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A Practical Study On War History-teachine From The Historical Materialism

Posted on:2020-08-20Degree:MasterType:Thesis
Country:ChinaCandidate:H G XuFull Text:PDF
GTID:2417330575974869Subject:Subject teaching
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War history is an important part in teaching history for middle school students.It's characterized by overallness and comprehensiveness with a wide range of contents anda large span of subject areas.The integration of specialized history teaching resources in various fields through the teaching of war history helps students build awareness of the overall history.The war history,featuring confrontation,tension and dramaticism,will facilitate to cultivate interest in studying history,while the complexity of historical texts is conducive to cultivating the awareness to get confirmationfrom historical data.The value evaluation of war history is favorable for the development of students' rational cognition in terms of encouraging critical thinking and nurturing humanistic spirit.However,the war history teaching has become a weak link in the current history teaching practices in middle schools.There is a tendency to simply teach the perceptual events of war history in teaching practices,and to replace the rational thinking with the moral critique of war violence,leading to the weakness or bias in value education.Some teachers lack correct thinking on historical theories and methodological guidance in understanding war history,or mechanically apply some dogmatic concepts into interpreting the contents of war history,both of which may lead to misunderstanding and is adverse for the cultivation of core disciplinary literacy.In view of the above problems,this thesis aims to improve the teaching practice of war history teaching in middle schools.Combined with the teaching practices of the war history in the middle schools of Shanghai Songjiang District,the author constructs the theoretical support for the war history contents of middle schools by taking advantage of the literature and practical research methods under the guidance of historical materialism.The war history discussed in this thesis is a general term for the wars within the current middle school history curriculum system as well as the contents and links closely related to the wars.From a macro point of view,the understanding of historical materialism on the overall process of human history provides a prerequisite for students to correctly understand and judge the contents of war history.Guided by the general principles and empirical views of historical materialism,the teaching of war history can enable students to correct the misunderstanding of the hero-dominant historical view,to scientifically and dialectically understand the relationship between men and material factors in wars,so as to shape their correct view of history.The contents of war history presents the contents of historical materialism in a concentrated manner,which provides a strong evidence for the basic viewpoints of historical materialism and has unique value for cultivating the core disciplinary literacy.The teaching of war history should be based on the unification of historical and logical methods: a combination of confirmation from historical facts and building of the understanding of history laws to develop the historical thinking for students.Comparative study on historiography in the teaching of war history can be used to train students' ability to observe historical phenomena as well as improve their ability to apply historical knowledge and their level of thinking.While theapplication of cross-disciplinary knowledge and methods functions to reflect the overallness of historical materialism,andto explore causal connections from multiple angles to generate more reasonable historical interpretations,justin line with the comprehensiveness of war history contents.Besides,the cross-disciplinary approach is also conducive to avoiding mistakes in teaching so as todraw near to the truth of history.The history of China's modernization process is synchronised and closely related to the history of modern warfare.Therefore,the modern paradigm proposed by LuoRongqu can be used to guide teaching.This paradigm fits the fundamental stand of historical materialism and provides a more reasonable theoretical interpretation model for examining the history of modern Chinese warfare,by which the bias caused by simplification,moralization and emotional treatment of modern war history in previous teaching can be avoided.In addition,the space-time principle and systemic principle of war history are supposed to be highlighted in the application of the modern paradigm.Whatever the methods employed,the comparative method or the method of contradiction analysis method,the main line of modernization should be emphasized,and the goal of deepening students' historical understanding,cultivating core literacy and developing historical thinking,should be achieved by analyzing the history of modern warfare,and manifesting the uniqueness,tortuosity,andcomplexity of the historical process of China's modernization.In short,the thesis demonstrates the teaching practices of war history from the perspective of historical materialismthrough the secondary-school history teaching casesin Songjiang District of Shanghai.It seeks macroscopic observation for war history teaching from multiple perspectives,striving toget universally applicable enlightenment,and providing theoretical support and operational guidelineto teachers.The ultimate purpose is to optimize the teaching of war history,and to highlight the unique discipline literacy and humanistic value of history.
Keywords/Search Tags:Teaching of war history, Middle-school history teaching, Historical materialism
PDF Full Text Request
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