High School History The Old And New Teaching Materials Contrast

The high school history new teaching material use has graduallystraightened out, in recent years has become the national educationcurriculum about the new teaching material reform to reform the focalpoint, receives the widespread attention in our country. As a Chinesehistory education big turning point, the high school history teachingmaterial reform has led the historical teaching way reform and theinnovation, is being deep affects Chinese the education reform. Then,which good and bad points the high school history new teachingmaterial does have? Whether it did comply with the historicaldevelopment tidal current? Whether suits the present education system?How does it implement in the historical teaching experiment? Willbecome this topic analysis and the research key point. The full text including the foreword, the main text and the appendix,the main text includes five major parts.Foreword: Briefly elaborated the high school history teaching materialreforms the importance, showed the new teaching material exists thedispute, expounds this article research mentality.First part: First has carried on the clear concept limits to theteaching material, next has listed the present use high school historynew teaching material 4 different editions, then explicitly pointedout this article research institute uses new teaching material and oldteaching material.Second part: Pointed out through the history and the reality that, theknowledge economy time arrival, had decided the science and technologyis the first productive forces, set a higher request under the newtime background to the talented person. Because the historical factorand the old knowledge view restriction, the old education systemexistence malpractice has not been able to satisfy to the newtalented person's raise, the college entrance examination systemcomplied with the trend of the times the change has been doomed theold teaching material by the time elimination destiny.Third part: Through carefully examines to the new teaching materialrationality, to was new, old teaching material anew curriculumstandard and high school history program of instruction, new teachingmaterial and in the old teaching material compilation style and theconcrete content has carried on the comparison, pointed out the newteaching material has manifested the historical curriculumomni-directional innovation mentality: The curriculum goal furtherdevelops, the curriculum goal and the concrete study content unifiesthe guidance, the curriculum content structure innovation which, theattenion teaching way transforms. Through the teaching practicepointed out the new teaching material causes the teaching activitynimbly, the humanities, the diversification, makes the person to feelthe informer one new, but simultaneously also has the individual placeto divorced from reality, is difficult numerous. Increased the teacherto prepare a lesson the difficulty, in the certain degree wasdisadvantageous to student's grasping.Fourth part: Mainly elaborated the popular tendency which theinternational class changes, the prominent our country teachingmaterial reforms tendency, characteristic and its change. The exampleelaborated has been new, the old teaching material difference.Reappears the teacher by the real questionnaire survey in the newteaching material use process the personal feeling and the experience.Obtains the overwhelming majority teacher through the analysisreorganization is supports this class to change, thought the newteaching material conforms to the contemporary tidal current andstudent's interest.Fifth part: Has carried on the system summary to the new teachingmaterial merit and the existence question. Thought this teachingmaterial pays great attention to, the creativity humanist bold lively,plentifully causes the character image to be vivid, simultaneously has led the historical teaching way reform and theinnovation. On the other hand the new teaching material also has manyproblems, for example in junior middle school history and highschool's span too big, created the student knowledge to come apart,the necessary practice too little is unable the knowledge which causedthe student to learn to obtain further consolidated, aggravated theburden, the education pattern which the teacher prepared a lesson toattend class still obsolete as well as the idea transformation isinsufficient, all was the question which the new class changedurgently awaits to be solved.