چکیده:
Teaching history in all countries of the world, regardless of the level of material and spiritual progress, is challenging, and due to the rapid change of generations, it is necessary to change the methods. History lessons, the content of textbooks from school to university, teaching methods, the use of educational tools and facilities, how to motivate students, the difference between a teacher's and professor's view of history issues and the government's view, updating the information of history teachers and professors, important questions The minds of students and the general public in the field of history, and dozens of other micro and macro problems that deepen the challenge of teaching history, and this becomes more complicated and difficult in countries like Iran. The purpose of the article is not to express the challenges and problems of teaching history, but to express how to transfer and teach history to the audience, assuming that the challenges are reduced or eliminated. Basically, the purpose of history education is to convey a message in the right way to the audience, which makes the education deep and permanent. The main question is what method or methods can attract the new generation that is familiar with new technologies. Based on his experience in acting and directing plays, as well as teaching history as a university teacher, the author has found the method of performing arts combining ta'ziyeh and Bresht (narrative) style to be effective and useful. The research method is a descriptive-analytical article using library resources and the writer's experience.
خلاصه ماشینی:
The history lesson, the content of textbooks from school to university, teaching methods, the use of tools and educational aids, how to create motivation in students and undergraduates, the difference between the perspective of teachers and professors on historical subjects compared to the perspective of the government, updating the information of history teachers and professors, the important mental questions of students and the general public in the field of history, and dozens of other micro-issues that make the challenge of history education very deep, and this matter becomes much more complex and difficult in countries like Iran.
Keywords: Education, History, Performing Arts, Brecht, Ta'zieh Introduction: What is addressed in this writing regarding the method of teaching history is based on a preliminary study and an inductive method, and its comprehensiveness and practicality cannot be emphasized; however, in the absence of a comprehensive scientific study in this field, it can, given the author's experience, help us to some extent in becoming familiar with successful teaching methods for conveying messages to the audience and can also be relatively effective in providing solutions.
Some, instead of presenting a mass of content, use process-oriented methods and educational creativity, including dramatic, visual, and field trips, to present historical content in such a way that students first learn history comprehensively within a cultural, social, political, and economic context relevant to each era, and second, during the process of teaching and learning history, engage in research, data collection, interpretation, and analysis through problem-solving and a research-oriented approach, so that the past becomes a lamp for moving along the path of the present and the future (Keyvan, 1380: 6-10 and History Education issues 5-8-9-16).
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