A Review Of The "fragmentation" Problem In High School History Teaching

High school history teaching is the main way for high school students to gain historical knowledge,and it is also an important way for the state to realize teaching and educating people.According to the high school history curriculum standards,under the correct guidance and active training of high school history teachers,help students to understand historical knowledge as a whole,and train high school students to adhere to historical materialism,with time and space concepts,historical evidence,historical interpretation,and feelings of home and country.Youth,help students form a correct world outlook,outlook on life,values,promote the all-round development of high school students,and realize the fundamental task of "Lide the Tree".However,in the practical level,high school history teaching is far from it.It is still guided by“scores”.Teaching often has “fragmentation”.This “fragmentation” is different from“fragmentation”in historical research.Here The "fragmentation" refers to a kind of teaching in which historical teachers often consciously or unconsciously divide historical knowledge into multiple knowledge points,pay attention to knowledge points,and neglect the whole of knowledge.In the history teaching of high school,the characteristics of this "fragmented" teaching are mainly manifested in the problem of problem theory,the lack of long-term consciousness,and the alienation of grand narrative.Such teaching is the result of multi-factor interactions,such as the influence of traditional educational concepts,the lack of high school history time setting,the fragmentation of historical textbooks,the bias of student cognition,and the quality of historical teachers.The "fragmentation" teaching separates the integrity of knowledge and undermines the internal relationship between historical knowledge.It is fundamentally not only unfavorable for high school students to objectively and correctly understand history,but also hinders the all-round development of high school students.In order to better promote the development of high school students and improve the historical accomplishment of high school students,they will be able to help students understand history through macro and micro,objective and subjective,multi-faceted and multi-angled.In addition,there are the following points: 1.Correct students Attitudes towards academic history,2.Improve the quality of history teachers,3.Improve the core literacy of students’ history,4.Implement diversified evaluation standards,5.Use historical history + special forms for historical textbooks,6.Strengthen college entrance examination guidance,7.Promote integrated teaching.This will overcome the shortcomings of "fragmentation" teaching.