The Study Of "Process And Approach" Objective In High School Course Of History

From 1980's, the proposal of cultivating discipline competence was raised in our country in field of high school history teaching. However, the proposal was not practiced in real earnest though it should be. In the new round of course reform starting from the beginning of this century, "process and approach" objective whose aim is to let students know how to learn was put forward, which is also in accordance with the inner necessity of the lifelong learning society for the individual to subsist and develop. It is able to make students understand how to know about the past, how to comprehend the current issue and how to correctly recognize themselves. But correlated research is under satisfactory in present. The further study of "process and approach" objective in high school course of history is emergent and essential.However, the study of "process and approach" objective in high school course of history is not an easy job. For a long time, in the circle of history teaching, the understanding of historical concept in philosophy of materialism is somewhat on the level of concept, formula, and doctrine, thus the restriction in minds needs to be broken. What the concept of "process and approach" is needs to be defined and made clear. What the relationship between "process"and"approach" is needs to be explained and standardized. Issues such as what kind of framework of "process and approach" objective is concordant with students' cognitive feature and the logic of history as a discipline both theoretically and practically deserve our deeper consideration and exploration.This dissertation maintains that the putting forward of "process and approach" objective in high school course of history is not only an answer to the call from course reform, but also a must according to its own theory, which calls for our further thinking and exploration. The putting forward of "process and approach" objective is not a first try in the course reform, thus it requires our dealing with it at a world level. Meanwhile, "process" and "approach" are inseparable, thus a dialectical way of abstract analysis and concrete integration should be followed. As to make "process and approach" objective easy to understand and practice, teaching practice itself should be made the starting point. The final purpose of considering theoretically, practically, and in a multifaceted and dialectical way is in the pursuit of a scientific, reasonable, and feasible way of objective study. This dissertation consists of 11 parts including introduction, 9 chapters and conclusion.Introduction is about the necessity and feasibility of the study of "process and approach" objective in high school course of history due to analysis from both historical perspective and practical perspective. Introduction also includes literature review on current studies in the area of history teaching, proposing the concept and definition of "process and approach" objective in high school course of history.Chapter 1 is about the theatrical aspect of "process and approach" objective in high school course of history. From the theory of course objective selection, the formulation of "process and approach" objective in high school course of history should in accordance with the current social development, the course of history itself and students' demand in growing. This chapter seeks support and experience from a number of theories from other disciplines such as Life-long Learning, Discovery Learning and Critical Thinking. The macro and multilevel perspective enables that the understanding and construction of "process and approach" objective in high school course of history is in a multifaceted and open background.Chapter 2 is about the historical foundation of "process and approach" objective in high school course of history. In a certain sense, history is a specific form of history recording and is its abstract, stereotype and characterization. This chapter reviews the study of "process and approach" objective in the course of Chinese Ancient History, the breakthrough in modern history study, the revolution in modern historical concept in philosophy of materialism, as well as the new discovery from western history study on the topic of "process and approach" objective, raising the idea that the content of "process and approach" objective in high school course of history is the history methodology system based on historical concept in philosophy of materialism.Chapter 3 is a thorough understanding of "process and approach" objective in high school course of history in British and American high schools. In 1990s, western countries such as British and America have initiated reform of the course of history and propose "process and approach" objective which giving emphasis to the structure and methodology adopted by a certain discipline. By other's faults, wise men correct their own. Thus, this chapter elaborates a thorough understanding and analysis on British and America's course reform settings, the National curriculum standards and the characteristic "process and approach" objective, and initiates some relevant proposals.Chapter 4 is about the construction of "process and approach" objective in our country's history course. Based on the above review on theories from related theories, as well as analysis on fruits from British and American course reform, this chapter elaborates the train of thought on the construction of "process and approach" objective in high school history course in our country, and then raises the idea that the relationship between" process"and "approach" is dialectical unity. A hypothesis finally comes out on the framework of the objective.Chapter 5 is about the collection and textual research of "process and approach" objective in high school history course. This chapter covers the concept, content, and theoretic background of "process and approach" objective in this level, proved by some concrete teaching cases. The establishment and implementation of this objective aims to let student understand historical materials are the trace left by people in the process of human progress and is the foundation on which we get to know the past and unveil the true history. The establishment and implementation of this objective also aims to let students master gradually the correct way to collect material and do textual research, and cultivate the awareness of "History is from evidence. Opinion is from history" and know the importance of evidence, fully experiencing the scientific aspect of history as a discipline.Chapter 6 is about the understanding and imagination of "process and approach" objective in high school history course. This chapter covers the concept, content, and theoretic background of "process and approach" objective in this level, proved by some concrete teaching cases. The establishment and implementation of this objective aims to let student deeply understand the relationship between different historical issues and the complex of the relationship besides mastering some basic historic materials. The objective also aims at students' awareness on the diffidence between science and history, experiencing the humanism and artistic aspect of the course of history.Chapter 7 is about the explanation and evaluation of "process and approach" objective in high school history course. This chapter covers the concept, content, and theoretic background of "process and approach" objective in this level, proved by some concrete teaching cases. The establishment and implementation of this objective aims to make students understand that the history in our mind is, in a certain sense, a kind of construction and interpretation of the past experience, to make them understand that Knowing about history does not mean construction on no base. Instead, it is based on a master of relations between facts, and to make them aware that understanding history is the prerequisite and key of interpreting history. Understanding is prior to, more important and more difficult than evaluation. Students should learn to experience and feel the subjective and interpreting aspect of history learning.Chapter 8 is about the raising of research questions and the solving of them in terms of "process and approach" objective in high school history course. This chapter covers the concept, content, and theoretic background of "process and approach" objective in this level, proved by some concrete teaching cases. The establishment and implementation of this objective aims to urge students to cultivate awareness of raising questions, improving competence of analyzing and solving problems, mastering principles in academic study, nurture basic awareness of studying history and getting to know the retrospective and critical aspect of historical mentality.Chapter 9 is about the exchange of ideas on the topic of "process and approach" objective in high school history course. This chapter covers the concept, content, and theoretic background of "process and approach" objective in this level, proved by some concrete teaching cases. The establishment and implementation of this objective aims at advocating students to learn retrospection, expression and communication, master some basic methods and principles in exchanging ideas on fruits they got, and understand the charm of history as a course.Conclusion is about implications from the study on "process and approach" objective in high school history course, limitations as well as suggestions for further studies.