The Meaning And Utilization Of Image Historical Material In History Teaching

The basic education of our country is carrying out an unprecedented curriculumn reformation. In July 2001, ministry of education published "history curriculumn standard of full-time compulsory education(experimental manuscript)" in which the connotations of teaching materials and textbooks got changed. The curriculumn standard extended the definition of textbooks into the follows, "it includes pictures, photographs, recordings, videos and television programs or films of historical themes." With the promotion of new curriculumn, the value of the image historical materials such as pictures, photographs and videos are attracting more and more attentions from various aspects. In order to adjust to the demands of new curriculumn, this article focuses on the conception, type of image historical material, the significance of its application and the research of its methods. The main contents are as follows:The preface introduces the background of the image historical material's production and the problems arose in teaching. It aims to illustrate that image historical material's application in teaching is the result of both the Age's development and reality's requirement, and that image historical material has its guiding significance to both the new curriculumn of the middle school and the practice of history teaching.There are three parts in this thesis. In part one, it expounds the concept, type, historical value and me teaching value of image historical material. In part two, it respectively expounds tridimensional aims with some cases about three methods and effects of utilizing picture historical material, the methods and effects of utilizing film historical material and how to utilize image historical material to achieve history teaching aims. The results of some researches indicate that irregularity of learning and teaching leads to various characters and functions. Image historical material brings different effects in different teaching methods in arousing students' interests, developing students' ability to think in historical way and analysing consciousness, emotion, attitude and sense of worth with evidences. In a word, it achieves special functions to combine image historical material with average teaching. In part three, some problems and mistakes which may occur in using the image historical material is discussed. At the same time, it expounds the common principle and teaching strategy in using them, namely the features of image historical material which teachers must be familiar with and using them entirely, scientifically, effectively according to the need of teaching aim and students' characters.