Discipline Interation In History Teaching And The Training Of The Students' Comprehensive Abilities

In the 21 century there are plenty of opportunities for development in the human society, hence the ever-increasing need for people's own qualities. To some degree, there is a gap between the requirement for cultivating the talented persons needed in the 21st century and the present standard of the history education at school. On the other hand, the former exam-oriented education has greatly hindered the development of the students' comprehensive abilities. Based on lots of teaching practices and experiments, this thesis is therefore an attempt to make a study of the following topics: how can history teaching in senior middle schools, with the help of discipline interaction, train the students' comprehensive abilities of analyzing and solving problems as well as improve their individual qualities so as to meet the need for the development of modern society.The study of the topic mentioned above was made between Feb, 2002 and June, 2003. The procedures are as follows: Firstly, divide the art-oriented classes into two groups-"eagle" class and "crow" class. Secondly, try teaching the students' of "eagle" class by discipline interacting within one year. During that year, do quantitative and qualitative analyses of this teaching methodology through questionnaires, tests, examinations, observing the students' behavior, analyzing their achievements etc. Finally, draw a relatively scientific conclusion, that is, in order to train the students' comprehensive abilities in art, it's more beneficial to practise discipline interaction in history teaching.Through the study of the theories concerned, Part I analyzes that discipline interaction is in line with the trends in science and education development of modern society. The features of comprehensive examination as well as the compatibility of the history subject require history teachers to practise discipline interaction in the teaching processes. The analyses of different types of discipline interaction and the practice of them are presented in Part II. Then, the focus of Part III is upon the analyses of the existing links in history teaching which don't conform to the need for training the students' comprehensive abilities. The discussion on the measures that should be taken is also involved in this part. In short, during the course of history teaching, discipline interaction has a beneficial effect on training the students' comprehensive abilities of analyzing and solving problems.