A Study On The Cognitive Changes Of Self-Strengthening Movement In History Teaching In Senior High Schools

This paper focuses on the cognitive changes of Self-Strengthening Movement in high school history teaching since the reform and opening-up.Based on the teaching research of Self-Strengthening Movement in history teaching,this paper collects and analyzes the changes of viewpoints of the related articles in this period to explore the cognitive changes of Self-Strengthening Movement in high school history teaching since the reform and opening-up.At the same time,through the comparison of the changes in the content of the article,to further explore the causes of change,from which useful enlightenment.This paper starts with the changes of the senior High School History Curriculum Standard Syllabus and the senior High School History Textbook about the Self-Strengthening Movement,and then studies the cognitive changes of the Self-Strengthening Movement in Senior High School History Teaching.On the basis of the changes in senior high school history curriculum since the reform and opening-up,and the three important changes in senior High School History Curriculum Standard Teaching Syllabus,we have selected four representative senior high school history textbooks in this period,the changes in the compilation of the Self-Strengthening Movement,including the changes in teaching objectives,teaching contents and so on,are found in the standard syllabus and high school history textbooks.Based on the research on the teaching of Self-Strengthening Movement in History Teaching(1978-2019),27 teaching research articles on Self-Strengthening Movement by the most representative teachers and educators in senior Middle School were selected.According to the stage features of history teaching reform in senior high schools and the concrete contents and characteristics of the article history teaching,self-Strengthening Movement divides the essays into four phases to examine the cognitive changes reflected in them in high school history teaching.Finally,combining the results of the first two parts of the study,to explore high school history teaching about the causes of cognitive changes in Self-Strengthening Movement.According to the contents of cognitive changes and the characteristics of different stages in the articles published in History Teaching(1978-2019),four reasons can be obtained,the most important of which is the development of the times and the deepening of academic research.