Research On The Strategy Of Comparative Method In The Teaching Of High School History Teaching

Comparative method is a common high school history teaching method,and it is also a learning method that conforms to students’ learning thinking and has strong operability.Comparative analysis of historical figures,historical events,and historical phenomena can deepen historical understanding and grasp the general laws of historical development.The current general high school history textbooks have strong comparability,and the use of comparative methods is more common.However,after a questionnaire survey and teacher interviews with a middle school student,it is found that the current application of the comparative method is still insufficient,mainly in three aspects: the teacher did not fully consider the student’s academic situation,and its subject status has not been highlighted;no comparative problems have been created.In the context of the situation,the content of the comparison is displayed in a rigid manner,and the key content of the course is not sufficient;the method is relatively simple when the teacher uses the comparative method,and the evaluation of the process and the result is lacking when the student uses it.In response to these problems,the corresponding optimization strategies are proposed: when using the comparative method,it is necessary to create a comparative problem situation,so that students can think about historical issues in a simple way;when applying the comparative method,it is necessary to highlight the focus of the course on the basis of clear teaching objectives.Break through the difficulties and achieve the established teaching goals;since the compulsory education stage has learned the general history,so in the application of the method should consider the convergence of the historical content of the middle and high schools,the history content of the high school topics also have a strong connection Sex,can choose reasonable and deep content in the comparison to compare and deepen the cognition of history;comparison method is not the only teaching method.In order to achieve the teaching goal,the principle of comprehensive application of various teaching methods should be followed,inteaching methods and There are updates and breakthroughs in the teaching process;focusing on the process of comparative law application and evaluation of results,teachers must evaluate themselves and students in a timely manner,and students can also evaluate each other.These are important to achieve teaching goals and improve students’ historical literacy and ability.Guarantee.By optimizing the comparative law strategy,history teachers can achieve better teaching results in teaching,and students have deeper understanding of historical related content and deeper thinking.It not only improves students’ cognitive level and thinking ability,but also stimulates students’ interest in learning and enhances problem awareness.Through the use of comparative methods,students can understand historical concepts more accurately and profoundly,improve their ability to analyze problems,summarize problems and solve problems,and help students develop the core quality of history.