Luo Rongqu’s Historical Views Of Modernization Used In Senior Middle’s History Teaching

For a long time,teaching paradigm of The revolutionary history became onlyparadigm of Chinese modern history teaching.Form this, the anti imperialist and antifeudal is the main content of Chinese modern history,the main standard of evaluatehistorical events and figures is whether it is conducive to anti imperialist and antifeudal. It’s shortcomings is make the rich and colorful of historical concept becameSimplistic and Conceptualization and Pattern.Since1980,the teching of chinesemodren hisrory began to change form Revolutionary paradigm to Morden paradigm.The basic idea is that chinese modren history is the process which China response tothe Western challenge, through self innovation and adaptation, to economic, political,cultural modernization and the transformation of social structure.This paradigm hasbeen accepted by most scholars and become mian stream of history paradigm.In many of the modernization theory, Luo Rongqu’s modern history is one of themost influential theories.He put forword The driving force of modernization theory,The historical development of monistic multi linear theory, World modernizationtheory and Chinese modernization theory.This provide a theoretical basis for highschool history teaching reform. This article takes Luo Rongqu’s modern history as aguide, Try to Thought modernization as the main line to make teching design of thechinese modern history of thought,the teaching goal is thought modernization and it isdivided into four processes:between choice and give up, revolution and reflection, Thechoice of the two way,change yourself and to the world.This change of paradigm tohigh school history teaching, to cultivate the ability of thinking that make Senior highschool students look at the history of multi angle view.