| The history curriculum reform in senior schools has arrived as the nation-wide curriculum reform coming. Facing with all these new curricula, lots of history teachers are caught on the wrong foot and seems at sea. This phenomenon is normal because the structure and characteristics of the knowledge in new curriculum reform, as well as the doctrine of education, are not handled essentially.At the background of new curriculum reform, the history teachers in senior school should apprehend the structure, style and emphasis of the new curriculum on the basis of understanding the purpose and meaning of the curriculum reform. They should realize the characteristics and intentions of the new course comparing with the old one, and find its scientificalness, rationality and effectiveness in the society; they should give up the old ideas of education and teaching firmly, and accept the modern education notion which is more advanced and scientific, as well as absorb the new knowledge related to the subject they teach; they should enhance their own quality in order to have more personal charms when they teach the new curricula. This thesis analyzes the pluralism of the main characteristics of the new curriculum, its renovation in structure, and its effectiveness in content. It also elaborates the idea change of the teachers toward education and teaching. At the same time, I give my own understanding of the role change of the teachers, and make a comparatively comprehensive analysis toward the enhancement of teachers'quality.This thesis is on the foundation of how the history teachers in senior schools deal with the new curriculum reform and the practice of teaching, elaborating the problems of the traditional history teaching by analyzing the knowledge structure, characteristics and the doctrine of education and teaching of new curriculum. It expounds the new demands that the reform brought to the history teachers, and according to it, I also give them some advices and suggestions.
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