A Study On The Function Of Historical Humanistic Education In Middle School

With the deepening of curriculum reform in history,there are more attentions on history education in the function of humanities education. To develop the function of humanistic education in history education is the requirement of the nature of history education. It is also a requirement of new curriculum for history education. But in actual practice in teaching, how to develop the function of humanities education is still a haunting question of many middle school history teachers. As far as my concern, there are two main points of the reason for this problem:one is our theoretical research in this area do not go far enough. And second, there is a gap between theory and practice. And the2nd one had a greater impact. To address this problem, the author studied from two aspects:one is to develope the study of humanistic education function in history education, the second is to analysis the successful experience of history education in foreign countries. Finally, based on the research results above,this article provides feasibility proposal to the existing practice in the teaching of history in middle schools in China.To grasp connotation of humanistic education functions, firstly the "Humanities" in the "Humanities" concept is analyzed. It is confirmed that their humanism connotation derives from the West. Accordingly, the author divided humanist tradition of evolution into five parts, including the Renaissance, the age of enlightenment,19th century, early20th century to the end of World War Ⅱ and the period after second world war, which correspond to the birth of humanism, develop, face challenges, ups and downs, re-five stages of development. On this basis, the author summarizes three characteristics consist of humanist traditions of humanistic education,that is:the core is to nurture students ability to think critically, the aim is to cultivate students’full personality, the approach is to make value judgments about human history.After grasping the core concept of humanistic education,this article analyzes history education from foreign successful experience.The author choose three representative countries:the United States, United Kingdom and Japan.. To study how to develop the function of humanistic education. And their significances are discussed. After the study, the author summed up the three characteristics of history education abroad is:focus on the cultivation of students’thinking ability in history; focus on student needs and the students’lives; focus on the exploration of the students, strongly opposed to pure knowledge.Based on the above study, the author summarized the elements to develope the humanities education function of history education and provide recommendations to the policy aspects of our historical teaching practices. The three elements are:to enable students to think in historical contexts; history class should have a degree of depth of knowledge; to give students as much as possible independently to make value judgements. And then the author give three strategies accordingly:pay attention to students’feelings, prepare the lessons as depth and breadth as possible, teaching students how to appreciate history. This paper presents these recommendations for guiding the current practice to better develop the function of humanities education in history teaching.Finally,to sum up,there are two starting points in the history education to develop the function of humanities education:firstly, instilling in the history of education is not knowledge, but the cultivation of thinking ability and, secondly, not. moral indoctrination in history education, but rather a process that students themselves to form the correct values.In a word, With uncertainty and criticism of the process of historical education. It also brings more complexity to our historical education,and it needs history education researchers and practitioners to make greater efforts in the future.