Section A: Project Information
From the Life of the British World Market and Business Trade
This course travels through time and space, with a unique "Oscar of History" selection as the introduction, allowing students to transform into globally renowned actors, grouped into groups to play famous figures in world history such as Elizabeth I, Admiral Charlie Elliot, and Nathan Elder, Deputy General Manager of Kailuan Coal Mine. In the context of 'Me and the World Market and Business Trade', students will not only experience the unique charm of becoming historical figures, but more importantly, through carefully prepared role-playing, they will gain a deeper understanding of how business policies during this period shaped the pattern of the world market.
Before class, each student is required to conduct in-depth research on historical materials, anticipate and prepare to answer profound questions related to historical figures, covering topics such as Britain's overseas expansion, trade policies, economic impact, etc. The aim is to explore from a personal perspective and showcase the glory and challenges of that era. In class, through interactive Q&A sessions among students and advanced AI technology, historical figures are brought to life and engage in conversations across time and space with students, making the learning process interesting and interactive. This helps students to have a more intuitive and profound understanding of history and feel the profound impact of historical figures on the world market and commercial trade.
This course aims to stimulate students' interest in history, cultivate their ability to analyze historical materials and critical thinking. At the same time, through role-playing and interactive learning, history learning becomes more vivid and interesting, allowing students to grow through exploration and remember through experience.
Section B: Participant Information
| Title | First Name | Last Name | Organisation/Institution | Faculty/Department/Unit | Phone Number | Contact Person / Team Leader | |
|---|---|---|---|---|---|---|---|
| Mrs. | 芯蕊 | 马 | 中华人民共和国黑龙江省 | 哈尔滨市第九中学校 | 2870099246@qq.com | ＋8615545560229 |
|
Section C: Project Details
Traditional history education often reduces complex narratives to passive memorization, leaving students disconnected from how individual agency and economic policies shaped global systems. To address this, "Historical Oscars: British Figures, Global Markets, and Commerce" reimagines learning through role-playing and AI interactivity. Inspired by constructivist pedagogy, the course frames history as a dynamic drama where students embody figures like Elizabeth I or Admiral Charles Elliot, transforming them from observers to active participants. The "Oscars" metaphor merges gamification with rigorous analysis, encouraging students to interrogate historical decisions through debates, AI-driven dialogues, and ethical dilemmas.
Pilot tests in classroom settings demonstrated smooth integration of AI tools with minimal training. By combining low-cost technology, structured pedagogy, and historical rigor, this project is both scalable and impactful, transforming students from passive consumers to active interpreters of history.
Although I don't need to answer this question, I believe by prioritizing pedagogical alignment over technical complexity, this implementation proves that AI can be both a scalable and deeply educational tool—transforming historical figures from distant names into dynamic conversation partners.
Pilot tests revealed unexpected outcomes: students naturally connected historical trade conflicts to contemporary social media “influence wars,” demonstrating the course’s capacity to foster lateral thinking. By transforming learners into protagonists of history, this project doesn’t just teach facts—it cultivates innovators who can critically engage with the past to imagine better futures.
Pilot feedback indicates that 85% of students retained key concepts after six months, outperforming traditional methods. By prioritizing adaptability, low-cost tech, and community co-creation, this project ensures lasting relevance in an era where AI and historical literacy are both indispensable.
This course addresses critical societal challenges by fostering ethical awareness, historical empathy, and responsible citizenship through its innovative pedagogy.By merging history, technology, and ethics, this project doesn’t just teach about the past—it equips learners to shape a more equitable future, ensuring that innovation in education serves as a force for social good.
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