Education For International Understanding In The Secondary School History Teaching Research

Looking back on the 20th century, mankind has always been in conflict or post-conflict environment of insecurity about the survival, of life. The uneven distribution of benefits, differences in religious beliefs, ideologies and values of the opposition as well as the civilization or culture differences and repulsion Dengjun into the reasons that led to this situation. Resolution of conflicts through peaceful means will be the only way out. Mankind is facing an unprecedented global risks and challenges, such as population, environmental issues, poverty, terrorism, threat of war and so on, to address these require international coordination and cooperation, but cooperation must be built on the basis of international understanding. The way to nurture human beings through education "true understanding" the concept of the development of its pursuit of lasting peace in humanity.This thesis aims to promote high school history teachers' awareness of conducting Education for International Understanding, thus making it practical, and vivid enough to help students develop a sense of "promoting internationally-based understanding, advocting peace-centered culture and learning to live together harmoniously."The thesis focuses on such questions as follows: (1) How to conduct Education for International Understanding on the basis of China's current situation? (2) How to carry out Education for International Understanding efficiently with the help of education, psychology and other theoretical achievements?(3) How to reflect on or conclude from high school history teaching practice to make it more instructive?Chapter 1 traces the history of Education for International Understanding, outlines the development of Education for International Understanding promoted by the UNESCO, and anyalizes what Education for International Understanding really is. Chapter 2 gives a brief review about relavant Education for International Understanding overseas. Chapter 3 focuses on internationally-based education in China. Chapter 4 based on teaching practice cases, discusses how to enhance cultural dialogue to help students have a better understanding more than just know something superficially, and explores how to promote understanding to trust by constructing a globe-oriented concept of moral education to enable students to better identify domestic culture by respecting cultural diversity, thus making internationally-based education a unity of understaning ,being understood and not understanding. Chapter 5 appeals to advocate and conduct education for international understanding in Middle school history teaching for a harmonious world.