The Exploitation And Use Of The Local Resources Of History Curriculum In High School

To fully promote the reform and development of quality-oriented education , China began to further the reform of elementary education in 2001.It was a all-round reform of elementary education given impetus to by Curriculum Reform. The reform touched upon a lot of aspects, including the change of fostering aim, the reform of curriculum structure, the formulation of National Curriculum, the implement of courses, teaching reform, the utilization of teaching resources, the establishment of the evaluation System, the training of teaching staff and ensuring and supporting system etc. It is put forward that developing and exploiting Curriculum resources is important guarantee of executing new curriculum in The National Program for Elementary Education Curriculum Reform(Trial),so we are supposed to develop and make full use of the resources both inside and outside school. With the Curriculum Reform proceeding, it has become a new focus of attention to develop and exploit curriculum resources. This thesis systematically probes and explicates the development and utilization of local resources of history curriculum through teaching practice.This thesis consists of three parts.The first section deals with connotation and classification of local history curriculum and principles that we should observe when developing and exploiting.The second section elaborates the ways of developing and exploiting local history curriculum resources. That is, taping potentials of history textbooks, replenishing local materials, enriching the history class; organizing students to visit and study museums?memorial halls and historical cultural heritage etc; carrying out research study about local historical cultural resources and lectures on the same topic.The third section states the functions of developing and exploiting. local historical cultural resources from the following aspects: enriching history lessons, stimulating students'interest in history, helping students to have a better knowledge of their hometown and then love their hometown; fostering healthy personalities by making good use of the educational function of history and carrying forward the reform of history as a subject.