Evaluation of the Effectiveness of Educational Activities in the Light of School Practice

The national curriculum reform, introduced in the school year 2009/2010, not only standardized the content of history teaching, but also clearly emphasized the importance of students’ skills development. These assumptions lie at the basis of the middle school final exam. Unfortunately, the dominant model of history teaching at schools is still focused on gaining knowledge of the factual material, while the skills development is mostly limited to a simple analysis of a source text. As for the abilities connected to the analysis of chronology, iconography and statistical data, or other tasks that require complex skills, the situation is much worse. This stems from both the teachers’ preference for the older methodology and their lack of experience with the new methods which develop the above-mentioned skills. However, this model is gradually changing, due to the middle school final exam requirements, as well as due to the fact that many teachers notice the problems and wish to improve their instructional methods. Still, what is necessary is the methodological support on the part of the institutions responsible for providing it.
 

The national curriculum reform, introduced in the school year 2009/2010, not only standardized the content of history teaching, but also clearly emphasized the importance of students’ skills development. These assumptions lie at the basis of the middle school final exam. Unfortunately, the dominant model of history teaching at schools is still focused on gaining knowledge of the factual material, while the skills development is mostly limited to a simple analysis of a source text. As for the abilities connected to the analysis of chronology, iconography and statistical data, or other tasks that require complex skills, the situation is much worse. This stems from both the teachers’ preference for the older methodology and their lack of experience with the new methods which develop the above-mentioned skills. However, this model is gradually changing, due to the middle school final exam requirements, as well as due to the fact that many teachers notice the problems and wish to improve their instructional methods. Still, what is necessary is the methodological support on the part of the institutions responsible for providing it.