Ahhoz, hogy tudjuk, merre tartunk, mit akarunk,
tudnunk kell, hogy kik vagyunk és honnan jövünk.


online történelemdidaktikai folyóirat.

Betűméret növeléseEredeti betűméretBetűméret csökkentése


      Rigó, Balázs

      Yesterday and today. The past and present of primary level local history education

        With a review of the history of primary level local history education, this study attempts to make up for, at least in part, the existing dearth of subject-pedagogy research in the area. Curricula and the educational provisions, from the Ratio Educationis to the National Core Curriculum, which appeared in 2007, are the basic source material for the study. In addition to these documents, the text also offers a look at the local history aspects of methodological works of different historical eras. On the basis of this, it attempts to provide a picture of the history of local history education that properly illustrates the role the area of study plays in public education. With this, it shows those education policy and rearing goals attached to local history education, albeit with various ideological content, but, in certain respects, a note of permanence.

          Molnár-Kovács, Zsófia

          Parallels of textbook authors’ curricula vitae

          Textbook authors in Hungary in the era of dualism as reflected in universal middle school history textbooks

            Mátyás Unger on the textbooks and textbook authors at the turn of the 19th and 20th centuries: In his work entitled “The Development of Historical Awareness”, he discourses on the well-populated camp of textbook writers and their mixed composition. In the framework of the study, following the thread further – skirting the edge of textbook history and historical science – we undertake an examination of the parallels and basic differences that can be observed in the work of a unique camp among Hungary’s textbook writers: authors of universal history textbooks for middle school. In the framework of a comparative examination, we make an attempt at a structured and thematised review of authors’ curricula vitae.


                Egri, László

                A comparative analysis of history textbooks in the twelfth grade

                  The author takes on a comparison of two history textbooks quite popular in secondary school education in this paper. The comparison – which takes place on two main levels, examining an external (exterior) sphere and an internal (substantial) sphere – tries to find the answer to the question of which work could be better suited, depending on the point of view, for efficient assistance in middle school education. The subjects of the study include illustrative elements that can be comprehended with visual perception, the language of the textbook beyond the comparison of the visual world, an analysis of its professional nature and the teacher’s work, as well as its modes for helping to prepare students.

                    Serman, Katalin

                    A competency-based cross-curricular gauge using history in Újbuda

                      From year to year, different gauges of understanding of IT, natural science and foreign language text comprehension, vocabulary development, grammar, speech skills and writing skills are conducted in Újbuda, Budapest’s biggest district. There are also competency-based cross-curricular gauges using history in the course of these evaluations, and this study analyses the results of these in 2009 and 2010. The broad range of the lessons learnt can be used in the area of developing curricular skills and abilities as well as cross-curricular competencies