| In the background of the new curriculum reform, advocated the teaching ideas and teaching methods have changed greatly, which requires teachers in the teaching process, need to have consciousness,change to correctly guide the students to the purpose of the study, and the correct guidance of teachers, the root lies in the use of appropriate teaching methods. Comparative law is one of the most effective methods of teaching method. However, comparative law in high school history teaching a unit specific use has not been taken seriously, they need to be studied in detail.This thesis consists of three parts:The first part is the introduction, introduces the research goal and the significance in high school history teaching in the use of comparative law,as well as the current research situation. Among them, the research status about from the comparison of the concept, classification and basic conditions, principles, steps and matters needing attention these aspects are studied.The second part is the main body: from the comparison and classification, and the feasibility and necessity of using the comparison method is expounded; About the comparison in the use of the high school history class, including macro and micro comparison method, horizontal and vertical comparison method, and seek common and dissimilation,comparison method; From two aspects of teachers and students to reflect on using the comparative method.The third part is the conclusion: using comparison method in the teaching process should pay attention to some problems. First of all,teachers should master a large number of related knowledge of history,broaden their knowledge reserves, so for better use of comparative law.Secondly, we should establish in teachers for students to grasp the situation, historical knowledge to students according to their aptitude,step by step, not grow up. Finally, we should give full play to students’ subject status, cultivation of heuristic thinking of students. |
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