Research And Practice Of Teaching Of Historical Sources In The Teaching Of History In Middle Schools

In recent years, with the deepening reforms of historical courses in middle school, historical material teaching attracts more and more attention by teachers. Therefore, it is of significance to undertake all-round research on the theories and practice of historical material teaching, promote students' abilities of historical consciousness and reasoning, cultivate capabilities of material-collecting, material-mastering and problem-shooting by the application of historical material. Also, it is helpful for students to understand history, learn from history, strengthen humanist consciousness, out-shape correct would-look and vies of life and value, and their sustainable development.Guided by historical materialism and pedagogical theories of Marxism, the essay underlines throughout the new educational theories, breaks through the single-material applied research adopted by former historical teaching and makes systematic and all-round research on material teaching. The essay focuses on the theoretical basis of material teaching research and its function; analyzes emphatically meta-cognition, strategies of problem-shooting and hints of material teaching made by constructivism; expounds the classification of historical materials and its basic modes and teaching principles, elaborates the cognition and practical problems of quality-oriented education in historical material teaching in the middle school history, emphasizes human-based and student-centered middle school education, the development of students' non-intelligence factors, the practical and initiative abilities as well as some related research problems. Besides, the essay discusses the development and exploitation of historical textual resources, especially the combination of computerized textual resources and historical material teaching.