Historical Pictures In High School History Teaching

A decade has passed since the initial reform of the history courses. With the development of the reform, images of history have drawn great attention in the application of teaching resources. It has been specifically required for students to be able to read historical images in the new course standard. Historical images have been used as a method in evaluating the study of students in high schools. The utilization of historical images in the teaching in high schools is not only needed by the development for teaching itself, but also accord with the recognition system of high-school students. Last but not least, they help optimize the teaching of history.This research is based on the guidance in "Standard for High School History Course,2003edition" and the studies from former researchers. In the methods of literature review, case study, and inductive research, this piece of paper is intended for basic methods of using images in the history teaching in high school and the other factors effecting the teaching results of using images in history courses, by the teaching activities of the author and the examples of some top teachers in this field.This piece of paper analyzes the application of images in the history subject of senior high school from four aspects. The first aspect is the concept, classification and the value for teaching of historical images. This research extends the definition of historical images in to two categories of primal and developed, through which the teaching of history can be more directly received, and the students will be stimulated. Knowledge can be more effectively obtained--perpetual to rational. The second aspect is that the history courses will be linked. The analysis on the cases will display the value of images in each part of the teaching process. The third aspect is on the induction of the cases. The methods will be studied from the teacher and the students--choosing, displaying, observing, digging-in and specific analysis. The fourth aspect is the conclusion about the importance of historical images drawn from the above-the profession of history teachers, the positioning of history pictures in teaching, and the combination of teacher and students.