The Design Of The Problem In Sino-us High School History Teaching Comparative Study

In order to draw lessons and experience of reforms of American history curriculum, in recent years, China's historians and history educators have done much work on it and acquired a lot of fruits. These fruits play an important role in promoting China's history education. In chapter I , this thesis sums up main ideas of these fruits. Author thinks that it is of significance to compare the design of historical questions and problems in middle schools in America with that in China.In chapter II, this thesis introduces the design of historical questions and problems in American middle school history teaching. The contents include: Retrieving effectively information in memory depends on the thoughtful organization of contents. Designing historical problems is a critical first step in history teaching;Teacher must provide connected links, pay attention to the multiple facets of historical knowledge, and"put oneself in another's shoes"when designing history problems. By making historical accounts our essential historical problems, we can help students develop further familiarity with historical writing and develop their complicated abilities of historical thinking. Then, this thesis takes the traditional topic of European exploration of the Americas as an example, introduces that history teachers in America middle schools how to design historical questions and problems.In chapter III, this thesis introduces the significance, functions, principles and techniques of design of historical questions and problems.In chapter IV, this thesis compares the major differences of design of historical questions and problems in two countries from expansibility and pertinence, openness and closeness, criticism and inheritance, practicability and systematic.In chapter V, this thesis analyzes and studies the main causes which create the differences between the design of historical questions and problems in two countries from cultural tradition, history education policies, history educational objectives of two countries.In chapter VI, this thesis gives some suggestions for our history teaching.In a word, with the theories and methods of history and history pedagogy, based on the cases of history teaching, this thesis makes a systematical analysis and comparison about functions, techniques, principles of formulating historical questions and problems in history teaching in China and America, especially author explores deeply the relationship between designing historical problems and expanding students'historical thinking abilities, so as to draw a series of useful conclusions.