摘要：The implementation of The New Zealand Curriculum has major
implications for teaching and learning history both in junior secondary school
social studies and in senior history courses. It requires a shift in orientation for
both subject communities. Social studies has generally adopted a presentist
stance to judging events of the past and seldom required students to prioritise
the methodologies and vocabulary of the discipline, namely, historical context, a
respect for evidence, argument and historical significance. In senior history, the
typically topic-based model of history programmes has borne little resemblance
to the dynamic nature of the parent discipline. It is argued that the way to bridge
the different orientations of both subject communities is for historical thinking
that reflects the key concepts of the discipline of history to be central to both
social studies and history programmes so that students are intellectually
equipped to make authentic connections between the past and the present.
