The Study On The Training Of Several Basic Human Spirit In The Middle School History Teaching

The humanistic spirit is the core of the education of humanities. The foundamental duty of humanities education is to improve moral concepts and students’value of the world and life, and further form their abilities of working and dealing with relationships, to improve students’overall development. The stander clearly required that’the high school historic education have to fulfil its teaching function, and play an important role in improving people’s humanistic quality’. Hence the function of history education in the high school level is the training of humanistic quality and the influence of humanistic spirit.The object of history study is human and human society. Although the previous teaching outline already mentioned the training of humanistic spirit, however in practice, it either random or inflexible, and failure to achieve the desired goal. Meanwhile, the independence of the humanities led to the focus on knowledge delivering in the teaching process and lack of considering the time, which made the teaching objective merely a dead letter. This is still a relatively prominent problem in contemporary history education.The first part of this dissertation is introduction, including several humanistic spirits and their value and research methods. It further discussed specific problems in humanistic spirits training, through analysing the motivation and attitude of history learning of high school students, their views of the relationship between individuals and between individual and the world, the level of teacher’s sense of humanity, the teacher’s teaching methods and professional quality. The second part of this dissertation is several theoretical basis of humanistic spirit training, including philosophic basis and psychological basis. Then presented an overview of domestic and international research of humanistic spirit, and finally comes to some of the concepts definition in the teaching of history in the humanistic spirit. The third part is the humanistic spirit embodied in history teaching, which reflected in curriculum standard, teaching contents and teaching methods. The fourth part of this dissertation is several humanistic spirit training in the class, analysing cases of teaching methods of humanistic spirits which embodied in patriotism, as well as the spirit of nation, world and citizenship, which is the core of thisresearch. First, illustrating the patriotism training in history teaching through audio-visual representation, map recognising and historic documents studying. Second, illustrating national spirits training through creating scenarios and visiting. Third, illustrating world spirits training through comparison between China and the world, past and present. Last, illustrating the training of citizenship spirits through thematic teaching. It is not hard to find out that the role of teacher in the teaching process in significant. Hence teachers should keep improving humanistic senses and professional quality. The last part is conclusion, which including the limitation, controversy, personal thinking and the problems need to further study.