The Effectiveness Of The High School Historical Material Teaching

Adopting historical materials in history classes is a common teaching approach, researches on the necessary and importance of historical materials adoption are abundant. However, being a high school history teacher, from my teaching experience and observation, I found that high school history teachers adopted historical materials faultily, such as the narrow sight of historical materials collection,few varieties, error data, fault sources, misunderstanding the motivation of authors of historical materials, inconsistent in the historical materials and conclusions; and so as the practices of adopting historical materials, such as few varieties of practice motivation, adopting historical materials in a pre-standpoint, tailoring historical materials arbitrarily, the poor analyzing ability, and so on. Not only these phenomena drop down the functions of historical materials in history teaching, but also they mislead students, and simplify the students’ historical thinking pattern.Hence, my research will focus on analyzing the high school history classes, I will probe the adoption of historical materials from two angles-- effective education and purpose of history education. I will record a complete history class,to show how to adopt historical materials effectively and maximize the teaching effectiveness,students will not only get knowledge, acquire learning history technically, change the attitude and the value, but also influence students’ humanity. From this article, I hope high school history teachers will pay attention to the teaching approach, and change the practice of historical materials adoption ways, enhance the quality of teaching, and make the history education effectively.