The Development And Utilization Of Historical Data And Resources In Senior Middle School Textbooks

Modern history textbook under the concept of the new curriculum should be wisdom—orientated, with the main purpose of getting students to master knowledge. It is also a tool helping students to study and learn how to study, a media leading students to know and understand the knowledge and experience in the history of human beings, as well as a catalyst stimulating students to form healthy emotional attitude and correct values. Historical data can effectively demonstrate the function of wisdom—orientated textbooks. The introduction of historical data in textbooks is good for the change of teachers' teaching methods and students' Learning methods. It can not only effectively stimulate students to form healthy emotional attitudes and correct values, but also help to train students' awareness of correct understanding of history.Then once historical data is added, will it always exert the function of wisdom—orientated textbooks? How should the historical data be selected and presented in the textbooks? According to the actual situation of the application of historical data in the four editions of senior middle school history textbooks under the New Curriculum Standards. I did some systematic and further research on the forms and features of the development and utilization of historical data in history textbooks, the selection of historical data and the influence on history teaching and learning. I intend to give some useful advice on the selection and presentation of historical data in the textbooks from the practice of utilizing historical data.The passage consists of four parts:Part one: present questions.Make an analysis that research on the development and utilization of historical data in history textbooks is the demand for the development of history education. Introduce related research condition of this subject at home and abroad, the content and area of the subject.Part two:Systematically analyze the forms and features of the development and utilization of historical data in the four editions of history textbooks under the New Curriculum Standards. (take compulsory book one of the four editions for example). Part two mainly makes comparison among features of the numbers, the situations of the application of historical data and the forms of the presentation of different kinds of historical data in the four editions of history textbooks.Part three:Analyze the selection of historical data in the four editions of textbooks under the New Curriculum Standards and the influence on teaching and learning, especially the application of historical data of the same topic in the four editions (take topic one in Compulsory book one for example). Analyze the influence of the application of historical data on history teaching and learning with cases.Part four:Give some advice on the selection and presentation of historical data in textbooks according to the research on part two and part three.