Training And Evaluation Of New Historical Materialism Of History Teaching In Senior High School

With the changing of the times, the perspective of historical research also changes and develops rapidly. In recent years, in order to adapt to the development of times, our history textbooks republish revised in the new wave of curriculum reform push. The new high school history textbook revision to break the original PEP dominate, began to implement "a standard and multi-present." Textbook versions vary, but the new textbooks have a view through the history of the times and adapt to new changes.In this paper, the history of the people’s version of compulsory II, for example, new research to adapt to high school history textbook History teaching and testing. As we all know, the old high school textbooks follow the lead of historical materialism; however, the new textbooks based on the retention of historical materialism adapt to the changing times into the rhythm of the new history viewpoints: Global History Viewpoint adapt to the global trend of integration of the whole view of history;Civilization History Viewpoint,civilization certainly all civilized peoples History;Modernization History Viewpoint,development of the countries in line with the modernization of the modern concept of history.Changes also happen in the new textbook written history textbook perspective due to the changes in today’s era of rapid development of newrequirements for basic education in Chinese history. Thus, the study of History teaching and testing is imperative. At the same time, how to help students in high school history teaching with a new perspective on the major historical perspective problem with this proposition, has become a new issue of the current high school history and evaluation of education.The research is studied based on actual teaching cases and examples.First, select a county high school in Inner Mongolia of all high school students to study a sample; secondly, design the history teaching related questionnaire investigation; after each quantitative analysis of the survey results, obtained the high school conclusions about the data a student teaching history courses during the current situation; Furthermore, the combine some senior experts tier school history teachers and personal interviews for this area of researches to understand the current high school history curriculum in History Teaching reality and development expectations; third, the researches combine my teaching practice, the results for the History Teaching in a high school history curriculum, in order to present the people’s version of the compulsory teaching II, for example, propose several new history Concept of teaching methods and share relevant practical teaching cases; and finally, draw conclusions and teaching outcomes of this study reflection. I sincerely hope that in-depth study of the subject within the limited scope of educational resources provide some useful help and reference for the front-line of historyeducators.