The Ability Of The History Of High School Students Under The New Curriculum Ideas

Today the arrangement of new history courses has shown varieties, multi-angles, multi-layers and multi-forms to offer the students of history more choices so as to assist the students in their healthy development. The theoretical ideas of the new course reform require that we take full consideration of students' development while laying great emphasis on the education of morality, feelings, attitudes, humane care and the outlook towards value. Actively advocating their active learning and promoting their initiative and participation and cultivating their ability and scientific attitudes towards research in history, heightening their creativeness and ability in practice. Doing research by comparison has demonstrated the new direction in the approach research in the present world and has thus become new supporting pillars in middle school history teaching methodology. In history teaching, finding differences and essence by comparing different times, historic events, phenomenon and historic characters so as to find out common laws and special rules is termed as the History Comparison Approach. No distinguishing ability without comparison. Differences can be found out and special features and essential characteristics can be handled by comparison. Also common points can be discovered so that understanding of things can be deepened. A great characteristics in the comparison approach is its feature of development, seeking differences, connection and specialty. In history teaching, the developing trend of the Chinese nation can be displayed by comparison so as to enable our students full of confidence in the beautiful future of our motherland, broaden their views and cultivate and promote their creative ways of thinking.The cultivation of such an approach should be guided by the correct theory, which sticks to dialectical materialism and historic materialism, and thus correctly explain the history of the development of the human society. The explanation of history should be in line with the policies of the Party and the government and realistically and objectively evaluate it. We should adhere to the combination of the history and theory and getting theory from history so as to establish the unity of the features in education, science, thought, enlightenment and vividness. In the history textbooks for middle schools, there exist a large quantity of historic facts and materials, including politics, economy, thoughts, culture, diplomatic and so on.In the process of history comparison in middle schools, attention should be paid to textbooks, their contents and purpose. The points of comparison should be connected with related historic events and suitable for middle school students. By means of the history comparison, the students are made to be able to combine and sublime knowledge and ability, process and approaches, and feelings and outlook of value, termed as a three-dimensional object.