An Analysis Of The Questions And Lessons Of The Textbooks Of The History Textbooks Of The Senior High School Students

In-class questions and after-class exercises are the important parts of history textbooks, playing a significant role in the teaching process. They are not only the primary means to consolidate students’ historical knowledge, but also a key to train students’ thinking quality and to foster their abilities. Hence, they have their unique and irreplaceable role in developing students’ innovative abilities.Historical textbooks under the new curriculum standard, indeed, have certain breakthroughs in terms of the design of in-class questions and after-class exercises. Yet the following questions still require further studies:whether the new exercises achieve the editors’ goal in the practical teaching process, what is the usage rate, what is the attitude of students and teachers, which exercises are welcome and which are not, what are the problems and how to solve the problems. So far, however, whether in the papers or works, studies which specialize in historical exercises are few, and those studying the important parts of exercises, namely, in-class questions and after-class exercises are even less. To meet the requirements of history teaching under the new curriculum standard, it is necessary to carry out a comprehensive and systematic research about those in-class questions and after-class exercises.This thesis consists of five parts.The first part is introduction, which introduces the core concepts of exercise, in-class questions and after-class exercise, and their relevant research findings. What’s more, the goal and the meaning of the study, as well as the main research method are illustrated in this part.The second part is about the in-class questions in the PEP edition of historical textbooks. It starts with the basic situation of the design of in-class questions, such as the name, the amount and the type, then presents the usage of those in-class questions and the attitudes of some students and teachers in Nanjing via questionnaires, and gives some advice concerning the in-class questions based upon the statistics.The third part is similar to the second one in terms of structure. It is about the after-class exercises. It starts with the basic situation of the design of after-class exercises, such as the name, the amount and the type, then presents the usage of those after-class exercises and the attitudes of some students and teachers in Nanjing via questionnaires, and gives some advice concerning the after-class exercises based upon the statistics.The forth part focuses on the study about short essay, including its usage, the design principles, and its meaning, and probes into its function in after-class exercises.The conclusion part briefly summarizes the development tendency of new curriculum reform and the achievements and weaknesses of the present thesis.