The Study Of Implementing "Process And Method" Objective In High School Course Of History

Entering the 21 century, a new round of course reform in our country has started, under the new concept of course reform, the three-dimensional aim has been laid out. These are knowledge and skill, process and method, emotional attitude and view of value. The new course reform regards "process and method" as an important field of the course aim, admitting the value of learning process and scientific method. But correlated research is under satisfactory in present. The further study of "process and method" objective in high school course of history is emergent and essential.High school students are in the period of maturation and socialization. They need to feel and accumulate history knowledge in the studying of history process. Also they need to grasp the way of historical thinking, in order to understand now more better. High school students'physical, mental and cognitive provide the basis for carrying out the "process and method" objective. The arrangement of High School History Textbook is also suitable for carrying out the "process and method" objective.This paper attempts to explore the connotation of the "process and method" objective, on the way of psychology, philosophy, and education. Then combine the characteristics of high school history teaching process and its key factors to implement the strategy of carrying out the "process and method" objective.This paper consists of 6 Parts including introduction,4 chapters and conclusion. Introduction is about the necessity of the study of "process and method" objective. Introduction also includes literature review on current studies in the area of history teaching and point out the current problems. The first chapter is about the interpretation of "process and method" objective on the view of etymology, philosophy, education, proposing the concept and definition of "process and method" objective in high school course of history. The second chapter is about the characteristics of the history teaching process. Such as the definition, characteristics and section of the history teaching process, the basic stages of teaching and learning process. The third chapter is about the elements of high school history teaching process, such as teachers, students, teaching content and the relationships between them. The fourth chapter is about the study of implementing the "process and method" objective.Conclusion is about implications from the study on "process and method" objective in high school history teaching, limitations as well as suggestions for further studies.