Research On Character Evaluation Strategy In High School History Teaching

The evaluation of historical characters in senior high schools is an important part of history teaching in middle schools.It is an important way to develop students' materialist conception of history,empirical evidence of historical materials,historical interpretation,and family history.It is an important way to carry out moral education and personality education for students.It helps students establish correct values and cultivate their historical thinking skills.Accurately grasp the current status of historic person evaluation teaching in historical teaching practice,discover timely problems in teachers' teaching process,and propose reasonable suggestions,which will help improve the current historical person evaluation teaching,which is conducive to the teaching value of middle school history education.The realization of education value.This paper adopts a questionnaire survey method and individual interview method to compose "A Questionnaire about Historical Figures Evaluation Teaching in Senior High School History Teaching".It conducts a questionnaire survey of 318 high school students and interviews 6 senior high school history teachers.Through the analysis of the survey data and interview content,it is found that the current high school historical figure evaluation teaching has the following three problems: focusing on the analysis of the light transmission process;focusing on the fact that the subject value is light and historical evidence;and focusing on the current reality and light historical context.The main causes of these problems are insufficient teaching resources,diversified evaluations in diversified societies that deviate from the basic principles,deviations in teachers' teaching concepts,and inadequacies in their own literacy.In this regard,teachers should change their teaching concepts and pay attention to quality education;strengthen the study of historiography theory and improve their own qualities;while teaching historical historical figures,they insist on the materialist conception of historical history,and insist on class analysis,subjective and objective dialectical unity,Historical evidence and other basic principles;adhere to a multi-perspective view and enrich the resources of historical figures;comprehensive use of a variety of teaching methods,give full play to the students' subjectivity and initiative,and cultivate students' core qualities.