How to realize the combination of history teaching theory in senior high school from history field and history theory

As an excellent high school history teacher, I think the most important thing is to have the ability of "combining theory with history" in the teaching practice, so that our teachers can not be superficial in the teaching process, embody the essence of teaching, restore the original appearance of history, improve students' real quality and ability, and embody quality education. I think we must do the following work well.

First, constantly improve the ability of middle school educators to "combine history with theory" in the teaching process.

As a history teacher, we should improve our understanding of the importance of combining history with theory, and constantly impart this idea to students in the usual education and teaching process. History teaching methods are rich and varied. In addition to teaching students textbooks, it is also important for the church to make students skillfully use historical materials. The more original historical materials students have, the stronger their understanding of historical events will be, and it will be easier for them to form new views and original opinions in the learning process. On the contrary, "stagnant water" is also very important. Narrow and shallow knowledge often limits students' horizons and only focuses on textbooks and classroom teaching. Then, it is difficult for students to improve their comprehensive knowledge of history, and their ability to analyze and solve problems will not be improved.

Teachers should not only have rich historical knowledge, but also have correct educational ideas and use of historical materials, master all kinds of historical materials comprehensively and skillfully, and integrate this concept and method into the daily teaching process. To achieve the goal of "discussing from history and combining history with theory", we must have an overall grasp of history and a clear understanding of the concept of "history". If we can't do this, then "discussing from history and combining history with theory" is impossible. Therefore, it is difficult to improve the teaching quality and efficiency of the whole middle school. For the combination of history and theory, the syllabus has clear requirements. How to implement the syllabus in the teaching process reflects the degree of implementation, which is actually related to the cultivation of students' ability and the success or failure of quality education. As far as the examination is concerned, the implementation of the problem of combining history with theory will directly affect students' academic ability because the examination instructions also have clear requirements. Therefore, in teaching practice, we should broaden and excavate the contents of teaching materials on the basis of studying the requirements of teaching syllabus and examination instructions, and adopt scientific teaching methods to organically combine the study of specific historical materials with the study of historical theories, so as to improve teaching effect and implement the ability training. Learn to distinguish between historical materials and historical facts. Historical materials are not equal to historical facts. Historical facts refer to the objective facts extracted from the textual research and appraisal of historical materials. You should know the basic methods of identifying historical materials. Some historical materials are highly subjective. Time, background, author (position, motivation, tendency) and other factors should be considered when quoting, and subjective factors in historical materials should be stripped off. In addition, historical materials can be divided into primary and secondary materials; Original historical materials and non-original historical materials; Pictures, written materials, word-of-mouth materials, physical materials and relics; Wait a minute. Different forms of historical materials have different methods to obtain effective information, and their evidential power is also different. Learn to distinguish historical facts from conclusions. There is no doubt that historical facts have been verified. The conclusion is the result of speculation. Don't take the conclusions of celebrities and great men as historical facts. In the case of insufficient historical materials, put forward a preliminary idea, or put forward a plan for further searching for historical materials. Understand that with the emergence of new historical materials, the conclusion will often change greatly. Even in the face of the same historical materials or facts, people with different literacy, different positions and different historical views and people of different times come to different conclusions, even sharp opposites.

Second, return the true colors of history, and draw relevant theories from the historical truth (to realize that it is only relative authenticity).

In daily teaching practice, middle school history teachers pay more attention to history than theory, and theoretical analysis is not in place, which is an important problem in middle school history teaching at present. Why On the Combination of History and History? Is it to prove the accuracy and erudition of the teacher, or to annotate the textbook? None of them are right. "Theory comes from history, combining history with theory" is the most fundamental method of history discipline, and its purpose should be to inspire students' thinking.

On the Combination of History and Geography is exploration, not indoctrination. If it is indoctrination, there is no need to present historical materials or combine history with theory. Since it is inquiry, there must be room for inquiry, discussion and confrontation between truth and error. We must use the viewpoints and methods of historical materialism and dialectical materialism to analyze and study historical materials, consciously, regularly and pertinently explore the truth of history through the superficial phenomena of history, pay attention to theoretical analysis, organically combine history with theory, and regard theory as the commander-in-chief of teaching. The teaching of specific historical knowledge should also pay attention to theoretical analysis. The disconnection between history and theory is the most common and essential problem in middle school history teaching. On the surface, students have both history and theory when answering related questions, especially for high school students, it is not difficult to recite theoretical articles in combination with political subjects. Students often recite some theoretical articles, but they don't know much about their spiritual essence. When you really need these theories in answering questions, you can only use them from the operation method of doing the questions, not from the thinking method, and you can't use these theories to analyze and solve problems.

Of course, in the combination of history and theory, the most important thing is to explain history with widely accepted theories. Every historical theory has its own rationality and disadvantages, so it also has its own scope of application. It is true that history is a science proved by history. But it's not enough just to be limited to this. As we all know, history refers to both what happened in the past and the restoration and explanation of what happened in the past. Therefore, history is also a science of interpretation. Historical materials need to be verified and historical facts need to be explained. Textual research and interpretation must rely on methods and logic.

When dealing with materials, teachers must identify, not rely on isolated evidence, nor pile up simple materials and conclusions. There are so many historical materials that scholars can't do their best all their lives, let alone inexperienced middle school students. Moreover, historical events are complex and abnormal, and only listing their unilateral historical materials will create a one-sided impression, which is tantamount to lying with historical facts. Teachers should carefully select valuable and meaningful historical materials and exercise students' rich imagination and strict logic in the process of "combining history with geography". "Historically, the combination of history and theory" is a method system, not a specific method, which can never be completed in one class. In teaching design, many teachers love to position the teaching goal as the method of cultivating students' theory from history, and the combination of history and theory, but in the specific operation process, they intentionally or unintentionally avoid and ignore this problem, thus making this teaching goal an empty talk.

Third, in teaching, we must have solid professional knowledge and rich historical knowledge in order to achieve "combination of history and geography"

Only by mastering a large number of historical materials can middle school history teachers "combine theory with history" when they encounter and solve problems. Constantly learning history knowledge is to master the basic knowledge of history specialty, improve the professional level of history teaching, and cultivate teachers' literacy and ability in history teaching, so as to better complete history teaching in middle schools. To improve the quality of history teaching, we must have extensive knowledge of historical materials and the ability to master historical materials. Combined with the actual situation of our school, we should be targeted.

In this paper, through 20 10 to 20 1 1 questionnaire survey of junior high schools and senior high schools in Longde county, the ways for students to acquire historical knowledge are analyzed, and the role of teachers in the process of education and teaching is explained: