The Research Of Gu Xiegang Middle School History Education Theory

Gu Xiegang, as a historian, made remarkable achievements in the study of ancient history. At the same time, he was a history educator, especially in middle school history education. In his early years, Gu Xiegang was in charge of setting the middle school history curriculum standard and organizing middle school history textbooks, and he published a series of articles about middle school history education, such as On the Issues Concerning the Writing of Middle School History Textbook and On the Middle School History Teaching Methods. Gu Xiegang expressed some unique and profound perspectives and insights on middle school history education.Based on the method of combining facts with theory, backed up by the relevant theory of modern middle school history education, this paper summarizes the existing research on Gu Xiegang’s thoughts and attempts to further the study of his educational ideas and practices.The paper consists of three parts, the introduction, the body and the conclusion. Each part’s main ideas are summarized as follows:First, the introduction presents the reasons and the background of the research topic, explaining the academic status, research perspectives, research value and innovation of this topic.Secondly, the body is divided into four chapters. The first chapter demonstrates the formation and development of Gu Xiegang’s middle school history education concepts and ideas. The second chapter discusses the factors that influenced Gu Xiegang’s education thoughts, namely, historical responsibility, research on middle school history teaching, the development of history textbook curriculum standards and several other factors. An analysis of these factors reveals the original driving force behind his thoughts concerning middle school history education, to express and emphasize importance of further developing the opportunities and systematic practice in Gu’s ideology. The third chapter analyzes Gu’s middle school history education thought from three perspectives:the purpose, the history textbooks and the teaching of middle school-level history classes. Chapter four Gu Xiegang middle school history education thought were realistic analysis, analysis of the modernization of middle school history education, the value of the educational reform to the current middle school history teaching and its limitations.Finally, the conclusion focuses on the historical significance of the research of Gu’s ideas regarding education. On the one hand, it is a theoretical development of China’s middle school history education theory; On the other hand, it provides an example for the new reform to the middle school curriculum.