Research On The Integration Teaching Of History And Ideological And Political Discipline In Senior High School From The Perspective Of Historical Materialism

After the new curriculum reform,with the promulgation of new curriculum plans and standards,the promotion and use of new high school history and high school ideological and political unified textbooks,and the changes in the new college entrance examination,it is necessary to integrate the knowledge of history and ideological and political disciplines in the normal teaching process,while achieving better teaching results,cultivating students to form correct values and historical views.High school history and ideology and politics belong to the humanities,both of which are responsible for the education task of promoting the national mainstream ideology,and both involve the historical philosophy of "historical materialism".Both the teaching objectives and the content of the subject have a great degree of consistency.Historical materialism is a scientific view of history and methodology.The cultivation of students’ historical materialism in high school should promote each other with other core qualities,and strengthen the relationship between history and ideological and political disciplines.From the current perspective of high school classrooms,there are roughly three ways to achieve subject integration: natural infiltration,project-based teaching,and multidisciplinary teacher collaboration.Regardless of the approach to subject integration,it should follow the principles of organic integration and compliance with students’ cognitive level and thinking characteristics.In the teaching process of subject integration,teachers play an important role,so it is also necessary to improve teachers’ interdisciplinary literacy.Cultivating and promoting each other’s core competencies,as well as strengthening the connection between history and ideological and political disciplines.Disciplinary integration teaching may face some problems in the actual teaching process,such as different knowledge structures in textbooks leading to asynchronous teaching between disciplines,insufficient internal driving force for teachers to carry out interdisciplinary knowledge learning,and the lack of a comprehensive system for interdisciplinary collective lesson preparation in schools.