'n Ondersoek na 'n geskiedenisonderrigstrategie vir groot klasse in swart onderwys

English: Within the context of a changed socio-cultural climate, the demands by Blacks in the Republic of South Africa, for equality of opportunity with regard to education and equal education, are increasingly being heard. The unprecedented increase in student numbers, the lack of suitably qualified black teachers, as well as the availability and quality of physical facilities, makes it difficult to meet those demands. Large classes is a problem faced by teachers in general and the history teacher in particular. This situation is unlikely to change dramatically in the near future especially in the light of the problems mentioned above. To enable black history teachers to function effectively, despite large classes, we examined a teaching strategy designed to improve the effectiveness of teaching within the problem situation, To this end an anthropological perspective on black education was adopted, Within this context relevant aspects of black expectations and the black experience of reality was focussed on. This served as a basis for examining the problems experienced by black history teachers. In order to identify these problems, if any, use was made of a questionnaire. the results obtained underlined the need for a teaching strategy suitable for large classes. Fundamental-didactic principles were examine in order to provide a sound base for the development of the strategy. In describing the strategy the nature of specific and general problems, encountered by pupils in - and teachers of history was constantly kept in mind. The strategy is, in fact, designed to alleviate these problems. The literature on large class teaching was examined. The evidence supported the feasibility of large class teaching as defined in the present study. Finally the teaching strategy was evaluated by using one set of didactic principles as criteria.