Research On Narrative Objective Problem During The High School History Teaching Process

In consideration of the specialization of history, historical objective problem is always the most troublesome problem to the historical academic circles, meanwhile a key problem to the history teaching of the high school. Historical objective problem can be divided into several parts. Take the Comment on Universal Historical Figure as an example, this article mainly discusses the objective problem of high school history teacher in class on the narrative level.From the narrative objective prospective, this article discusses the problem of the realization of the fostering and development of the students’historical dialectical thinking to foster students’ historical dialectical thinking. Taking the Comment on Universal Historical Figure as our study object, this article digs into the narrative objective problem in four chapters. Chapter one firstly interprets the connotation of historical objective, and makes a further understanding of this connotation by researching on the results of universal historical objective research; chapter two uncovers some present problems existing in high school history class at the level of teacher narrative, including the over-simplication and one-sided tendency problems. the historical data the authentic question in the teacher classroom narration process, In the foundation of exposition classroom instruction narration objectivity question part from historical narration ontology, historical narration method and the historical personage appraises theory stratification plane analyse why have the high school history teacher narrates the objectivity question; chapter three analyzes the reason of the narrative objective of high school teacher from the narrative ontology, narrative methods and character evaluation levels mainly divides into five aspects.First is how to carry on the high school history teacher stratification plane the historical data collection, as well as principle which needs to pay attention in this process.Second is how to collect he historical data will carry on classifies reasonably, thus acts according to the different classroom instruction content selection different classroom to present the historical data.Third is how does the historical teacher utilize the historical materialism in the classroom narration process to promulgate the human history development the essential rule, thus helps the student to grasp historical the essential content.Forth is how acts according to the different classroom instruction content selection reasonable classroom narration way to carry on the narration.Fifth is discuss how to carries on the objective reasonable historical personage. This stratification plane mainly divides into two parts,one is carries on some premises which the historical personage appraises needs to pay attention,second is how to selects some quite common question according to the different type historical personage which the different assessment method as well as needs to pay attention; chapter four Taking the Comment on Universal Historical Figure as our study object, utilizes the correlation theories union classroom instruction content,discuss how to manifests the narration in historical personage’s classroom instruction the objectivity and the fairness question.The objective narration in educational event in the classroom is related to the process and the ways in the three-dimensional target. In the teaching process and methods, the students grasp the history analysis and evaluation. The students can learn to correct analysis and evaluation of the historical role of historical figures and their influence.Then they make evaluation of the characters through the analysis of the historical materials to explain the characters and thoughts.This article tries to interpret present problems existing in historical teaching from the multi-views analysis of the narrative objective problem, and expects to make some theoretical contribution to the future historical teaching.