Research On The Teaching Of Controversial Figures In The History Classroom In Middle School

Li Hongzhang is a controversial historical figure,and people have different evaluations from different positions and eras,and there are many such research results.But what kind of person is Li Hongzhang? In the eyes of his colleagues represented by Zeng Guofan,Guo Songtao,and Zhao Liewen,Li Hongzhang was full of talent and ability,but he suffered from slightly poor insight;Attach importance to talents,corporal Lixian,and care about his subordinates,but the practical talents that Li appreciates are even more important than moral;Li Hongzhang,who has been a horse for half his life,has cultivated his courage and is not in trouble,and Guo Songtao and others admire this very much.In the eyes of the imperial court,Li Hongzhang could be described as a heavy minister of the imperial court,who did his best for the imperial court,and after Li’s death,he was molded into a model of loyal courtiers.The most intuitive feature of Li Hongzhang in the eyes of foreigners is his tall stature,and foreigners highly praise Li Hongzhang’s talents and actions,mainly because Li Hongzhang is more enlightened than most of his colleagues,and they also point out that Li Hongzhang is a traditional bureaucrat who is greedy for power and indifferent to human life.In the eyes of scholars represented by Liang Qichao,Li Hongzhang is worthy of being a heavy minister of the country,daring to do things,good at self-preservation,and very old-fashioned.The eyes of middle school students are vague and controversial,but it is not sure where the controversy is.The same Li Hongzhang is different in the eyes of different groups,which fully reflects Li’s complexity and controversy.In teaching,to deal with such a historical figure,it is inseparable from the analysis of textbooks.The writing of textbooks is based on events,the characters are blurred,there is no flesh and blood,and there is no personality.The image of Li Hongzhang that can be summarized from various editions of textbooks includes: an accomplice of the Qing court’s suppression of the Taiping Rebellion;defenders of feudal rule;In the Sino-Japanese War,the traitors who "avoided the war and protected the ship" and the traitors who signed the traitorous treaty on behalf of the Qing court were downplayed.On the basis of the above research,the author selected the course "The Exploration of the Way Out of the State and the Intensification of the Aggression of Great Powers" in the "Outline of Chinese and Foreign History",and conducted teaching practice research with Li Hongzhang as the main research.Based on the teaching practice of Li Hongzhang,the teaching strategies of controversial historical figures are summarized.First of all,historical figures should be evaluated rationally,and it is easier to have emotional catharsis in the evaluation of controversial historical figures,so we should first return to rationality in the evaluation of historical figures;Secondly,the effective selection of historical materials,the selection of historical materials should pay attention to the basic,diverse and comprehensive;In addition,we should pay attention to historical details,enrich historical figures and events,and arouse students’ interest;Then we should pay attention to the personality of historical figures,which is essential for a comprehensive understanding of historical figures,sorting out historical events,and is also a useful material for cultivating students’ personality.Historical context creation can lead students to a better historical experience,thereby increasing their interest in understanding the personality and historical development of the characters.