| A "historical conclusion" is a historical understanding derived from historical facts that have already occurred and are known,using scientific research concepts and methods.It usually includes an evaluation of historical figures,a definition of the nature of historical events,an analysis of their causes and a summary of their effects,a summary of the characteristics of historical phenomena and a grasp of the laws of historical development.The current research on the teaching of "historical conclusions" falls into two main categories:firstly,the process of deriving "historical conclusions" and their own correctness;secondly,how to make students master and understand the "historical conclusions" in textbooks in the learning process.In the "Outline of Chinese and Foreign History",and indeed in the entire senior secondary history textbook,there are a large number of concise and subtle "historical conclusions"throughout.On the one hand,from a pedagogical point of view,the "Conclusions of History”in the textbooks carry the task of implementing the objectives of the History Curriculum Standards,which require senior secondary students to be able to grasp basic historical facts and understand the "Conclusions of History",guided by a materialistic view of history,in order to grasp the laws of historical development and to acquire values,literacy and abilities that will benefit their future learning and development.On the other hand,in terms of learning,the logical,dialectical and critical thinking of high school students has developed to a greater extent than in junior high school,and most students have the cognitive ability to understand the unknown,more abstract,historical knowledge represented by "historical conclusions".With the development of the times,the state and society have put forward higher requirements for the training and selection of talents.In the case of the subject of history,history teachers not only have to teach students the necessary basic knowledge,but also to help them master the learning method of using historical materials and making historical interpretations by guiding them to understand the "historical conclusions"in textbooks,and to develop They must also help students to master the use of historical sources and interpretations by guiding them to understand the "historical conclusions" in textbooks,and to develop comprehensive human resources with a higher quality of thinking and the ability to apply their knowledge and skills creatively to solve complex real-life problems.There is no doubt that the teaching of"historical conclusions",as a vehicle for the development of students’ core literacy and thinking skills,is one of the key elements of high school history teaching.However,in teaching practice,most high school students still limit their learning of "historical conclusions"to direct memorisation of textual conclusions for examinations,and do not understand the connotation and essence of "historical conclusions" in textbooks,nor do they master the key skills of historical thinking and historical interpretation using credible historical sources.They have not mastered the key skills of historical thinking and historical interpretation using credible historical sources,and have not achieved the training objectives required by the curriculum standards.Since the Unified Edition of the "Outline of Chinese and Foreign History" has been in use nationwide since September 2019,it is timely to study the teaching of "historical conclusions" in the textbook.The first part of this study begins with a definition of the basic concept of "historical conclusions",a classification of ’historical conclusions’ in textbooks using the "Outline of Chinese and Foreign History" as an example,and an analysis of the This course defines the basic concepts of "historical conclusions" in textbooks,using the "Outline of Chinese and Foreign History" as an example.It then explains the conceptual and theoretical basis of the teaching of "historical conclusions",and discusses the important role of "historical conclusions" teaching in high school history teaching as a vehicle to realize the value-led,literacy-oriented and competence-oriented training of students.In the second part of the thesis,a questionnaire survey was conducted among students to understand the implementation of the subject’s core literacy in the teaching of "History Conclusions" in senior secondary schools,and interviews were conducted with teachers to understand their concerns and difficulties in the teaching of "History Conclusions".Based on the surveys and interviews,we summarise the common problems in the teaching of "History Conclusions" and attempt to analyse the reasons for the poor implementation of the core literacy objectives and key competencies in the teaching of "History Conclusions" in senior secondary schools.The third part of the thesis is a further reflection on the teaching of "historical conclusions" in senior secondary schools,which focuses on four aspects:engaging students in teaching "historical conclusions",developing students’ ability to identify and interpret historical sources,developing students’ ability to interpret "historical conclusions",and combining the teaching of "historical conclusions" with the development of students’ historical thinking.In the above booklet,we have discussed four aspects,including the teaching of"historical conclusions" in the "Outline of Chinese and Foreign History" and the teaching of"historical conclusions" in Lesson 21 of the "May Fourth Movement and the Birth of the Chinese Communist Party".This is an example of a teaching design to analyse the effectiveness of these teaching strategies in practice. |
