Współczesne podręczniki historii – uwagi o kryteriach oceniania
The history textbook was one of the most widely discussed problems of the 1998 curriculum reform, which has initiated its process of diversification. The questions focused on the nature of its transformations and the factors that encourage or hamper the development of a textbook better adapted to n...
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| Format: | Article |
| Language: | deu |
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Uniwersytet Mikołaja Kopernika w Toruniu
2012-04-01
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| Series: | Klio |
| Online Access: | https://apcz.umk.pl/KLIO/article/view/1253 |
| Summary: | The history textbook was one of the most widely discussed problems of the 1998 curriculum reform, which has initiated its process of diversification. The questions focused on the nature of its transformations and the factors that encourage or hamper the development of a textbook better adapted to new educational tasks. The 2008 core curriculum puts the greatest emphasis on the principle of effectiveness, which is reflected in general and specific requirements. Regardless of its possible level of impact, the process does not run mechanically. The history textbook evolves depending on the relations between different entities involved in its development. Experts are selected according to rules defined by the Ministry of National Education. The quality of opinions issued on history textbooks is closely linked to experts’ competencies. However, it is also necessary to take into consideration the impact of criteria used to issue an opinion as their high level of vagueness does not allow to perform deep analyses and to explore their specificities. For this reason, it should be noted that the activities carried out by the Commission on the Evaluation of Textbooks of the Polish Academy of Arts and Sciences (PAU) correspond better to historians’ skills and tools, activities and research procedures. Opinions drawn up by the Commission show a realistic approach to the process of enhancing the history textbook. At the same time, they indicate that its transformations are gradual, evolutionary. However, these critical analyses cannot fulfil their role effectively without being better justified and strengthened theoretically. Further development of history textbooks requires tackling the issue of adverse effects within the process of issuing opinions on history textbooks. Finding the line separating a professional from a non-professional is certainly not an easy task. However, what is important is to understand that advanced evolution of history textbooks should not occur with the involvement of those who are not competent and see no connection between this and their impact on how history is perceived.
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| ISSN: | 1643-8191 2719-7476 |