Problems And Countermeasures In The Application Of Historical Conception In The Teaching Of Modern Chinese History

A latest round of high school new curriculum reform was launched in 2003.Since the implementation of curriculum reform, significant changes of high school history teaching have taken place. The changes of teaching material structure style,the reform of classroom forms as well as the adjustment of the university entrance exam mode all reflect the importance of high school history curriculum in developing students’overall abilities. The adjustment of curriculum reform ideas determines the final value of high school history teaching. Since the curriculum reform, the update of historical ideas is an important factor which greatly affects high school history teaching and plays a more and more important role in college entrance examination.However, in practice,because of various reasons, quite a lot of high school history teachers understand the importance of updating their historical ideas and improving their teaching, but they are lacking in accurate understanding, which leads to many problems when historical ideas are used in practice.That has a very bad effect on the effectiveness of high school history teaching and the position of high school history teaching in the whole curriculum.Therefore, many students are unwilling to learn history and many are afraid of learning history. Even some students don’t know how and why to learn history.Therefore, this paper takes high school China modern history as framework, and analyzes the differences of historical ideas of the new and old teaching materials by comparing different styles of teaching materials before and after the teaching reform. It pays special attention to different interpretation system about the modern history of China by using revolutionary history view and history viewpoint of modernization including perspective of civilization studies, global view of history and other views. In addition, it analyzes a series of problems that occurred in applying historical ideas in history teaching by combining teaching experiences and using questionnaires, and displays the characteristics of different kinds of problems and seek for the reasons. What’s more, in order to solve the problems above, the author lists a lot of teaching cases and puts forward research teaching strategy concerning applying different new historical ideas including history viewpoint of modernization to high school teaching with the purpose of improving the teaching values of high school modern history teaching and even the whole high school history teaching.