Research On The Application Of New Historic Paradigms In High School History Education

History education relies on academic knowledge of history, and it is closely linked with breakthroughs of historical research. Development and changes in historical research often reflect the politics, economic and cultural development and changes in this historical period. In the current historical research theory, civilization paradigm, modernization paradigm and the global history of paradigm–these three kinds of new paradigms in history having great influence, are widely accepted by historians. The surge of new historic paradigms reflects the current requirements to history education. Nowadays, the implementation of high school history curriculum is in the context of the present era. Meanwhile, it has appointed out that"High school history course must completely realize its educational function, and play an important role in improving the human qualities of modern citizens". At present, theories related to three kinds of new history paradigm had an important impact on all aspects of history education. Research on the practice of theories related to three kinds of new history paradigm in all levels of history education is significant in reaching the goal of the new curriculum and realizing the value of history education. It plays an important guiding significance in realizing the educational value of high school history curriculum in nowadays, and cultivating students'human qualities and citizenship.In the New Curriculum's request, the application of three new paradigms in history education attracts the attention of historical academic and is carried out relevant studies. However, from the view of research results, it fragmentally and macroscopic explores the practical use of the new paradigms in the history of education, which is lack of systematic and weak in maneuverability. With regard to majority of history teachers, they should not only know the important guiding significance of three kinds of new history paradigm in history education, but also learn how to use three kinds of new history paradigm to guide the practice of history education, such as how to use three new kinds of history paradigm in order to achieve the requirements of the new curriculum reform and achieve the value of history education.On the foundation of academic results, this paper talks about the application of three kinds of new history paradigm in high school history education by using related research methods such as literature method, investigational method and statistical method, from the perspectives of history textbooks, high school history teaching, college entrance examination proposition. In order to achieve the viability in operation, this paper integrates the use of three new history paradigms in historical education with specific examples, by giving a lot of examples at every level. From the compilation of history textbook, the paper sets two versions (PEP and Yuelu Edition) for example and discusses the application of new historic paradigm in awareness of structure and content of textbook and teaching materials; ,on the level of history teaching, the article points out that new historic paradigm can be implemented from these three aspects. Based on students'learning about relevant and respective concepts and theories of three new historic paradigms, History Teachers should integrate teaching content from paradigms of civilization, modernization and globalization, and build a new structure of historical knowledge.At the same time, teachers should guide students to integrated use three new history paradigms in explaining ideas, evaluating historical events and historical phenomena, understanding and evaluating historical figures. they also should guide students to study historical knowledge by the research way of three new history paradigms. From the point of college entrance examination proposition, the author draws inspiration and appropriate reviewing response by the methods of analyzing impacts and trends of three new historic paradigms to the recent college entrance examination.