Teaching Research On The History Of Industrial Revolutions In The History Teaching Of High School

The two Industrial Revolutions were major events affecting the historical process of mankind.They not only promoted the process of industrialization and urbanization,but also promoted the formation of world markets and the development of capitalism,and changed the way of life and lifestyle of human beings to a large extent.The history of Industrial Revolutions is a key issue in the study of history.It is often included in the history of economic history in high school history teaching and plays a pivotal role.The current textbook adopts the combination of “thematic” and “module”.Although it promotes the position of the history of Industrial Revolutions in the economic history teaching of high school,the political history,social history and cultural history related to the history of Industrial Revolutions also has a certain defects and divisions in the history teaching of high school,which is not conducive to students' comprehensive and multi-perspective understanding of the history of Industrial Revolutions from the perspective of universal connections.In addition,the teaching of the history of Industrial Revolutions involves some obscure economic terms,coupled with a large span of time and space,and a wide range of influences,which has created difficulties for students to understand the knowledge and concepts related to the Industrial Revolutions,systematically to grasp the history of the Industrial Revolutions,and deeply to understand its value and significance.This thesis takes the two Industrial Revolutions in the high school history textbook as the research object,combines the requirements of the new curriculum standard,and uses the literature analysis method and the comparative analysis method to explore the teaching strategies of the history of Industrial Revolutions from the teaching contents and methods.First of all,the thesis discusses the necessity of teaching of the history of Industrial Revolutions in high school history teaching from three aspects,that is,the teaching significance and characteristics of the history of Industrial Revolutions,the new requirements of the 2017 edition of the high school history curriculum standards for the teaching of the history of Industrial Revolutions,and the specific situation of the two Industrial Revolutions in the college entrance examination for the past five years.Secondly,on the basis of expounding the necessity of the teaching of the history of Industrial Revolutions,it analyzes the contents on the teaching of the history of Industrial Revolutions in three versions of high school history textbooks currently in use,and points out that these three versions of textbooks have different degrees of unclearness about the root causes of the first Industrial Revolution first occurred in the UK,and the lack of pluralistic perspectives on the history of Industrial Revolutions.Finally,combined with the requirements of the new curriculum standard,the requirements of the college entrance examination and the shortcomings of the three versions of textbooks,the thesis proposes the teaching strategies of the history of Industrial Revolutions from four aspects.First,the rational use of textbook resources,focusing on the integration of textbook contents and strengthening module connection;the second is to rationally absorb the results of historical research and enrich the contents of the course;the third is to introduce multiple historical views,to train students to learn from a multi-dimensional perspective and to understand the history of Industrial Revolutions and even the history of the whole world;fourth,to strengthen the use of mind mapping to build a knowledge network about the history of Industrial Revolutions.