RESEARCH IN HISTORY EDUCATION
Year:2021 | Volume:2 | Issue:7|Papers Count:6

Evaluation is always one of the main pillars of education and one of the important principles in curriculum planning. Evaluation is considered as a way to know the level of learning of learners and now there are new methods and approaches. In addition, quantitative and qualitative analysis of the evaluation results can be useful and effective in order to improve teaching, evaluation methods and address the shortcomings of textbooks related to the Ministry of Education. Given the importance of history lessons as a national identity card; This research is based on library studies and history teaching experience; While explaining the concepts related to evaluation, criticizing the traditional methods of evaluation and analyzing the reasons for the low grades of the history course, he has presented new and efficient methods in the evaluation related to the history course-with emphasis on the history textbooks of the second year of high school. Finally, it offers suggestions to strengthen students' knowledge, skills and insights and to improve the level of evaluation of history lessons.

One of the important tools of any government to maintain and stabilize its political and social position is the institution of education. An institution that has and will play an important and fundamental role in establishing the intellectual framework and characterization of the people of a society and the type of cultural and historical attitudes, etc. History textbooks are the most prominent part of the education system, which deals with the issue of national and local identity. Knowledge of the historical background of the motherland and the heritage of the past can be passed on to students through these history teaching textbooks, but what is worth considering in this article is the expression of the status of national identity and the distinction between patriotism or patriotism versus extremism. It is nationalism. With this premise, the introduction of the doctrine of historiography of people's history and the issue of the need to use this type of historiography in education textbooks in Iran, especially for the first time in this article, has been reviewed and suggested to general experts in the field of history and historiography. Becomes. Iran, unlike the vast majority of countries in the world, has a historic patriotic identity. A history that is unjust, selective, has racial presuppositions, is highly emotional in describing the history of wars, and is full of resentment and hatred of human beings defined outside the realm of "nation. " This doctrine of historiography is the doctrine of nationalist historiography and is a top-down, aristocratic study of rulers. In contrast, historiography is called "People's history" or "history from below" is. The basis of this doctrine is the originality of the people (people-centered) and the historian tries to see historical events from the perspective of the people, especially the working class and the middle class, and analyzes events according to their impact on people's lives, and in historical judgment of people's interests. To benchmark.

Storytelling has been a useful method for entertaining kids as well as teaching them during the past. Storytelling among teaching methods at the museum is the helpful method which can be used for transferring concepts, creativity growth, more knowledge and kid training. The museum structure has a great effect on story formation, used devices for storytelling at the museums to increase kids’ learning and comprehension and makes more interest and motivation in them. Each museum uses specific method for storytelling depending on kind and function. The aim of this study is survey of desired effect of story and its presentation methods at the museum for history teaching and better learning. This essay deals with utilization storytelling at the museums by practical method as well as qualitative and descriptive analysis and introduces some approaches regarding this issue. The effective factors of this method have been measured. The results show that the relationship between museum environment, leader and devices are very important and efficient in the kind of story and the history teaching way. Therefore, depending on kid audience, different schema will be used. Among the other options, the story telling like playing has an advantage in creativity training, better comprehension of concepts and historical issues. It is practically more efficient as well.

Throughout the history, there have been a continuing current of mutual relations between Iran and the Asia Minor. This mutual relationship continued to survive in a later time when a branch of Saljuqid Turks established the Ottoman Empire. At the same time, Iran witnessed the rise of Safavid dynasty who declared Shi'ite Islam as their official religion. This was a consequential event which changed the historical pattern of relations in a divergent direction. For more than a century both countries were engaged in religious confrontations and ideological-geopolitical rivalries. Yet, the cultural relations continued to develop even in these critical conditions. Despite this fact, the prevalent narrative of Iran-Ottoman historical communications has been formed from a political perspective. Given this, the present paper aims to shed new lights on this subject. Its focus is on a selection of historical texts which are currently teaching in high school and universities. Organized in two parts, the survey is concentrated on the history of Ottoman Empire and modern Turkey as narrated in the formal Persian text. The result shows that, in both high school and academic texts, the main accent is on political and military subjects. On the contrary, economic, cultural and intellectual subjects have been dealt very briefly. Moreover, the main volume of material is devoted to IranOttoman wars under the Safavid dynasty and early Qajar period, but no attention is paid to the intellectual communications and the common experience of modernizing in 91 th and early 20 th century. All things considered, it seems necessary and functional to fill this gap by applying a critical approach to this prevalent narrative. In other words, we need to rethink this dominant narrative.

The title of intellectual comprehensiveness or revolution in historiography To the historians of the anal school, it represents a fundamental change In historiography and the need to set a model in historical studies. Because the attention of anal historians to the environmental, geographical and social structures in prominent works Such as "The Mediterranean and the Mediterranean World in the Age of Philip II". "Memory and the Mediterranean", "Everyday Life". And "Russian Peasants from 9000 to 9190" by Fernand Brodel. "French Rural History" and "Feudal Society" by Mark Bloch. The Peasants of Languedoc ", " History of Villages in the Early Modern Age ". And "History of Climate in the Past Thousand Years" by Lorua Ladori., "Feudal Society" by Dola Blasch and "Genesis of Europe" From Lopez, whose titles speak volumes about the use of different knowledge It has linked history with long-term environmental, geographical and social structures In this regard, the main question is what were the components of the connection between history and geography and social sciences in the anal school? Research findings show the effectiveness and adaptation of analytics from the concepts and theories of scientists in various fields In sociology by Emile Durkheim, in geography by Michele, Dolablach, Henry Barr and Karl Lampersht, the explanation and interpretation of history based on environmental and geographical approaches Interpreting history as a social science and using theorizing in the matter Research and investigation are the most important components that It has linked history with geographical and social studies in anal historiography. The anal model can pave the way for historical studies in Iran.

Teaching and teaching history in the country's universities faces several structural and functional challenges. On the one hand, the neglect of the university system to teach as the most important category in education and extreme attention to research has caused a kind of lack of motivation in teachers to teach, and on the other hand, teaching history in schools and even universities is often traditional and lecturing. It happens that this does not have any kind of development. This is rooted in various factors that require in-depth research to identify. The questions that arise in this research are what are the challenges of teaching and teaching history in Iranian universities? What are the solutions to solve the challenges of teaching and teaching history? To answer these questions with historical and library methods and review the objective evidence, it was concluded that the priority of research over teaching in universities and the dominance of traditional teaching methods is one of the most important factors in the lack of development of teaching and teaching history in universities. And to get out of this, new methods and tools of education and efforts to improve the level of understanding and historical thinking in students should be considered and the educational laws and regulations of universities should be reviewed with the aim of improving the status of education and teaching.