On The Utilization Of Illustraions In Senior High School History Teaching

Based on development of basic education curriculum reform, historicalillustrations is an important part of history textbook, that is not only an importantcurriculum resource for high school teachers, but also an important carrier forstudying history by senior high school students. The new history textbook has beenshifted from one only has text, to the combination of illustrations and text is excellent,that makes historical knowledge more vivid and interesting. So, the writer deeply feltthat illustration plays an important role in the history teaching. Now,for historyteachers,the attention,comprehension and application of illustrate in history textbookis an important problem to be solved.In this paper,the creation of full use of the knowledge about the content andeducational psychology and pedagogy, guided by the high school curriculum standardtest textbook2003edition, on the basis of the relevant the existing research results,psychology and pedagogy, combined writer’s experience and the characteristic ofhistory curriculum, using the method of data processing, literature research, statistics,comparison, analysis, cases, interviews, and integrate theory with practice,to analyzethe features and disadvantages, usage and principles about the illustration of historytextbook, and give my suggest to deficiency in the use of illustrations inclassroom.The purpose of this paper is to guide teachers and students to pay moreattention to the choice and use of illustrate; according to the nature of historycurriculum and the students’ cognition characteristics, to underlines the importance ofhistorical illustrations; this study is from the angle of the use of historical illustrations,to summarize how to match the high school history curriculum with the requirementof the history curriculum reform and quality education.There are mainly four parts in this paper of this article about high school historytextbook illustrations research. Part1is mainly to summarize the illustrations inhistory textbooks, analyze the definition, classification and status of the illustrations,and to explain it by listing the example; Part2is using the <History I (Compulsory)>publishing by People’s Education,as an example,to analyze the illustrations’ settingcharacteristic and problems; Part3is to analyze the usage and principles combined with the specific case of history textbook illustration; Part4is to give my personalsuggestions through interviewing teachers and analyzing the shortage of high schoolhistory textbook illustration teaching.Historical illustrations is not only a practically educational tool, but occupies animportant position in the history textbook; it is not only helps a lot on difficult pointsin the process of teaching between teachers and students,at the same time,it cannot beignored to stimulate students interest in learning, develop students’ imagination,observation, thinking ability.In this situation, with the combination of the theories and practice,the passagemade a deeply research on historical illustrations in history textbook,which it will be ahuge help in improving students historical consciousness and historical thinkingability, strengthening students’ humanistic consciousness and the reading ability,obtaining historical information ability, and the history image thinking ability, makingstudents foster correct world outlook, views on life and values.