The Application Of Comparative Method In High School History Module Teaching

With the deepening of the new curriculum reform,more and more teaching methods are used in senior high school history class.Comparative method is a common way of thinking,and it is also an important method in teaching.Compared with other new teaching methods,comparative method is more boring,so it is easy to be ignored by teachers.Module is a relatively independent teaching unit,teaching must start from this teaching unit,and design the teaching goal with the theme as the main line.High school history module teaching has the characteristics of comprehensiveness and flexibility,which has brought some challenges to teachers’ modular teaching.At the same time,the history textbook of high school has a lack of time series and big jump,so it is difficult for students with insufficient knowledge to understand and master knowledge.This article uses the traditional comparative method to make up the shortcomings of the high school history module teaching,mainly exploring two aspects,one is the application of new skills of teachers’ comparative law,and the two is the cultivation of students’ ability to think more.The teaching suggestions put forward by the author are based on reality and take students as the main body.The use of comparative method in high school history module teaching helps students to understand the historical phenomenon better,analyze the similarities and differences of historical phenomena,help students to master the essence of historical events,so as to optimize students’learning methods,improve students’ ability,broaden their thinking and strengthen the ideological teaching of students.Breeding.On this basis,the ability of teachers can also be well developed.This is a process of "teaching and learning together".Therefore,teachers should constantly improve their teaching level,taking textbooks as the base point,based on teaching purposes,following the characteristics of the module teaching system,and using the comparative law properly according to the practical ability of the students.This article is divided into three parts:The first part is the introduction part:it introduces the relevant concepts and necessity of the application of comparative law in high school history module teaching,and interprets the concept of module teaching.In this respect,it emphasizes that the comparative method can make up for the shortcomings of the high school history module teaching.At the same time,we collate and analyze the existing research in order to make breakthroughs.The second part is the text;through the form of questionnaire survey and interview,we can understand the application of comparative law in high school history module teaching,the knowledge of teachers and students on the value theory of comparative law,and the problems in the specific implementation process of comparative law,and the analysis and induction of questionnaires and interviews.On the basis of this,we find out the shortcomings of the comparative teaching method and analyze the reasons.Then we can deduce and analyze the characteristics of the comparative law.According to the problems raised in the survey and the characteristics of the teaching method of comparative law,we try to find a solution.Finally,through a series of specific experimental cases contrast,refining the comparative case of excellent cases.Through the summary of excellent cases,I hope to provide some reference for the novice teachers.The third part is epilogue:this part is a brief summary and summary of the contents and ideas of the full text,and the next research direction.