Study On The Application Of Diagram To History Textbooks In High School

History textbook and New Course Syllable for History in high school attach greatimportance to the diagrams. History textbooks in high school (PEP) are all excellentwith a large number of diagrams. Nowadays, diagram teaching in high school is valuedand impressed. This thesis lists the diagrams in the textbook and studies them withliterature research method and tabulation method. It aims to analyze the features ofdiagrams in the textbook, summarize the demand and significance of diagram teaching,and demonstrate the diagram teaching with eleven teaching cases.This thesis consists of six chapters. The first part concerns with the introduction. Inthis part, the author introduces the research background, significance and methods of theresearch.The second part discusses with the diagram in history textbook in high school. Theauthor mainly demands to classify and analyze the diagram in high school textbooks. Inthis part, the author analyzes the organization of the textbooks and finds the fouroutstanding features of diagram in the textbooks: visualization, generality, brevity andcomplementary feature.The third part put forward diagram teaching, which is the focus of this thesis. Inthis part, the author mainly aims to propose the demand and significance of diagramteaching. Diagram teaching can facilitate students’ and teachers’development. Teachersneed to pay attention to designing learning task and teaching learning strategies. Moreimportantly, teachers ought to carry diagram teaching with the students-centered andtextbook-centered teaching philosophy.The fourth part lists some cases of diagram teaching, combining with teachingpractice. This part concerns with eleven cases of diagrams teaching, with threecategories (also can be six small categories): pictures, maps and tables. In the part, theauthor demonstrates the teaching process of diagram teaching.The fifth part is to discuss three problems which need to be valued in historyteaching in high school. Firstly, diagram teaching should be closely united with otherteaching methods. Secondly, diagram teaching should be carried with multimedia. Lastbut not least, teachers should pay attention to the choice of diagram.The sixth part is the conclusion. The author needs to summarize the research andmake a conclusion. Besides, the author put up with the implications of the research andits limitation.