On April 25, 2024, the Faculty of Humanities and Social Sciences (FHSS) organized a roundtable discussion on the topic of “Teaching and Learning History in China”. Four esteemed experts, including Paul A. Van Dyke, who is the One-Hundred Talents Project Fellow and a Retired Professor from the History Department of Sun Yat-sen University; Chao Huang, a Professor from the Academy of Cultural Heritage and Creativity of Jinan University; Yinghe Jiang, a Professor and a former Head of  History Department of the Sun Yat-sen University; and Milen Gotchev Jissov, an Associate Professor and the Head of General Education Coordination Centre of UIC, shared valuable insights and strategies about teaching and learning history in China. This roundtable discussion, moderated by Dr. Wei Chin Wong, began with each speaker sharing their personal background and experiences, highlighting their journey into studying history and becoming historians and history teachers in esteemed universities in and outside China.

Figure 1: Prof. Chao Huang, Prof. Van Dyke, Prof. Yinghe Jiang and Dr. Milen Jissov (from the left to right) drew comparisons between their own experiences and the current context of history teaching and learning in China.

An important aspect of the roundtable discussion revolved around the challenges faced in teaching history subject at the higher education institutions located in China. The speakers addressed issues such as low motivation among Chinese students in reading and writing, and the impact it has on history education. They also discussed the general perspectives of students and parents regarding job prospects and the perceived usefulness of studying history. Strategies for overcoming these challenges and fostering greater interest in history among students were shared by the experts, offering valuable insights into effective teaching methods.

Figure 2: Dr. Milen Jissov shared how he witnessed the evolution of students in his classrooms over the past ten years in UIC.

The pedagogy of teaching and learning history was extensively explored during the discussion. The speakers discussed the challenges they face, particularly related to the language barriers, dominance of memorization, low motivation to raise questions among the students in history classrooms due to the examination-oriented settings in conventional China’s history education. The speakers also shared the effective pedagogical methods they employed in their course syllabi and assignment designs.

Figure 3: Prof. Yinghe Jiang shared about the challenges and difficulties he faced while teaching World History and Western Civilizations’ courses at the Sun Yat-sen University,

The roundtable discussion witnessed active participation from teaching members and students across different faculties. Ethical lapses and integrity issues in history education and research were another important topic discussed in the roundtable. The speakers addressed the implications of unethical research, such as plagiarism, and proposed possible solutions to ensure the integrity of historical research and enhance the credibility of historical narratives. The roundtable discussion also touched upon the emerging AI tools for history teaching and learning. The speakers shared their thoughts on the potential benefits and challenges associated with integrating AI technologies into history education, providing valuable insights into the future of the field.

Figure 4: The event witnessed engaging participation and discussion from teaching members and students across different faculties.

Figure 5: Dr. Xi Xu from the English Language and Literature Studies raised his concerns about the issues on teaching and learning literature.

Figure 6: Dr. Yegor Grebnev shared his insights.

Figure 7: Dr. Minghao Hou from the English Language Center gave suggestions on how to overcome language barrier.

Figure 8: Dr. Solna Xing from the Faculty of Science and Technology.

Figure 9 and 10: This roundtable has further fostered an engaging and collaborative environment about teaching and learning among participants.

Overall, the roundtable discussion on “Teaching and Learning History in China” provided a platform for experts, faculty members, and students to exchange ideas and share experiences. The insights and strategies shared by the esteemed speakers will undoubtedly contribute to the advancement of history education in China, and served as a testament to the faculty’s commitment to fostering academic excellence and promoting interdisciplinary dialogue within the field of humanities and social sciences.

Figure 11: A group photo.

Acknowledgment:

FHSS Teaching and Learning Grant and LTSE Committee

Reporter: Peici ZHANG

Photographer: Feiyu CHEN

Edited by Wei Chin WONG and Connie LI