Middle School History Concept of Teaching-毕业论文翻译.docVIP

Middle School History Concept of Teaching With the reform of history teaching Middle School and College Entrance Examination History deepening of the reform propositions, historical subjects more and more aroused the concept of teaching high school history teachers, concerns, analyze and explore the concept of Middle School History Teaching the theory and practice, no doubt the quality of teaching high school history raising and the cultivation of thinking ability of students of history has an important significance. 1, on the secondary structure of historical knowledge Secondary structure of historical knowledge on the understanding of the teaching of history is clear the ideological premise. Traditional concept of history is divided into specific knowledge, knowledge structure and regularity of two major categories of knowledge. Specific knowledge, referring to the historical events of the time, place, characters, because, after a result, impact; regularity of knowledge refers to the concept of history, laws, and so on. From the “specific” and “laws” perspective to analyze the structure of historical knowledge, it is difficult to reflect the nature of historical subjects, because other components in the many disciplines of knowledge there is “specific” and “regularity” categories. In addition, this box set there are also conceptual ambiguity. Such as the reasons for historical events, after the results are flexible, its “specific” can-fan can be simple, can be deep or shallow; while many of the specific laws of secondary school history textbooks to be better than the specific nature of the “specific” knowledge, and the law of another a general, stage, and aspects and so on. For this reason, some scholars have suggested that secondary structure of historical knowledge should be based on the “historical” and “History” of the framework. From the “Historical” and “History” perspective to construct the structure of secondary school knowledge of