How to choose the topic of historical research study

Research-based learning is a learning method strongly advocated in recent years, which has received enthusiastic response from middle school education circles and is also very popular among middle school students. At present, as far as our school is concerned, the research study of history mainly adopts such a way: students choose a certain period in the long history, a certain phenomenon or a certain situation in real life as the research object according to their own interests, and form a research topic; Under the guidance of the teacher, the students collect and sort out the information and finally get the research results. Through many previous practices, we found that it can really help students to improve their interest in learning and improve their abilities in many aspects. Then, according to our experience in guiding students' research-based learning topics, we think that topic selection is the key, and teachers need to follow the following principles when guiding.

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Realistic principle of topic

Students often have the illusion that learning the history of China should focus on the emperor and learning the history of the world should focus on the two world wars. Although this is related to the arrangement of high school history textbooks, the key lies in the lack of guidance from teachers on research topics. In fact, there are many topics in the research study of history, and it is not necessary to emphasize anything in the textbook. The "reality" we advocate contains many aspects of social life, and we can completely follow such a train of thought: "things or phenomena in real life"-"the history, causes and evolution law of such things or phenomena"-"the development trend of such things or phenomena". We can encourage students to choose research topics close to their own lives, such as reflection on the Palestinian-Israeli conflict. This is conducive to stimulating students' interest in research and implementing the purpose of pedagogy. The history syllabus also holds that "high school history teaching should be linked with real life and current affairs as much as possible, so as to better understand the reality through history and deepen the understanding of history through reality" (People's Education Press, April 2002). Of course, the "truth" we advocate is not to study some political misleading and side effects. After all, middle school students are still young. We don't want them to attend the 16th National Congress of the Communist Party of China, nor do we want them to discuss Theory of Three Represents's theory. We don't advocate too much politics, but focus on cultivating students' ability.

Principle of novelty of viewpoint

A subject, the view is the soul. The same old story is always boring, and the point of view should be "novel". There are two situations: one is that the idea itself is novel. (At least in the eyes of the teacher, it is quite innovative). The flexibility of students' thinking is often unexpected by teachers. Many students' ideas are very creative, and teachers should respect this creativity. The second situation is that the topic itself may be old, but it can be studied from a new angle. For example, the topic of "the combination of vertical forces" and "the unification of Lian Heng" and China in the middle and late Warring States Period is obviously an old topic. However, if it becomes the unification of Lian Heng and China, it will be studied from three perspectives: Lian Heng as diplomatic thought, Lian Heng as foreign policy and Lian Heng as diplomatic pattern. This will bring forth the old and bring forth the new. Looking at the problem from another angle is naturally wonderful.

Local principle of content

This is crucial. Although we don't need to advocate locality, perhaps local research can more easily embody the purpose of inquiry learning. Under the pressure of no exams, students can really study history. On the one hand, they will explore like archaeologists, put forward various assumptions, look for their own evidence "on the spot" and explore the logic of analysis, such as "the study of ancient houses in Heyang". The localization trend of research is obviously strengthened. Local studies can not only stimulate students' interest in research, but also facilitate students' field investigation, inquiry and first-hand information, thus saving time and cultivating students' social skills in the process. Our ninth grade is also implemented invisibly, allowing students to explore their own cultural connotations and love their hometown more.

Principle of moderate breakthrough point

The breakthrough point of the research topic should first be prevented from being too large. Due to the limitation of students' knowledge level, the starting point of research topics initially put forward by students is generally large. For example, there is such a topic: "A dynasty that links the past with the future: Sui Dynasty". Because junior high school textbooks say that the Sui Dynasty played a connecting role in politics, economy and culture, it is easy for students to form a simple mindset. If ideas are really like textbooks, it can be said that research has obviously lost its value. However, it is meaningful to look at this "connecting the preceding with the following" only from a certain angle of politics, economy and culture. Avoid the phenomenon of "all-round attack, all empty". Of course, we should also prevent the other extreme. The entry point is too small. For example, if we choose literature in culture, or even the development of poetry in a certain aspect of literature, we can see the "connecting the past with the future" of the Sui Dynasty. This is too difficult for middle school students. After all, literary literacy is a problem, and data collection is difficult. There are contradictions in this way: the breakthrough point is large, which easily leads to generalities; The starting point is too small to collect data, and students can't master it themselves. Teachers need to help students choose according to their specific situations and topics.

Operational feasibility principle

When choosing a topic, the questions guided by the research topic must adapt to the students' cognitive level, and leave the deep-seated questions explored by college students and even graduate students intact to middle school students, which makes them flinch and turn off their appetite. In order to pursue "high, refined and innovative" unilaterally, teachers ignore students' personal experience and the relationship between experience and discipline. The topic chosen by the teacher may be realistic, reflecting the characteristics of the times and novel, but the students are not interested. Whether the relevant information is easy to find and the level of theoretical research are all important factors that affect the smooth progress of the research project.

Principle of students' subjectivity

The operation subject of research-based learning project is students. The teacher is only a guiding role. Conflicts between teachers and students are inevitable due to differences in knowledge structure, life experience and cultural background in research, especially in topic selection. At this time, teachers should respect students' choices, trust students and let them do it boldly. Because students are the main body of the operation. The excessive participation of teachers will inevitably lead to the passive attitude of students. Often out of trust in the teacher, I dare not cross the line, and the research topic has completely changed its taste. Teachers become the subject of research and students become the tools to collect information, which fundamentally violates the purpose of research-based learning. Cultivating students' creativity should be really implemented in the process, not a slogan.

In short, the research topic of history can not be separated from the guidance of teachers, and this guidance must be scientific. Only in this way can students gain experience that they can't get in class, learn research methods such as investigation and field investigation, cultivate students' innovative spirit, and finally reach the historical realm of "reading thousands of books and taking the Wan Li road".

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Colonial and semi-feudal society. At the same time, it disintegrated China's self-sufficient feudal economy, interrupted China's independent and slow development of capitalism, and China was gradually involved in the world capitalist market, becoming the commodity dumping market and raw material supply place of capitalist countries.

(3) What is the purpose of the Westernization Movement? What does the result show? The student replied: The Westernization Movement appeared in the process of the Qing government suppressing the Taiping Heavenly Kingdom and dealing with foreign invaders, and advocated the use of advanced western technology to safeguard the rule of the Qing Dynasty. The result failed to make China rich and strong, as evidenced by 1894- 1895 China's defeat in the Sino-Japanese War of 1895. However, it introduced advanced western production technology, trained a group of modern scientific and technological personnel and skilled workers, and objectively stimulated the development of capitalism in China.

(4) When did capitalism rise in China? What happened? Student answer: After the Opium War, stimulated by the rise of foreign enterprises in trading ports and the introduction of advanced western technology by the Westernization Movement, some bureaucrats, landlords and businessmen in China set up industrial enterprises with modern capitalist production methods in coastal areas in the 1960s and 1970s. With the emergence of modern industry, China's national bourgeoisie came into being. Through guidance, students answered the basic historical knowledge and basic viewpoints involved in the question comprehensively and completely. On this basis, guide students to:

From these levels, students are guided to think, analyze and summarize according to historical facts and form correct conclusions. Their judgment, imagination and thinking ability have all been developed.