Research On The Problem Of Logical Structure Of History Textbooks In Ordinary High School

Ordinary high school history textbook writing need to select historical knowledge from historical subject knowledge system which based on students' practical level of cognitive, so we can construct historical learning knowledge system. This requires that we must properly handle the two different structural contradictions of cognitive logic between the adult and the students, i.e. the problem of logic structure of history textbook in ordinary high school, the key point is that the content presentation ought to adapt to students'cognitive style. But the text statement of history textbooks in ordinary high school in now days exist language mistiness, logic rupture and content intersected etc. Under the condition that the teacher depends on history textbooks in the classroom teaching, the result is that the students can't understand the specific historical issues because the teacher dissevers historical fact to its specific historical background in history teaching process.Training students' correct historical thinking is a unique contribution of the ordinary high school history curriculum for basic education. In my opinion, the teacher is the organizer, the guide and the promoter of the student's learning, and the logical starting point of the ordinary high school history textbook writing is what the teacher can do not what the teacher ought to do, more important thing is that we can do for the teacher in the classroom teaching. If we treat the specific history issue based on the view of problem solving and state content followed the cognitive logic which is"what is it-how to do-why is that-how about it", it not only helps to train students' correct historical thinking but also helps them to understand the specific historical problems much better, but also can use the textbooks'guide function and provide necessary specifications, help it effectively and lead for teachers to integrate teaching resources actively, make teaching design and implement classroom teaching.So-called the view of problem solving is that history is a dynamic process for human society in order to solve their facing issues of production, life, communication and development. The concrete representation of this view in the writing process of history textbook is to return to the specific historical problem itself and to state content by analyzing historical figures that how historical people solve historical problems, why they've done this and their historical limitations, and achieve the organic unity of the students' learning cognition much better, the history curriculum goal and the current social life in the content presentation of ordinary high school history textbook. We need to constitute the evaluation of mechanism on textbooks'quality, the insurance mechanism of textbooks'writing and the emendatory mechanism of curriculum standards based on the necessary and appropriate institutional arrangement in order to achieve the basic goal of history textbooks effectively in ordinary high school which adapt to students'learning psychology characteristic and as well as help to guide teachers' teaching mode and to update their teaching idea.