-21 21:13
Cultivating Historical Understanding and the Use of Critical Discourse Analysis in Historical Narrado we carry around with us today, and for what uses for the present and for what uses for the future?’ Consequently, how might we engage students in critical discussions regarding key events and their historical significance.作者: 卜聞 時(shí)間: 2025-3-22 02:52 作者: critique 時(shí)間: 2025-3-22 04:48 作者: 認(rèn)識(shí) 時(shí)間: 2025-3-22 09:58 作者: 預(yù)防注射 時(shí)間: 2025-3-22 13:21
https://doi.org/10.1007/978-3-662-44934-9do we carry around with us today, and for what uses for the present and for what uses for the future?’ Consequently, how might we engage students in critical discussions regarding key events and their historical significance.作者: 預(yù)防注射 時(shí)間: 2025-3-22 18:51
https://doi.org/10.1007/978-3-662-44934-9s, and constructivist, metacognitive and transformational paradigms, have the power to engage the learner in significant and meaningful learning experiences of historical thinking, informed by multiple discourses of our historical narratives and those of other nations.作者: 使痛苦 時(shí)間: 2025-3-22 22:55 作者: 細(xì)節(jié) 時(shí)間: 2025-3-23 04:16
https://doi.org/10.1007/978-3-662-44934-9s, like the USA, China, the Russian Federation (RF), Germany and Japan, and elsewhere, use their school history textbooks and preferred historical narratives to promote desired values of nationalism, patriotism and national identity.作者: Mettle 時(shí)間: 2025-3-23 06:07 作者: 凹槽 時(shí)間: 2025-3-23 12:23 作者: OCTO 時(shí)間: 2025-3-23 17:30 作者: LITHE 時(shí)間: 2025-3-23 20:30 作者: Infinitesimal 時(shí)間: 2025-3-23 22:51
Representing the Russian Revolution in Russian School History Textbooks,esulted in the formation of the Marxist-Leninist state – the Russian Socialist Federative Soviet Republic (RSFSR) in 1918, under the leadership of Lenin, and the creation of the Soviet Union in 1922. Russia became the world’s first socialist country.作者: 躲債 時(shí)間: 2025-3-24 03:50
2543-0564 earner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations..978-3-031-05861-5978-3-031-05859-2Series ISSN 2543-0564 Series E-ISSN 2543-0572 作者: Intrepid 時(shí)間: 2025-3-24 06:41 作者: STANT 時(shí)間: 2025-3-24 13:17
Book 2022onstructivist, metacognitive and transformational paradigms, havethe power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations..作者: Fatten 時(shí)間: 2025-3-24 17:00 作者: 學(xué)術(shù)討論會(huì) 時(shí)間: 2025-3-24 18:59
978-3-031-05861-5Springer Nature Switzerland AG 2022作者: 燒烤 時(shí)間: 2025-3-25 03:13 作者: 芭蕾舞女演員 時(shí)間: 2025-3-25 05:58 作者: Phenothiazines 時(shí)間: 2025-3-25 09:10 作者: 平息 時(shí)間: 2025-3-25 13:27 作者: Aura231 時(shí)間: 2025-3-25 18:00 作者: obnoxious 時(shí)間: 2025-3-25 21:36 作者: ascetic 時(shí)間: 2025-3-26 02:26 作者: KEGEL 時(shí)間: 2025-3-26 05:34
https://doi.org/10.1007/978-3-662-44934-9. Developing historical consciousness can be incorporated in historiography. Historical consciousness commences with the question ‘What kinds of past do we carry around with us today, and for what uses for the present and for what uses for the future?’ Consequently, how might we engage students in c作者: Emg827 時(shí)間: 2025-3-26 12:19 作者: Cleave 時(shí)間: 2025-3-26 15:05 作者: Jacket 時(shí)間: 2025-3-26 17:50 作者: URN 時(shí)間: 2025-3-26 22:56 作者: needle 時(shí)間: 2025-3-27 01:44 作者: backdrop 時(shí)間: 2025-3-27 08:26
Discourses of the Politics of History School Textbooks,uilding – as depicted in history school textbooks. It especially focuses on the interpretation of social and political change, significant events, looking for possible new biases and omissions, leadership and the contribution of key individuals, and continuities. Nation-building architects make exte作者: 即席 時(shí)間: 2025-3-27 11:54
Historical Thinking and Historical Narratives in School Textbooks,onsiders the role of historiography in the classroom and major classroom pedagogical models relevant to historical thinking, developed by such authors as Lee Shulman’s model of pedagogical reasoning and action, Sam Wineburg (USA), Peter Seixas (Canada), Stéphane Lévesque (Canada), Carla van Boxtel a作者: 心胸狹窄 時(shí)間: 2025-3-27 17:31 作者: 擺動(dòng) 時(shí)間: 2025-3-27 19:28
Cultivating Historical Understanding and the Use of Critical Discourse Analysis in Historical Narra. Developing historical consciousness can be incorporated in historiography. Historical consciousness commences with the question ‘What kinds of past do we carry around with us today, and for what uses for the present and for what uses for the future?’ Consequently, how might we engage students in c作者: 災(zāi)難 時(shí)間: 2025-3-27 23:24
Representing the Russian Revolution in Russian School History Textbooks,Nicholas II, toppled Kerensky’s Provisional Government and installed the Bolshevik Government under Lenin. The Russian Revolution refers to the February and October 1917 revolutions. The February revolution resulted in the collapse of Tsarist autocracy, and establishment of the Provisional Governmen作者: Detain 時(shí)間: 2025-3-28 04:35 作者: 使服水土 時(shí)間: 2025-3-28 09:22 作者: Chronic 時(shí)間: 2025-3-28 10:47
https://doi.org/10.1007/978-3-662-66131-4und franz?sische Finanzminister Colbert wollte dem Staat im Zuge des Merkantilismus m?glichst viel Geld sichern. Der franz?sische Arzt Quesnay konzentrierte sich in seinen überlegungen und seinem ?tableau économique“ eher auf die Landwirtschaft.
