Research On Personality Education In Middle School History Teaching

Personality education is the mainstream in the present world-wide education. The focus of educational research has been changed from "intelligence education" to "personality education". Based on the characteristics of the personality development of middle school students and the contents of the history course, and by using the rich history teaching resources in history textbooks and employing a variety of teaching strategies and methods, personality education in present history instruction of middle schools, which is a process of cultivating their healthy emotions, fostering positive attitude to life and creating the correct view of value, is supposed to help students construct their history knowledge and develop their abilities to acquire knowledge. Personality education in history course is to integrate the typical features of history teaching to develop students' correct view of life and value, scientific and creative spirits, sense of responsibility, awareness of history and positive motivation of success in history teaching through the combination of the characteristics of history course, with the aim to develop students' potential to the full, and accordingly upgrade and perfect students'personality.History belongs to the humanities and holds many advantages of conducting personality education. Doing research on personality education in the process of history teaching is aimed at bringing the history instructional advantages into full play to promote personality education and healthy development of students' personality.The theses consists of three parts, reporting the theoretical and practical exploration of personality education in history teaching. The first part concerns the review of the past and present situation of personality education at home and abroad, definition of concepts of personality education and personality education in history instruction and description of the significance of personality education in history instruction.Part two deals with the relationship between personality education and history teaching of middle schools. It points out that personality education is not only the approach to history instruction, but also the major part of history instructional aims, and that the new history curriculum, with its rich resources of personality education, is the carrier of conducting personality education among middle school students. The present situation of personality education in history teaching and the reasons for this are also analysed with the help of the data collected from a county-wide questionnaire.The third chapter tries to explore strategies of and approaches to implementing personality education in history teaching on the besis of instructional practice. The author suggests some practical strategies and principles in carrying out personality education, such as establishing instructional aims of personality education, abiding by the principles of consistent personality education, renovating instructional beliefs and promoting the forming of healthy personalities in teachers and students. How to dig out teaching materials in the history curriculum, create ideal situation and build up an equal and democatic classroom, and how to adopt proper instruction methods are discussed.The last chapter states that personality education in history lessons enjoys unique advantages of richness of resources available, which usually inspire teachers' imagination of varieties of appropriate instructional strategies and methods of carrying out the mission. However, this part argues that considering the fact that most of the students' time is supposed to be spent in learning other subjects, an ideal result of personality education is hard to expect if it is only carried out in the history classrooms. Therefore the author suggests that personality education should also be done in the classrooms of other subjects to maximize its effects, and that to meet this expectation history teachers in middle schools should try to keep pace with the development of the society and qualify themselves as a history teacher of new times. Never giving up learning and being ready to help their students should be regarded as the basic requirements of teachers' personality.