Comparison Of Sino-US Common Method Of History Teaching In Secondary Schools

With the in-depth development of China's history curriculum reform in middle schools,the innovation of teaching methods has become the important link of the reform. And the important task of basic educational curriculum reform is that both the teaching methods and the teaching concepts should be improved fundamentally. Since the 1960s, America has accumulated much experience in the exploration of teaching methods. Meanwhile, China has been insisting on her traditional education traits on one hand and actively absorbing American history teaching methods on the other hand.Therefore, this paper starts from Sino-Us teaching practice, summing up and analyzing the teaching methods in China and American middle schools respectively, such as "history-researching", "role-playing", "history-narrating" and "discussion method" and does some comparison with regard to the teaching background and the teaching process. Furthermore, the paper probes into the differences and similarities between Chinese and American teaching methods on the basis of above exploration with the hope of benefitting China's history curriculum reform.This paper consists of five parts:Preface part mainly puts forward the problems to be solved by the paper and sums up the related research achievements at home and abroad, and then clarifies the basic clue of the present research.The second part focus on the comparison of China-American teaching methods'background of the implementation in terms of their traditional cultures, the history education targets and the theoretical basis with an attempt at founding out the differences between Chinese history teaching methods and American ones.The third part introduces the commonly used methods of history teaching in China and America and provides the corresponding typical examples respectively, such as America's "history-researching" and "role-playing" and China's " history-narrating " and "discussion method" so that the paper gets a methodological guidance from the above analysis. The fourth part, based on the analysis of the second and the third parts above, this article further explores the differences and similarities of history teaching methods in Chinese middle schools and in American ones from three aspects respectively, hoping that China will take American strengths in as it adheres to its traditional methods.The fifth part gives some suggestions on Chinese history teaching reform on the basis of the successful history teaching methods of American middle schools.