| Teaching of historical sources has become the trend of twenty-first century's history teaching. The meaning of teaching of historical sources lies in that students will make well use of historical resources, get to know distinguish the related evidence, be encouraged to analyze the sources, learn to reason the sources, illustrate and support their own ideas. By doing these, student can find problems form the sources, solve them, know the substance of history and how to cultivate the creative and critical thinking of students.The passage, which is based on the research towards theory and practice of the historical resource teaching, and the problems found in middle school teaching, discuss and explore it in the aspects of the teaching principles and strategies also the necessity of historical materials teaching in school. The passage makes a conclusion by combining with specific teaching cases of the excellent experience on historical teaching. Finally, the paper recollect the problems of historical teaching, and puts forward related suggestions on how to solve the historical teaching problems and how to The article combine history source teaching's dealing and experience's discover to discuss the main idea divided into four part aiming to talk about history source teaching problems appeared.First chapter, the necessity of history resource teaching. The discussion includes four aspects:what is history? Public education's requirement, new course reform's requirement and history teaching's idea in high school realize the necessity of history material teaching in their mindsSecond chapter, relative rule in choosing history material and strategy in carrying out history material teaching .this chapter also includes four aspects:the correct and reality of history material ,the rule of serving for teaching aim in choosing history material ,the rule of being fit to student's recognition in choosing history material ,multilateral sources of history material .in addition, the chapter discusses how to carry out in source teaching .the strategy varies such as communicative study on the ground of question by way of source teaching, or do teaching by real experiment, taking role in history ,writing essays and surveys on society .former ways are possible, which are quite used widely.Third chapter, analyze on examples in history teaching. We make conclusions on excellent experience according to excellent history teaching. Three advantages exsit in example:first, mediate class atmosphere by seeking details in history teaching. Second, foster students'history consciousness by multilateral history teaching forming history reality. Second, bring up students'history thinking ability by way of history teaching and questions.Fourth chapter, review on history teaching, it mainly reviews on the problems and real condition in history teaching. For instance, noting sources in choosing history teaching, viewing "fausle person" and "man_made history resource" and enhancing participating of student in history teaching. We'd better take relative suggestions on how to build courses resources in order to improve conditions of history resources teaching.Teaching of historical sources is a systematic project in which teachers need to change teaching ideas and views on the course, reinforce the educational theories, learn the latest information and play a dominant role. Through the guidance of teachers, students ought to learn historical knowledge, actively collect and analyze the sources and form their own view upon history. In addition, governments should increase the proportion of the sources in the textbooks, invest more in the course of history, change the stereotyped mode of assessment and support the teaching of historical sources. In general, we should take the advantage of the opportunity, learn the experiences domestically and internationally and make it a tool for history teaching. |
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