Research On Content Analysis And Teaching Strategies Of Legal History In High School History Teachin

This paper takes several high schools in Ganzhou as the research objects to study the application of legal history content in classroom practice.On this basis,the basic context of Chinese and foreign legal history is clarified,and effective teaching suggestions are provided for front-line history teachers when teaching legal history knowledge.The article is divided into four parts:The first part points out the necessity and feasibility of teaching legal history in middle school history classrooms from several aspects,such as existing history curriculum standards,new content of textbooks,and the level of national will.In the second part,the content of legal history in the textbook "State System and Social Governance" is sorted out,and it is found that the content of legal history has a relatively complete time clue,but the knowledge points are scattered.At the same time,the author used the internship opportunity to distribute questionnaires to high school history teachers and students in some schools in Ganzhou City,and after analyzing the data,found that teachers’ insufficient understanding of legal history and the single teaching method of legal history,as well as students’ confusion and low interest in existing knowledge of legal history.In the third part,combined with the problems found in the questionnaire survey,the author proposes corresponding teaching strategies based on the "General High School History Curriculum Standards(2017 Edition and 2020 Revision)" and the actual teaching situation,and makes case studies based on teaching content to design student-centered classrooms.Finally,the author puts forward a few suggestions on the problems existing in the actual teaching of legal history,for teachers,it is necessary to supplement interdisciplinary knowledge,combine the core literacy of the five university subjects to put forward appropriate teaching objectives,and carry out teaching design according to students’ cognitive characteristics and the reality of life.