The Use Of Literary And Artistic Work In History Classroom Teaching In Senior High

The new curriculum reform started all over the country since the early of this century, which brings new requests to the students as well as the teachers. From the point of view of the teachers,new high school history curriculum standards calls on teachers to change teaching styles,using flexible teaching means and methods, to creat the premise for students’ independent learning. Under the new curriculum reform background, in order to change the dilemma of senior high school history teaching. Literary and artistic works, one of important history teaching resources,can be used in senior school classroom history teaching. Using Literary and artistic works can not only arouse students’ interest in learning history, andcultivate students’ inquiring ability, but also can promote students’ aesthetic judgement and humanistic quality,However, at present, Senior high school history teachers often end with little success when using literary and artistic works, with them lacking aqequate theoretic guidance. How to use literary and artistic works in the senior high school history classroom teaching and play its unique role.Obviously, it is a subject worth to be further studied ang discussed.At the begining, this paper define the concept of literary and art works clearly, meanwhile, give a brief introduction about the characteristics and categories of literary and artistic works. Then from the point of view of senior high school history teaching, it elaborate the value of literary and history works. That is to say, using literary and artistic works can not only arouse students’ interest in learning history, and cultivate students’ inquiring ability,but also can promote students’ aesthetic judgement and humanistic quality. On this basis, demonstrate the necessity and feasibility of using literary and artistic works in senior high school history classroom teaching.Since the new curriculum reform, the mode of inquiry—based teaching have been used generally. The change of arrangement of the senior high school teaching,and the new change college entrance examination make it a necessity using literary and artistic works in senior high school history teaching. Piaget’s cognitive constructivism theory and Bruner’s discovery teaching mode provide important pedagogy and psychology foundation for its feasibility. Considering stong subjectivity and varieties of literary and artistic works, and emotional evelopment students’ needs, cognitive ability,this paper put forward some principles when using literary and artistic works in senior high school history classroom teaching namely, scientificalness, typicalness, appropriateness and ideological. Only seizing these application principles, can we do well in all links of senior high school history classroom teaching. On the basis of seizing these principles strictly, this paper introduce its concrete application in all links of history classroom teaching in last section. In this part, combining the teaching practice and other history teachers’ teaching experience, give a detailed introduction about application of leteraryand artistic works in the new class inducts,teaching of new lesson, and consolidation and so on. At the same time, it adds some problems paid atlention to when using literary and artistic works in senior high school history classtoom teaching.