On The History Teaching Multiple Thinking Design Guidelines

Since the foundation of curriculum reform, in2003the Ministry of Education issued a "Normal high school history curriculum standards (experimental)", with its new concept of impact on the traditional history teaching. Great changes have taken place about teachers’concept, students’ concept, objective and textbook concept. Although the concepts have changed, the implementation of these concepts into real teaching practice is still difficult, and there is a larger gap between the concept of the new curriculum and it.Under the unified curriculum standards, normal high school history textbook presentation appeared diverse state and four versions (PEP, People edition, Elephant edition, Yuelu version) coexist, reflecting the concept of the new curriculum standards. Various versions have their own characteristics. The author of this article take PEP Module Three "Explore the mystery of the origin of life," for example, trying to use multiple thinking according to historical materials to develop the curriculum resources, and design teaching, aiming at providing an example from "teaching textbook" to "using textbooks ".In the preface of this article I mainly describe the cause and significance of the topic, summarize the study of history textbooks as well as history teaching at home and abroad and interpret the relevant concepts, so as to pave the way for the following discussion. The first chapter discusses the necessity and possibility of multiple thinking applied to the teaching of history and the importance of history teaching in the current educational thinking. The second chapter is to develop the textbooks with multiple thinking and make instructional design and to lay the foundation for the implementation of teaching. The third chapter mainly discusses implemented instructional design and thinking under the multiple thinking which consists of two parts:First, an overview of the situation of teaching to be implemented in the design; Second, the reflection on the history of multiple thinking in instructional design.