The Use Of Historical Pictures In High School History Teaching

The 2017 "General High School History Curriculum Standards" pointed out that the main goal of the history curriculum is to cultivate and improve the core literacy of the history discipline of students,so that they can have the correct values,necessary qualities and key abilities which are considered as the characteristic of the history discipline.As a common resource for daily teaching,historical pictures complement each other with written historical materials and plays an important role in high school history teaching.The effective use of historical pictures in the high school history classroom not only adapts to the new curriculum standards,but also makes efficient,high-energy and rational use of existing curriculum resources on the premise of meeting the cognitive level of students.This paper analyzes the historical pictures in the high school people’s history textbooks and summarizes the high school examination papers in Sichuan Province in the past five years and the three-year high school examination papers in Chengdu in the past three years,and points out the importance of historical pictures in high school history teaching.Through the questionnaire survey,the problems of teachers,students and textbooks themselves in the use of historical pictures in high school history teaching are obtained,including lack of accurate understanding of historical pictures for teachers,insufficient system training for students to use historical pictures;and inadequate connection between historical pictures in textbooks and examinations;Meanwhile teachers cannot develop and construct historical pictures independently.For students who mainly use the historical pictures,there are mainly problems such as weak ability to interpret historical pictures and lack of active exploration of the spirit of historical pictures.For the textbook itself,there are problems such as the lack of textual explanation of the history pictures in the textbooks and the uneven connection between the history pictures in the textbooks and the college entrance examination.Therefore,it is necessary to strengthen the exploration of the use of historical pictures in history teaching.Based on the results of the survey,and relying on the People’s Edition of the Compulsory Second Textbook,specific solutions have been proposed.The author divides historical pictures into three categories:character relics comics,historical maps,and historical tables.The corresponding application strategies and problem-solving methods are proposed for the three categories.Character relics comics occupy a large proportion in the textbooks.Teachers should select historical pictures of this type accurately and appropriately with strong direction in teaching;such historical pictures are interesting and story-telling,and are suitable for solving students.Because of the lack of spirit in exploring historical pictures,teachers use suspense,creating scenarios,student-student interaction and other forms to increase students’ interest in exploring historical pictures;In systematic training for students,they should pay attention to one "reading" two."Find".Historical maps have a relatively low frequency in textbooks and exams.Teachers should first expand the source of historical maps on the premise of making effective use of historical maps in textbooks.In terms of the "Two "Analysis and Three Union",The history table is a high-frequency point of the examination,but the textbooks are less presented.Therefore,the teacher must first accurately supplement each type of the history table in teaching to make up for the lack of teaching materials,and actively construct and develop the history table according to the learning situation of the class.In the thematic training,under the premise of achieving "three views" and "four attentions",the training methods are refined for different historical tables:table diagrams "horizontal and vertical to see changes",line graphs "corners and corners to see inflection points",bar graphs "Look at the trend up,down,left,and right",and pie chart "look at the size of the cloudy,sunny,round and missing."Through the above-mentioned strategies,students’ abilities have been enhanced,teachers’ own literacy has been improved,and the purpose of examination and evaluation has also been achieved.But at the same time,the use of historical pictures also encountered limitations such as single form,difficult operation,improper selection,etc.,which are left for subsequent improvement.