Zhao Henglie High School History Teaching Research

Zhao Henglie was an outstanding historical educator in modern China who created an important branch of subject education—the historical education, and devoted himself studying history teaching .He was authority of historical educational theory research who combined theory with practice. His research was always keen to seize the question which appeared in the teaching reform and needed to be anwsered urgently and combined with the reality of the school history teaching, he was forward-thinking and made contribution to historical thinking and creative education areas. Zhao Henglie was also known as an outstanding educational leader and organizer in China. He was one of National history teaching reseach founders, he held a post as academy secretary-general, associate chairman, honorary president and director of Academic Committee after the Institute was formed.The essence of Zhao's research is demonstrated in the following aspects: first, the definition of historical thinking and the ability of historical thinking, it is not only used the definition from psychology masterly but also showed the characteristics of history itself. Second, his research concentrated on the creative historical thinking ability and filled the gap of this domain. Third, he did the comprehensive study of selection principle, ways of organization, language and the features of historical teaching materials compilation. Fourth, on the aspects of instruction of history, he proposed the theory of balance teaching mode. In addition to the aspects mentioned above, every opinion he offered there always an example to support, not only based on the pedagogy but also psychology. Therefore, his research achievements is more than experience.In this paper, the author makes a review and summarize Zhao Henglie's academic career and carry out a preliminary analysis of Zhao Henglie's research concerning the characteristic and result in the field of the ability of historical thinking, the compilation of historical teaching materials, the methods of historical teaching and so on, comparison is also done by the author with the other scholars'views to make his outstanding contribution to the scientific and innovativeness on the research of history teaching and inspiration for today's practical activities of history curriculum reform standing out.