Study On The Value Recognition Of High School History Teaching

In the field of historical theory, historical recognition was divided into factual recognition and value recognition from the perspective of historical epistemology. Value recognition refers to a cognitive form about judgment of its historical significance, influence and role, which provides a new vision for discussing senior high school history teaching.In general, history education in senior high school has made remarkable achievements since the reform of new curriculum. However, current history teaching hasn't completely broken the restrictions of traditional ideological and political education and examination-oriented education. History classes are often considered as ideological and political courses by some history teachers. What's worse, some teachers focus on students'scores, which makes high school students develop a wrong understanding on history. Therefore, it is difficult to achieve the target of "emotion, attitude and value" which the new curriculum reform advocates. Fortunately, some teachers have realized this problem. However, they cannot find a correct direction in the actual teaching process out of some reasons. This paper will try to combine historical epistemology and historical cognition of students during the process of history teaching in senior high school from the historical value recognition perspective to make the form and process of students' understanding of historical become more complete and enrich the theory of history teaching.Based on research results of scholars from the field of history theory, educational expert and famous teachers and the author's internship at school, this paper will give a preliminary explanation on the concept of historic cognitive value according to characteristics of high school students. At the same time, the author also gives a detailed analysis about the status and significance of students'historical value recognition. It is indispensable in realizing the goal of history teaching; it is the key to have a comprehensive and profound understanding of history; it can make high school students' factual recognition and value recognition be unified and cultivate correct value to give play to important functions of history discipline.How do we carry out practical activities in the actual teaching process? The author thinks that factual recognition is closely related to the target of "emotion, attitude and value." In general, factual recognition can be realized during the process of helping students develop correct emotion, attitude and value. Specifically, the author thinks it should be carried out from the following three aspects:emotion experience, attitude cultivation and value construction. We should create historical situations, understand historical figures and give prominence to teaching subject in emotion experience; we should adhere to the correct value orientation based on the facts in attitude cultivation; In the field of constructing the view on value, we should help students gradually form right values from the study of moral norms, value judgment to construction of a value system.