A Study Of Senior High School Historical Figure Teaching

Since the version of history curriculum standard have issued in 2003, the high school history textbooks changed to the module and topic form. The Chinese and foreign historical figures commenting exist as a topic, that it occupies an important position in the history teaching in middle school. In addition, we know that most of the history or historical event will involve historical figures. Teachers doing history teaching, they must pay attention to the historical figures’teaching. Proper instruction can help students understand the historical figures and events correctly, it can also help teachers promote teaching. But now, the historical figures teaching are not taken seriously in middle school history teaching. Teachers often mention once or even not mention many historical figures in the teaching of history knowledge. Therefore, the historical figures’teaching is worth studying. This paper takes People’s Education Press as an example, to do the research of historical figures teaching. This thesis analysis the statistics about the present teaching situation of historical figuresThis paper is divided into four parts:The first part is "the importance of historical figures teaching", which mainly from the characteristics of the discipline of history and the value of the historical figures in the history teaching, to describe the importance of historical figures teaching.The second part is" the analysis of the present situation of high school historical figures’teaching", which mainly analyze the problems faced by the teaching of historical figures as well as the causes of the problem.The third part is" strategy and the use of high school history person teaching", which mainly propose history teaching can be exercised by the strategies. The teaching of historical figures is inseparable from an evaluation of historical figures. So, this thesis mainly told that teachers should adhere to the principle of teaching the evaluation of historical figures and the methods which students use to valuate historical figures.The fourth part is "the design of teaching". It mainly includes the concrete application of those policies, that is, does the teaching design of a historical figure.