Research On Character Compilation And Teaching Strategies Of The 8th Grade Textbook Of "Chinese History"

The main body of history is man,and historical figures are an important part of the process of historical development.The compilation of history textbooks is a state affair,which embodies the will of the state and the social orientation in a concentrated way,so the historical figures included in the textbooks are all figures who have a major impact on the process of social development.However,different versions of history textbooks,due to their different publication times,the social era in which they lived,and the educational concepts at that time were more or less different.The changes in the writing of historical figures in textbooks will also affect teachers' teaching of historical figures to a certain extent.Attaching importance to the historical figures in the textbook of "Chinese History" is an important part of history teaching.In the teaching of historical figures,through telling historical figures and their related deeds,students can correctly evaluate historical figures,and initially cultivate students' historical literacy from them,helping students form a correct world outlook,outlook on life,and values.This paper compares the changes in the selection,distribution,narrative and presentation of historical figures in the selection,distribution,narrative and presentation of the two textbooks in the eighth grade of the unified edition and the human-taught edition of "History of China",and analyzes the reasons for the changes in the writing of characters,including the background of the times,curriculum standards and the progress of historical research.Subsequently,in order to explore the current situation of junior high school history teachers using the eighth-grade textbook of "Chinese History" to teach historical figures and the students' learning of historical figures,the author conducted a questionnaire survey of students and history teachers in the two middle schools where the internship was located,and found that teachers attached great importance to historical figures in textbooks,but there were still problems such as single teaching methods,outdated teaching content,limited to knowledge fields,and neglect of the evaluation of historical figures.These teaching problems are very detrimental to the educational value of historical figures in teaching.Therefore,the comprehensive investigation of the current situation of the teaching of historical figures and the compilation of historical figures in textbooks propose that teachers should optimize the teaching of historical figures by improving professional knowledge,enriching teaching methods,enhancing emotional education,paying attention to the details of historical figures,and attaching importance to the evaluation methods of historical figures.