Bridge The Past And The Future,Re-establish The System

If the thing that History Teaching started publication in1951seen as our high school history education research's expansion, this area has gone through one cycle. In the cycle, the1980s was very important and special time.High school history education research often limited to the specific content and methods' analysis of the teaching of history from1950s to1970s. This phenomenon has changed in the1980s. Most importantly, the theoretical system of high school history education has initially established.High school history education research in the1980s has been achieved, was inseparable from the background. The1980s was a passionate era:various trends emerged in endlessl, and national policy often changed. In general, the change of basic education environment, the introduction of foreign educational theory, as well as the difficulties of teaching practice were three main external factors affecting the research.The proposal of "Three Faces" and the implementation of educational reform were represented the change of basic education environment. It was the premise of the research to break new ground. In addition, the history education practitioners improved the reference ability in the process of introduction of foreign educational experience. However, the domestic history education has not been easy. History teaching was difficult, and textbook reform was urgently needed. But from another point of view, it can be said practice difficulties inspired academics to find the solution.All these affect the academic research toward. History education practitioners in the1980s seized the opportunities of the era.They focused on the education goal research, education function research, teaching methods research, and other territories. These studies provide bricks for the construction of history education system.First, the1980s began to use the "Three Tasks" as a new target concept statement. Scholars' understanding of the objectives of history teaching was gradually in-depth. The starting point of change was the "Double Base" discussion. Capacity-building study was the breach. Finally, the "Three Tasks" was proposed. On the other hand, society and academia have been tortured the value of history education issues. The patriotic education that undertook from of the '50s and '60s obviously could not fully cover the function of history education in the new situation. Quickly, moral, aesthetic, emotional education and many other topics have been proposed to expand the study of the social function of history education.The wave of education reform surged in the late1980s. Most prominent in the history education academic were hundreds of teaching methods. These teaching methods focus on the different angles, but the trend from injection turned to heuristic could be seen.In addition, the three new research projects (standardized test and measurement, textbook reform, and comparative history education) filled gaps, and then became the essential part of the new disciplinary system.1980s was the beginning of a new era after the Cultural Revolution plagues. Now the vast majority of high school history education research topics were budded in the1980s. It was a transition that linked between past and laid the foundation of the new era.