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A Research from Students’ Perspective of Articulation of History Learning Experience between Junior and Senior High Schools
Chin Fu, Miao
students’ learning experience
Based on the implementation of Grade 1-12 Curriculum in the future, the research attempts to understand the articulation of students’ history learning experience between junior and senior high schools from students’ perspective. Researcher collected the data by in-depth interviews. The subjects are 10 senior high school students of second year, in which 5 of them are social sciences major and the others are nature sciences major. Accordind to the interviews above, the research shows that: 1. Students’ history learning experience in senior high school is more multivariate than that in junior high, yet it is still limited in experiences of transferring and receiving general knowledge; 2. Cognitive aspect is the foundation of articulation, yet without coordinating with social and emotional aspects, students’ history learning experience in senior and junior high may not articulate successfully; 3. From viewing the gap between cognitive, social, and emotion aspects of students’ history learning experience in senior and junior high, we know that the plans of course outline and curriculum implementation is still deficient. According to the findings, researcher has concluded some suggestions to the curriculum and teaching in history between junior and senior high schools.
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