Study On The Introduction Of Historical Research Outcomes In The Teaching Of High School History

Due to the writing system and limited length of history textbooks in high schools in China, the contents of textbooks are always lagging behind the historical research, and tend to be highly generalized rather than be in depth. In order to make up the deficiency of textbook contents, increase teaching effectiveness, improve students' abilities of understanding and analyzing history, broaden students' vision of learning history and help them form a correct view of history, high school teachers have to take advantage of historical research outcomes in addition to those in textbooks. Therefore, teachers have to confront with the problem how to use those outcomes properly and effectively in the teaching practices. So this study is rich of not only academic value but also methodological value.The thesis takes use of abundant classroom teaching records of high school history classes as research objects and sources, adopting documentation method, case study, contrast study and classification methods to systematically reorganize the records.The thesis consists of four parts:The first part begins with the historical research outcomes that teachers introduce in during the teaching. The introduction of research outcomes are classified into such three types of teaching practices as explanatory, analytic and evaluative types.The second part generalizes with cases the main methods of introducing the research outcomes. Oral Narration and Materials are two main methods adopted by teacher.The third part explores the educational functions of introducing in the research outcomes towards high school history teaching, including improving the knowledge system of textbooks, cultivating students'critical thinking skills, establishing the view of history demanded by the current times and increasing teaching effectiveness.The final part explores the basic principles of introducing in the historical research outcomes, that is, complying with the curriculum standards of high school history, respecting for the fundamental ethics of historical research, and the introduction should be student-centered.