Research On Character Evaluation In History Teaching In Senior High School

According to the curriculum standards for general high school history(2017edition),"students shall,based on a comprehensive understanding of the deeds of a historical figure,compile a chronology of historical figures in chronological order,sort out and present the main deeds of historical figures through the study of a historical figure.At the same time,a comprehensive and objective evaluation of historical figures can improve students’ qualities in historical materialism,historical interpretation and patriotic feelings.The ministry of education of the People’s Republic of China formulates the curriculum standards for ordinary high school history(2017 edition).The teaching of historical character evaluation should be permeated into the teaching of history,which not only practices the new curriculum reform orientation to cultivate students’ core historical literacy,but also conforms to the requirements of social development.At present,there are some achievements in the research on the teaching of historical character evaluation,but there are too many theoretical studies and the research Angle is too big.Insight into high school history classroom,evaluation of teaching high school historical figures,in view of the problems found in the combination of students interested in case analysis,integrating modern historical figures,discusses how to better evaluate high school history teaching,is helpful to improve high school,the teaching of historical figures and achieve the goal of history education teaching.This paper adopts the method of questionnaire survey,through compiling the"high school historical character evaluation teaching questions questionnaire",taking high school students as the object of the questionnaire survey.Through the analysis of the teaching data obtained from the survey,it is found that there are the following problems in the current teaching of evaluation of historical figures in senior high school in the four aspects of textbook setting,teaching methods,teachers’ attention,and students’ learning and cognition.Traditional teaching methods and weak emotional experience;The history teacher pays attention insufficiently,the class hour assignment is few;Students’ cognition of historical figures is simple and the evaluation method is simple.In view of the above problems,this paper sorts out and summarizes theprinciples and strategies of high school historical character evaluation teaching.The evaluation of historical figures should follow the principles of objectivity,comprehensiveness,stage,typicality and education.The following methods can be followed for the implementation of the teaching strategy of the evaluation of historical figures in senior high school.Based on historical data,presenting the activities of real historical figures;Explore and dig into the typical historical character;Other disciplines as a supplement to enrich the performance of important historical figures.This study has certain theoretical and practical significance for high school front-line teachers to better practice curriculum standards and complete teaching tasks in the teaching of historical character evaluation.