The Study Of The Teaching Of Cultural History In High Middle School From The Perspective Of Cultural Exchange

The research using The exchange and dissemination of culture is not only by the historical heritage and richness of regional culture,but also by the synchronically exchange and complementary mutual learning of exotic culture.The history of cultural history in the traditional sense can be summed up as the history of horizontal cultural exchange and vertical cultural development.The cultural horizontal communication in this paper refers to the sum of the cultural exchange activities between different regions,countries and nationalities under certain socio-political and economic background,and the influence of various subjects and subsystem on each other.Incorporating the concept of horizontal communication into the classroom teaching of cultural history is conducive to improving the effect of classroom teaching and providing ideas for dealing with the difficult problems of young people in the era of cultural diversity.Taking the teaching of "On the Outline of Chinese and Foreign History" as an example,this paper uses questionnaire survey,statistical analysis and interview method to study the improvement of the teaching of cultural history in middle school by integrating the concept of horizontal communication.The research is divided into two parts,the first part is carrying out the current situation of cultural history teaching questionnaire from four dimensions: the teaching effect,learning interest,curriculum cognition,teaching activities,by taking grade one of a high middle school as an object;the second part is designing teaching cases basic on the current status,choose two natural classes with statistical homogeneity as the research object,divided into experimental classes and control classes,through testing and interviews to investigate the classroom intervention effect.The study found that: First,Although the cultural history classroom teaching has achieved valuable experience and achievements,there are also such problems as difficult learning content,learning objectives tend to utilitarian,students lack of interest in learning,classroom teaching effect is not ideal,lack of learning methods guidance,learning participation is not high.Second,the average test scores of the first two classes of intervention were not much different,and there was no significant difference in students’ historical learning ability.Third,after the intervention,the overall improvement effect of the test results of the experimental class was higher than that of the control class.The number of students in the lower segments of the experimental class decreased and the number of students in the middle and high segments increased,while there was no significant change for the performance distribution of control class before and after the experiment.Fourth,a statistical analysis of test scores showed significant differences in students’ historical learning ability in the two classes after intervention.Among them,there are significant differences between the two classes in the ability to learn objective questions,but the subjective questions do not show significant differences in learning ability.Fifth,the status quo of classroom teaching has improved since the intervention,students’ interest and enthusiasm in learning the history of culture have improved,and attitude towards history classes and traditional culture has changed.In a word,it is feasible and effective to integrate the concept of horizontal communication into the classroom teaching of cultural history,which improves the teaching of cultural history.Compared with the traditional classroom teaching,the teaching integrated into the horizontal communication concept,without increasing the teaching time and learning task,guides the students change the way of learning from the memory of "what is the culture" to the way of "why this culture was creating",in the play of the student’s learning subject status and stimulate the students’ motivation to learn independently has more advantages.