Research On The Teaching Of Historical Argumentation Of Chinese Textbooks In Senior High School

Historical argumentation sprouted in the Pre Qin Dynasty and formed in the Western Han Dynasty.They first existed in Sima Qian’s general history in the form of historical review and historical praise.Later,because of being widely used by scholars to advise politics,historical argumentation gradually became an independent literary style.From the perspective of function,the author believes that,All commentaries on historical events and figures can be classified as historical argumentation.As a kind of argumentation,historical argumentation has the unique attributes of interdisciplinary multi-dimensional knowledge fusion,multi subject communication across time and space,cross vision multi-layer thinking collision and so on.It has high appreciation value because of its stylistic characteristics of unity of literature and history,the writing features of careful logic and rigorous structure.It is worth mentioning that it plays a unique and important role in improving students’ language expression ability,developing good ways of thinking and habits,and forming a sense of responsibility and a sense of mission of the times.The author issued a questionnaire to teachers and students,and made a comparative analysis and induction of the collected questionnaire.According to the results of the questionnaire,there are some problems in the teaching of historical argumentation:There are significant differences in the cognition of teaching effect between teachers and students,and the effect presupposition is far lower than the goal presupposition.On the one hand,students generally have the phenomenon of weak knowledge base,insufficient learning level and difficult knowledge transfer.On the other hand,teachers also have many deficiencies in the determination of teaching objectives,the connection of teaching links,blackboard writing design and so on.Aiming at the problems existing in the teaching of historical argumentation.The author puts forward suggestions from two dimensions of theory and practice.Theoretically,teachers should strive to improve their knowledge literacy and ability literacy.On the one hand,teachers should constantly learn professional knowledge and corresponding conditional and general knowledge,so as to build a solid knowledge foundation.On the other hand,teachers should improve their teaching level from the aspects of class preparation,classroom teaching and teaching evaluation.In practice,based on four learning theories and six texts,the author preset teaching steps,including:three kinds of teaching situation presupposition,three types of classroom support construction,Three kinds of mind mapping,three kinds of evaluation forms.Finally,the author will implement the preset teaching steps.Guided by the new curriculum standard revised in 2020,supported by 6 history papers,The author designed four types of class(preview class,close reading class,induction class and inquiry class)for a total of 10 class hours.I hope it can provide useful help for front-line teachers’ teaching and history thesis teaching research.