The Exploitation And Application Of History Picturesin Senior High School History Teaching

Today, a new round of basic education reform has gone through more than a dozen years, the impact of the new curriculum ideas, historical photographs as a basic curriculum resources, more and more attention to improve the quantity and quality of the textbook picture of is significant change. Using historical pictures of educational information in line with the trend of today, but also to adapt to the needs of the college entrance examination reform cognitive characteristics and high school students, it has an intuitive, vivid features, wide variety of sources, species diversity, compared with the text data, and more can cause the student’s attention, you can simplify complex issues, so a reasonable history in high school teaching, science is required to use the picture.The object of this study is the development and application of high school history teaching in the history of the picture, the former research and the basis of his own practice, the analysis summarizes method to launch the research method, using the literature research method, case study, with persistent its applications to the historical picture of this subject to make force. Speaking from the concept, historical pictures are recorded in picture form, reflects the history, it is a very rich, the basis of education, the most commonly used types of pictures is a historical figures, historical relics map, historical maps, charts and the history of the history of comics, each kind of the picture has its unique function and role, teachers need to be classified into different categories according to the pictures used in the classroom, the picture has a corresponding since the role can not be replaced, in real life, whether teachers or students, should try to from the side of things to discover and develop historical pictures, we can through the shooting of cultural relics, visit museums, archives, can put their own chart and comic, in order to obtain more historical pictures for our teaching and learning service. In the teaching process, the use of historical pictures can let the teacher to find a good starting point, quickly attracted the attention of students, stimulate their desire for knowledge. To achieve a multiplier effect; and can virtually in the easier, break through the key and difficult, to get the students to click into place; the historical discipline informative itself, tedious, which brings difficulty to the students’ memory and master, in order to master, must according to the knowledge system construction the major knowledge, knowledge tree, diagrams, charts and other historical pictures, relevant knowledge can connect with them, help students form a clear and profound understanding of. For students, the use of the classroom historical photos can change their way of learning, from passive initiative to explore, cultivate the students to become the learning process; on this basis, but also improve the students’ ability of historical thinking, such as observation and analysis ability, cooperation inquiry ability, analysis and comparison of ability, can also broaden the horizons of students, enhance they the discipline of history learning interest. However, the use of historical pictures cannot be arbitrary, as a means of teaching, should use the principles and methods of scientific, reasonable, teachers in the use of picture teaching should pay attention to selection of historical pictures must be real, not on the picture will give students history learning bring misunderstanding; similarly, no strong performance the picture is also a force can not be used, otherwise, not only affects the teaching effect, but also a waste of valuable teaching time; select the angle to be diverse, not limited to the one or two specific ways, as long as it is conducive to the effective completion of teaching tasks, can be used to use. In addition, our history class can’t picture stack, too much, excessive use can make the students be dizzy, like to glance over things hurriedly, so the use of the picture can not be too much, must follow the proper principle, to meet the student’s cognitive characteristics, to take into account what kind of pictures of students can accept and understand, difficulty is too big picture not only can the teaching effect, this will hurt the students’ interest in learning. In addition, the use of pictures in the classroom is not only to enrich the classroom, more important is to pay attention to training students’ ability, students can grasp the methods through the interpretation of historical pictures of learning, cultivate clear ability, achieve the goal of studying history wise. Finally, the historical pictures in the classroom can correctly use, play their own value, the key lies in the teachers’ self ability, historical pictures as an important curriculum resources, its development and utilization and the quality of teachers is closely related to. A large number of images exist, how to select effective and suitable for students and historical picture interpretation is needs the teacher to have a solid professional knowledge, only in this way, the effective value of teachers can help students dig picture; picture applications also require teachers have the ability to harnessing and control class, rich teaching skills, can let the picturesAbove is the main research content of this subject, I hope these superficial understanding can use and study of historical pictures in senior middle school teaching benefits, inappropriate, please colleagues and experts will.