Research On The Development And Application Of Historical Materials Of Ancient Chinese History In High School

In this article,we refer to the physical materials of ancient Chinese history that are used in the teaching of unified high school history textbooks,including artefacts,buildings,relics,sites and other objects left behind by human activities,as well as the corresponding digital materials,museum resources and physical materials in history textbooks and test questions.Research on the development and use of relevant physical historical materials is a requirement for the development of archaeology,history,history teaching and educational assessment systems in the new era,and helps to promote the comprehensive development of students,the renewal of teachers' concepts and the effective utilisation of physical historical materials.It is clear from the current state of research that although some scholars have conducted research on "physical historical materials","archaeological relics" and "museum resources",they are not interested in the use of physical historical materials in the unified history textbooks.This article is a comprehensive and systematic discussion of the use of physical historical materials in the teaching of ancient Chinese history in high school history textbooks.This paper,based on a review of the physical history materials and their characteristics in the unified high school history textbooks and the recent five-year history examination questions,emphasises the need to change the view of teaching materials and examination questions,and to make good use of the physical history materials in the unified high school history textbooks and the recent history examination questions.Based on the analysis of the principles and ways of developing digital historical materials,this article points out that digital historical materials can be used in the teaching process of ancient Chinese history,such as pre-learning,introduction to new lessons,context creation and emotional upliftment.In view of the scarcity of research on the development and use of museum resources in teaching ancient Chinese history,especially in museum integrated inquiry activity lessons,this paper discusses the principles of teacher-led,student-led,freedom and openness,challenge and control,and timely motivation that should be followed in teaching museum activity lessons in ancient Chinese history,emphasising the need to clarify the theme and objectives of the activity before the lesson,and to develop appropriate learning and sharing,reflection and evaluation programmes.The paper also draws on the principles of teacher-led teaching,freedom and openness,challenge and control,and timely motivation.This article also uses the unified high school history textbook,Outline of Chinese and Foreign History,Book 1,Lesson 3,The Establishment of the Unified Multi-ethnic Feudal State of the Qin Dynasty,and the activity lesson,Family Sentiments and the Evolution of the Unified Multi-ethnic State,as examples to discuss at a practical level how unified textbooks,high school examination questions and digitised physical historical materials can be used in the teaching of ancient Chinese history;it shows how the museum activity lesson teaching can use the Chengdu Museum's collection of It also demonstrates how the use of physical historical materials from the Chengdu Museum's ancient Chinese history collection can be used in a museum activity lesson to give students a deep understanding of the evolution of a unified multiethnic state and to promote the core literacy objective of family and nationhood.