The Choice And The Application Of Historical Maps In The Classroom Teaching

With the new curriculum reform of basic education,The school history teaching in the new period has undergone great changes.The introduction and implementation of curriculum ideas make the concept of focus shifting from how to teach the history well to how to make the students learning history. There are many changes in the history curriculum of curriculum standards, course structure, course type, course contents, material's development, teaching methods and curriculum evaluation,which are embodied in the implementation of three-dimensional targets.In the process of implementing the new curriculum, increasing the effectiveness of classroom teaching are put on the agenda, and the position of historical maps in the classroom effective teaching can not be ignored.So under the new situation the study of historical maps are taking on the new features and development trend.This article tries to do a more detailed and systematic coordination about the select and the application of historical maps in the classroom teaching since 1980s. Under the guidance of the theory in the new curriculum, with high school history textbooks, combining with the author's education and teaching practice, and contacting the related history theoretical results, it will explore how to penetrate historical maps into the teaching of history in class to achieve higher efficiency and train the students'spatial thinking.The content is divided into four parts:The first part, it interpret the importance and necessity of historical map, particularly the special significance under the curriculum reform, research status and problems, and significance and methods of this study.The second part, it will discuss the definition, classification, characteristics and role of historical maps.The third part, it include that the principle of picking up historical maps teachers in the classroom teaching should follow, in the process of applying the historical maps' principles, basic methods and teaching cases.In the last it analyze several interviews with teachers.The fourth part, by analyzing the survey of historical maps'learning and the talk's material, it conclude the problems of learning historical and prompt the solutions strategy.