High School History Classroom Teaching Research With Character As The Main Line

In the long course of historical development,man has always been the leading role.However,in the current high school history teaching,there is a very obvious trend of dehumanization.In addition,because the historical events are usually divided into background,process,influence and result models in the history class,vivid history becomes abstract concepts and stacked knowledge points in the class.In addition,the textbooks currently arranged in a thematic format are politically,economically and culturally fragmented,which makes it more difficult for students to learn.It is based on the consideration of the current situation of history teaching that more and more attention has been paid to the history teaching with characters as the main line.This paper focuses on the theme of teaching history with characters as the main line,and discusses the necessity,application scope and operation strategy of teaching history with characters combined with teaching examples.The paper consists of five parts:The first part analyzes the necessity of teaching history with characters as the main line.From the perspective of promoting the development of history teaching,teaching with characters as the main line plays a significant role in solving the problems existing in today’s history teaching,such as the solidification of teaching mode,the fragmentation of teaching materials and the trend of dehumanization.From the perspective of promoting the development of students,teaching with characters as the main line is helpful for students to see the subtle things,cultivate historical thinking,understand people and build a correct value system.In the second part,the author discusses the applicable scope of history teaching with characters as the main line from the three aspects of the time span of teaching content,space scope and knowledge point dispersion degree,and sorts out the teaching examples of high school history teaching by frontline teachers using this method in the form of tables.The third part discusses the implementation strategy of teaching history with characters as the main line,which is the key part of this paper.In this part,the author first discusses how to choose the right mainline characters from the three aspects of historical character classification,mainline character search and mainline character determination principle.After that,it introduces the construction of teaching logic in two steps:selecting characters’ experiences and determining teaching themes.In the end,the paper analyzes the three operating strategies that are commonly used in teaching with characters as the main line,that is,selecting historical data,creating situation and setting questions.The fourth part is the actual operation of teaching history with characters.In this part,the author chose li hongzhang as the main line,and made a detailed teaching design and reflection on the lesson of the sino-japanese war of 1895-1895 and the war of aggression against China by the eight-power allied forces.In the fifth part,based on the foregoing discussion,the author analyzes the problems that should be paid attention to in this part.History teaching with characters as the main line is of great significance to stimulate students’ interest in learning,improve classroom teaching efficiency and achieve the goal of "educating students with history".Based on the current situation of history teaching in middle schools,combined with specific cases of front-line teaching,this paper conducts a specific research and discussion on history teaching with characters as the main line,in order to contribute to the development of history teaching in middle schools.