Outline Of Chinese And Foreign History (Above) Research On Historical Sources And Pedagogical Use Of Ancient History

Since the launch of the revision of the curriculum standards,China has attached great importance to the development of competencies in various subjects.History has been one of the first subjects to be revised and has become one of the three courses in the Ministry of Education’s Unified Curriculum for high school.Since the unified history textbooks prepared according to the curriculum standards have been put into use in 2019,academic research on the unified textbooks has been "blossoming",with studies on historical materials being a popular topic,either by selecting a certain type of historical materials in the textbooks or by interpreting the historical materials as a whole,using historical materials,and teaching practices with historical materials.The research results are increasing,which undoubtedly provide reference and reference for front-line teachers in using historical materials in new textbooks,so it is of certain practical research significance.Through the perspective of historical sources,the textual and photographic historical materials in the ancient history section of the Outline of Chinese and Foreign History(above)are classified and sorted out,and the characteristics of the two types of historical materials in the ancient history section in terms of sources are summarized and summarized: in the ancient history section,both textual and photographic historical materials are available,extensive,professional,and abundant,with typicality,scientificity,rigor,and They are typical,scientific,rigorous,and relevant.In addition,the textbook history materials can be used in the classroom,and the main role of the textbook history materials in breaking through the important and difficult knowledge of the class should be given full play.When supplementing historical materials,they can collect historical materials through textbook historical sources,mainly detailed historical materials and situational historical materials,to help students restore a more vivid and realistic history.In order to learn more about the use of historical materials by front-line teachers in teaching ancient history,we designed student questionnaires and teacher interviews,and conducted research during our internship to obtain first-hand information.In the process of analyzing the questionnaires and interviews,we did find some problems in classroom practice,mainly in the formality of teaching historical materials,the waste of historical materials in textbooks due to the detachment from textbooks,and the single way of collecting historical materials,etc.We then proposed corresponding strategies for teaching historical materials in five aspects: selecting historical materials for lectures,integrating historical materials for lectures,activating historical materials for lectures,and analyzing and applying historical materials for lectures,and In addition,we also made an instructional design to illustrate the lesson 9 "The Politics and Military of the Two Song Dynasties" in the "Outline of Chinese and Foreign History"(above).I hope it can provide some reference and inspiration for frontline history teachers when teaching with historical materials.