Knowledge Of Teaching History Program

"Procedural knowledge" is first created with the development of modern cognitive psychology and information processing theory. The knowledge which can be indirectly inferred by a certain form of activity, tells students "how" to do "things". The "things" have a wide range, from exercises of a fixed program to the solution of novel problems. Specific to the discipline of history,"the history procedural knowledge refers to knowledge about the history how to come", the purpose of history teaching is to guide students to learn how to get knowledge about the past.The teaching category of history procedural knowledge mainly includes three aspects: firstly, introducing the methods used by historians to students. For established historical facts we should guide students to ask a few questions just as "how do we know"; for the historical data that is used to support an historical facts we should guide students to make a objective and reasonable evaluation, also require students " empathy" history and reconstruct history by the historical data; for controversial historical conclusions, we should provide students with a wealth of historical data and guide students to make a objective and fair judgment based on "evidence". Secondly making students learn some history logical thinking, as well as some key concepts of history, such as "evidence to explore","timing concept","causal relationship","empathy" etc. These can help students to form historical thinking in history studying. Thirdly, the ultimate purpose of studying procedural knowledge is to solve historical problems. Therefore, developing the historical problem-solving ability is an important part in the teaching of history procedural knowledge.To be specific teaching activities there are mainly two ways of organizing teaching. Firstly, we should pay attention to guide students to understand the past with the historical data, we can quote a lot of first-hand or second-hand historical data and quire students to understand and interpreted independently in history teaching; Secondly, the core concepts in the historical narrative is emphasis in history procedural knowledge teaching, so teachers should consciously design some teaching activities, and guide students to reconstruct past with the historical thought and historians.In short, the paper states the problems of history procedural knowledge, being based on classification criteria to knowledge of cognitive psychology knowledge, discussing from history teaching perspective, using theories just as cognitive psychology, educational psychology, ccurriculums and teaching theory, history teaching theory etc., using the experience of research results in China Taiwan region as well as countries such as Britain and the USA.