The Discussion Of Historical Data Teaching Issue In Middle School History Teaching

As history only exists in the past, the living specimen of history we were already unableto see again. Therefore, if we want to know history and have a clear understanding concerninghistory, we must rely on historical data, so does history teaching. In order to restore thehistorical truth, we need to make correct selection and conduct appropriate utilization ofhistorical material in historical teaching process. It will not only stimulate students’ interest inlearning history, but also can improve students’ learning abilities while acquiring historicalknowledge, which including students’ historical thinking ability and problems-inquiringability as well as the spirit of exploration in unknown historical world. In recent years, withmore and more teachers, scholars began to focus on the field of historical teaching, a largenumber of research results have been emerged, and some of them even have been taken intoteaching practice. However, it can be said that the actual applications of those findings are notoptimistic.Base on the above consideration, this article embarks from the historical data teachingtheory and the teaching practice perspective, tries to dealing with historical problems duringthe selection of present data in historical teaching, and proposes the corresponding strategiesand suggestions. There are five parts in this article: The introduction lies in the very beginningpart, which introducing the problems of the proposed and related research situation, andelaborating the method and significance of research. The second part introduces thetheoretical basis of historical data teaching of high school history, consisting of the defining ofhistorical data and historical data teaching meaning, the introduction of the classification ofhistorical data and the theoretical foundation of historical data teaching. The third part mainlypoints out the problems that exist in the historical data teaching of high school history byciting related cases, including the problems that occurring in the selection and utilization ofhistorical data in historical textbook and historical classroom. The fourth part highlights someeffective strategies in the course of selection and utilization of historical data in school historyteaching. The last part is the conclusion. Hoping my personal insights could shed some lighton effective applications of historical data in history teaching in China.