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The core curriculum of general education for middle and high schools was introduced by the Regulation of the Minister of National Education of 23rd December 2008 and has been implemented in schools since 1st September 2009. The core curriculum is realized at the third (middle school) and fourth (high school) levels of education. In the assumption of the authors it creates a coherent unity; and common aims of education on both stages are a guarantee of the state of affairs. Coherence and complementarity of teaching content for the third and fourth stages of education in the field of history education have been described both in the content and learning objectives. The authors of core curriculum determined the fundamental knowledge and skills that students should master in middle and high schools. This article discusses in details the issue and confronts the opinions of history didacticians, history teachers and pupils, taking into account four years of experience of realizing the core curriculum in schools. The conclusion of the article is unfortunately critical for the authors of the reform of 2008 as it shows that in most cases doubts towards the provisions of the new core curriculum have been confirmed.
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Following many years of efforts and convincing of benefits stemming from the adaptation of regionalism to curricula, regional education was introduced to schools pursuant to the educational system reform of 1999, in the form of an obligatory, inter-subject path throughout all stages of education. Its realization was handled by all teachers giving courses at a given educational level, who would incorporate relevant content to issues covered in their subjects. Although considered obligatory for all students, the regional subject did not play an overly privileged role – rather, it complemented the general content of individual subjects and blocks, constituting one of equally important elements of a wider concept of inter-subject integration. The new curricular reform, in force since 2009, brought a pivotal change to the situation of regional education and other paths. The change consisted in resignation from separating the education content in this scope, with regional subject matters being directly incorporated into individual subject, wherever possible and justifiable. The earlier, comprehensive concept of regional education was replaced with a new proposition, discernible only at the level of individual entries in selected subjects and educational stages, yet never described in a complete and systematic manner that would make its basic assumptions legible. This article attempts to answer the question of the direction of modernization of content in the scope of regional education in the new curricular reality, while drawing attention to binding this content with the comprehensive concept of subject-based education.
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History textbooks intended for the lower secondary schools introduce the modern era in the second grade. The problem is that its chronological framework is too broad, which results in the use of numerous shortcuts as well as in superficial treatment of a variety of issues. With regard to the textbook structure, one can notice a certain unity and typicality. Standard chronological-problematic system was used. Source texts are a regular part of textbooks, usually accompanied by appropriate questions and tasks for students. Sources included in textbooks are generally well and aptly chosen. What is more, the books provide a chronological summary of major events in the form of tables or chronological tables, calendars, or timelines. We should appreciate the fact that it becomes a norm to include explanations of various difficult terms and concepts. Iconography is to be found in many textbooks and one can notice its diversity; outside illustrative function, it provides a lot of additional knowledge. All textbooks are characterized by a rich and varied graphic design. On the other hand, there may be some objections as to the illustrations used in the school books; this refers primarily to their size – often illustrations are simply too small and there is little to be seen on them. Similar objections can also be applied to the maps – they are either too small and illegible or contain too much information as well as cover a too long period.
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