Teaching Research On Historical Conclusions In High School History Textbooks

Historical conclusion is a summary of historical phenomena or events,mainly including the summary of the nature,significance and historical status of historical phenomena or events.Historical conclusions are summed up from a large number of historical phenomena,which are often highly generalized and rich in connotation.The curriculum standard of high school history requires that high school history study should be guided by historical materialism,understand historical facts,understand historical conclusions,obtain historical knowledge,and then grasp historical development context and laws;on the other hand,high school students’ critical thinking and dialectical thinking have developed to a higher level,and they have the cognitive conditions to understand abstract historical conclusions.At the same time,high school students are in the process of understanding history In the process of historical conclusion,the quality of thinking must be further improved.Therefore,the important historical conclusion is one of the key contents of history teaching in senior high school.But in the teaching practice,a common phenomenon is that most senior high school students still use rote learning method in their history learning.If they don’t know the cause and effect and essence of the important historical conclusions in textbooks,they will directly and mechanically memorize the conclusions.With the development of the times,what the society needs is more comprehensive talents with thinking,understanding,creativity and problem-solving ability.It is the right time to study and practice the teaching problems of historical conclusion based on the development of thinking.This study mainly uses the literature research method and case analysis method to carry out research from the following aspects:The first part of the paper is to define the basic concepts and explain the theoretical basis.The historical conclusion is the historical cognition based on the historical facts and logical inference.It not only embodies the cognitive process of the theory from history,but also shows a static historical judgment,which has the characteristics of subjective and objective unity,stability and variable unity.The second part of the paper takes the history textbook of high school as an example,analyzes the characteristics of the historical conclusion in the textbook,and puts forwardthe problem of compiling the historical conclusion in the current history textbook of human education.The third part of the paper takes the course of ancient Greek democracy as an example,discusses the teaching strategy of important historical conclusion in high school history textbooks,and emphasizes the importance of students’ main role in the teaching of historical conclusion.The fourth part of the thesis is the further thinking of the teaching of historical conclusion in senior high school.This paper focuses on the analysis of the key and difficult problems in the teaching of historical conclusion,summarizes the common problems in the teaching of historical conclusion,and puts forward the principles that should be followed in the teaching of historical conclusion.