The Teaching of History in Contemporary Russia: Trends and Perspectives
Notice bibliographique
Résumé
Teaching of History in Contemporary Russia: Trends and Perspectives. Edited by Vera Kaplan, Pinchas Agmon, and Liubov Ermolaeva. (The Cummings Center for Russian and East European Studies: Tel-Aviv University, 1999). 270 pp. Introduction. Notes on contributors. This collection, comprising fourteen articles, is result of an international conference that was held in St. Petersburg, in October 1997, and organized by Cummings Center for Russian and East European Studies at Tel-Aviv University in cooperation with Herzen State Pedagogical University of Twelve of contributions are written in Russian. One of them begins with words of historical education in Russia. theme of crisis and of a painful transitional period is sure to accompany reader throughout this collection. Leaving behind outworn slogans, illusions, and doubts, Russian scholars are eager to write and teach history in a way. contributors to collection are passionate about their subject; they share conviction that, by teaching they mould future of In Introduction Very Kaplan elegantly reviews collection's articles. She stresses that common point of departure for authors was role of ideology in teaching of history (p. 1). first article, The Study of History Teaching in Contemporary Russia: Background, Trends, and Challenges by Pinchas Agmon, acquaints reader with recent changes in Russian educational system. He discusses reform of education in conjunction with new popular interest in past, which had been unleashed by perestroika. His article helps one understand how and why teaching of history has become core of Russia's educational reform. Shocking revelations and shattered myths have made old history textbooks superfluous-so much so, in fact, that in 1988 history exams were disqualified (p. 15). New historical narratives were urgently needed. A.P. Shevyrev begins his article Tendencies and Perspectives of Advancement of Historical Educational Literature in Russia with reminiscences of 1988 when he was part of a group seeking to elaborate a concept of history teaching. When project was finished in 1989, group's recommendations --such as the humanization of history, by which was meant emancipation of history from dictatorship of ideology-could not be openly stated. At that stage, concept of competing alternative textbooks seemed so radical that even authors themselves did not believe that their ideas could be implemented. But, in approximately three years, what authors had dreamt about, and more, came true. Looking back on sweeping changes, which did not always exactly follow projects, Shevyrev casts some doubt on their depth and radicalism. Yes, alternative textbooks exist, but not many schools can buy them because of financial difficulties. Yes, Marxist methodology was rejected but many conceptual problems remain. …
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Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,006 |
| Études des sciences et des technologies | 0,003 | 0,006 |
| Communication savante | 0,006 | 0,005 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».