Practice Research On Cultivating Family And Country Feelings In High School History Teaching In Ethnic Regions Under The New Course Standard

The feelings of family and country have a special status and value in the core literacy of history discipline.Therefore,it is of great significance to cultivate students’ sense of family and country in the history teaching of high school in ethnic areas.It is conducive to enriching the knowledge of Chinese history of students in ethnic areas,enhancing the sense of responsibility of students in ethnic areas,forging a sense of Chinese national community,and cultivating students’ practice.To implement the core values of socialism,train builders and successors of the socialist cause for the motherland,and promote the development of socialist modernization in our country.Based on previous studies,this paper takes high schools in typical ethnic regions as an example to conduct a questionnaire survey,in order to understand the current problems in the process of cultivating family and country sentiments in high school history teaching in ethnic areas,and explore and analyze the core of cultivating students’ family and country sentiments in ethnic regions.Effective strategies for literacy.In order to effectively cultivate the students’ home and country feelings in actual teaching,this article selects the teaching content in the new unified edition of the new textbook "Chinese and Foreign History Outline(Part 1)"as a teaching case for practical research,forming experience,in order to continue to help the school and the region,And even the development of new curriculum reforms in ethnic minority areas with the same academic background.This article is composed of six parts,which mainly introduces related research issues on the cultivation of home and country feelings in the history teaching of senior high schools in ethnic areas.The first part is the introduction,which mainly discusses the reasons for selecting the topic,combing and reviewing the research results of the predecessors,and finally explaining the research methods and innovations of this article.The second part summarizes the relevant content of the core literacy of the high school history subject "family and country feelings",and clarifies the important connotation of family and country feelings,the requirements of the new curriculum standard for cultivating students’ "family and country feelings" and the cultivation of ethnic regions in high school history teaching.The positive role of the core literacy of the students’home and country feelings.The third part combines the results of the questionnaire survey of teachers and students of Kaili Experimental Senior High School to analyze the current situation of cultivating students’ home country feelings in the history teaching of senior high schools in ethnic areas,and find out the shortcomings in the training process.Attribution analysis is carried out from the perspective of the evaluation system,and pave the way for the next part.The fourth part is to put forward solutions to the problems existing in the process of cultivating students’ home country feelings and qualities in the current high school history teaching in ethnic areas.Through the method of case analysis,solve the problems encountered by history teachers in cultivating the feelings of home and country of students in ethnic areas in high school history teaching.The fifth part takes lesson 22 of the new textbook "The Rule of the Nanjing National Government and the Communist Party of China Open up a New Revolutionary Road" as an example to apply the effective strategies of cultivating students’ home country feelings in ethnic areas in this study to test.Its effectiveness seeks to effectively combine the education of family and country sentiments with high school history teaching in ethnic regions,and continuously improve the strategies of cultivating students’ family and country sentiments in ethnic regions in practice.The sixth part is the conclusion,a high-level summary of the full text,and once again emphasized the importance of cultivating the core literacy of family and country feelings for students in ethnic areas in high school history teaching.