The Use Of Middle School History Teaching In The Historical Study

Now in the 21th century, all countries give first priority to reform and development ofeducation, which is the principle strategy. In China, reform of new curriculum is advancingsteadily and a variety of types of curriculum have been developed one after another. But whateverteaching modes are used, there must be based on the grasp of basic knowledge. History materialswhich are part of basic knowledge have special and important teaching functions, become anessential part and important method to arrival to the middle school history education task andtarget. The exploration of history materials teaching in the middle school refers to the guidingideology of historical teaching, the organization and method of teaching activity and the methodof teaching assess. Thus the research on theory and reality is necessary.But currently, quite a few history teachers in middle schools do not have proper awareness ofthe historical materials’function in teaching activities, and do not do more explanations on them.What they do is just to explain the book text. There are reasons behind, such as some social factors(e.g. examination-oriented education), conventional thinking and the out-of-date understanding ofteaching staff. Then the consequence becomes very serious: For students, they can not understandhistorical figures, events, phenomena and rules fully and objectively, even lose the intrinsicmotivation and research interest gradually in history classes; for teachers, to some extent, theyhave missed the chance to cultivate students’independent thinking and research abilities. Thefundamental target of new teaching concept put forward by the new round of curriculum reformlies in the development of students. As the basic of middle school history teaching, historymaterials play an irreplaceable role.According to the different types, relative functions of historymaterials’case, here states the importance of history materials teaching.There are five parts on the state as follow:Part I: Introduction: At first, it puts forward the details of history materials. Meanwhile, onthe basis of subject study’s purpose and significance and the state of study actuality at home andabroad, the paper proposes the research method and idea.Part II: Historical materials’importance in middle historical teaching and its theoretical basis:From the standard of historical curriculum and study process of students, historical materials’ teaching gradually lies in the irreplaceable role; From the learning theory of Constructivism, studyprocess is not the learners accept knowledge passively but actively construct. For the studentsconstruct knowledge actively, the most important way is strengthen historical materials’teaching.According to the learning theory of Constructivism, writer analyses the situation of use historicalmaterials’create issue from the view of knowledge, students, studying and teaching. Guide thestudents get historical knowledge from historical materials, then cultivate their historical thinkingability.Part III: The strategies and principles of historical materials in historical teaching: differenthistorical materials have various usages. On the basis of actual demand in middle school historicalteaching and combine history syllabus, middle school students psychology and study quality inlaw of development, writer divides the various historical materials into four types: historical dataof characters, real object, photograph and sound image, and detailed states its strategies andprinciples in secondary schools teaching.Part IV: Case studies in historical materials: Different modes of presentation and uses ofhistorical data in textbook may produce different effects in practical education. It may enhancehistorical intuitiveness and interestingness, or emotional rendering and ideological education, orfoster students’imagination and thinking ability, or contribute to run exploration activity, fosterstudents to learn the historical methods and consciousness, etc. Through analysis, the paper pointsout the different effect of historical materials in different history classroom.Part V: opinions of historical materials in history teaching: on the basis of existing problemsin practical historical teaching and the differences of teaching, the authors propose theimplementation of Historical Reflections on teaching in order to achieve the common concern ofteachers and students, and do further in-depth research and discussion.