A Probe Into The Combination Of Historical Research Achievements And Middle School History Teaching

The history curriculum of high school is a kind of basic cause. According to the characteristics of history and history teaching, the cause aims to reveal the basic process of human development, explore the law of the historical development, and further enhance the students’ awareness of history, humanities, culture their historical thinking based on the respect for history and the pursuit of truth. The writing of history textbook is to select a certain historical perspective of historical events as part of its evaluation criteria in accordance with the requirements of the teaching of history and the development of students’ psychological characteristics.However, due to the consistency and stability of the textbooks, the views in history textbooks are relatively backward and one-sided. So it is great important to combine the different historical researches and the teaching of history. In this process, we can provide a broader perspective for students to learn history under a method of multilevel, multiform. It can also help students explore in learning, discovery problems from different angles, and actively explore the awareness and problem-solving methods.In this paper, the specialized teaching the Reform Movement of1898is selected as the main object of study for the practical research of combining the achievements of historical study and high school history teaching. This paper is divided into four parts. The first chapter introduces the research background, the current of the researches, and its objectives and methods. The second chapter discusses some research achievements on a range of issues about the Reform Movement of1898from the macro view. Based on the second chapter, the third chapter selects the reason for the failure of the Reform Movement of1898and the evaluations of this movement to undertake a study, based on integration of the history curriculum standards and the requirements of the Reform Movement of1898. The chapter also explicits the content of the combination between Reform Movement history research and the teaching of history. The fourth chapter discusses some methods, including three aspects of methods on historical teaching, comparative teaching and research study, based on the analysis of the content, and proposes some problems we should pay attention to in the application process.