Secondary History Education History Perspective

The changes in the high school history curriculum standards are microcosm of the changes and developments of the high school history education. We can see that the high school history education has its inherent laws and has been impacted constantly by outside ideology and culture change. This paper mainly studies the high school history curriculum standards, analyzes the impact on high school history curriculum standards by the social environment in different periods, as well as the guiding value of the high school history curriculum standards for high school history education. And the paper tries to propose measures to the problems in the present high school history education based on the relationship of the mutual restraint.The paper can be divided into six chapters:The first chapter discusses the significance of the topic, analyzes the research value of the changes and development direction of the high school history education from the changes in the high school history curriculum standards; and makes an overview of the existing research literature and defines the related concepts, explains the significance of the research again.The second chapter analyses the evolution of the high school history curriculum standards in different times in accordance with the time, and especially the standards before1949.From the content analysis of the high school history curriculum standards, this chapter discusses the status of the high school history education.The third chapter investigates the impact on our current high school history education by the present high school history curriculum standards. Combined with the high school history curriculum standards in United States and Japan, this chapter illustrates the advancement of the contemporary history curriculum standards.The fourth chapter, based on the previous chapter, sets forth three laws in the high school history curriculum standards:that is, from learn foreign to self-innovation, nationalism runs through them, country leads them. Focus on the analysis of the cultural changes and the ideological change, this chapter explains the reasons of the changes of the high school history curriculum standards and the high school history education. The reasons and rules of middle school history education to our current has the significant enlightenment. The fifth chapter proposes a basic viewpoint of the rational history education in high school history education and explains three characteristics of the rational history education:non-promotional, non-doctrine, professional; and illustrates the necessity of its implementation combining with the history feature. At the same time, it makes a theoretical analysis about the conflict between the reality of high school history education practice and the high school history curriculum standards, and proposes feasible suggestions on how to implement the rational history education:a clear view of history, enhances the professional skills and engages in meaningful history teaching.Finally, the paper makes a brief summary of the purpose, that is, through the changes in the high school history curriculum standards to look at the changes and developments of the high school history education, at the same time, it illustrates the lack of this paper.