Composition And Development Of High School Students' Ability Of Comparative-historical Thinking

Comparative-historical method has been widely concerned by not only history researchers but also history educators in school. But the majority of history educators consider "Comparison" as a kind of knowledge-recognizing tool as confronting comparative-historical method "enter" the history teaching in class. Just at this time looking up those documents about comparative-historical teaching, the author thinks about the following themes: Which levels have the middle-school students grasped comparative-historical method at present? What kind of experience have they had in mentality during them applying their own comparative thinking? What is the attitude of history teachers in high school to foster their students' in ability of comparative-historical thinking?The author starts the study with the task named "Composition and Development of High School Students' Ability of Comparative-historical Thinking". First, the author places on the documents. Then, she works out a summary on the basis of these documents about this theme. All these work is just theoretically exploration to the comprehensions that are from the researchers and practitioners in the present history education. It's a pity that all of the paper published has not satisfactorily answered the question, which is what high school students' ability of comparative-historical thinking is. Consulting many related works, the author tries to construct "the Pattern on the Composition of High School Students' Ability of Comparative-historical Thinking", which is composed of the following four dimensions: cognition of comparative-historical method, distinction to comparability, selection for comparison direction and comprehension and emotional experience to result-compared.The author adopts questionnaire and interviewing method. From the range of simple that consists of high school students in classes in Zhejiang Province, she makes up a random sampling including 413 students surveyed. With the help of the statistical software SPSS 11.0, the author initially tests and verifies the correlation about the four dimensions on the ability of comparative-historical thinking. The author finds out that the students surveyed have already had some essential comparative-historical thinking, and that they have also understood a few principles of applying comparative-historical method. In addition, the author finds out that these students are comparatively short of distinction to comparability and of selection for comparative direction. The grade-higher surveyed are obviously superior to the grade-lower. The female students surveyed are slightly superior to the male. And each difference is apparent under the influence of the students' subjective initiative and historical concepts that the students have learned.How do they treat the relation between their students' ability of comparative-historical thinking and students' history learning? Is the history teachers' approbation identical with their teaching practice? The author has observed and...