High Economic History Textbook Version Comparison And Use Project Proposals

Since2004，the new curriculum reform, high school history changed the past”aclass" teaching mode, form the "one more” in the form of various areas according tolocal conditions to choose different teaching materials. In the organization of theteaching material content arrangement, change the previous style in the long-termuse of general history, divided into compulsory and elective form two differentprojects. This new layout style, presents the new framework and the combination ofknowledge, focusing on different learning project, discussed in the history of thedevelopment and changes in every field. How to do a good job in economic historyproject teaching require history teachers to think deeply about the problem. But inactual teaching, economic history and there is a considerable difficulty makes somestudents entered the projects section of economic history study interest is not high.Therefore, explore the effective teaching high school history project is not only theneed of teacher’s teaching, but also can stimulate students’ interest in learning,improve learning efficiency.This article mainly is divided into four parts. Among them, the first part isintroduction. Included in this paper, the research origin, research status, innovationsand shortcomings. The second part is the version teaching material project Settingsand content organization. One for each version of teaching materials in the teachingmaterial content setting, knowledge selection, basic concepts and historicalinterpretation summarized four aspects has carried on the comparison and analysis,in order to found the version teaching material have distinguishing feature each.Appeared in the textbooks by artificial segmentation complete historical events,historical development sequence disrupted，knowledge of the jumping and fault.How to integrate teaching content to this part is mainly discuss the problem. Thefourth part is a case study of the high school history teaching.By means ofexpressing ideas the text selection of knowledge point, the text auxiliary systemcomparison, set homework problems from three aspects of comparative analysis tothis lesson the new integration of teaching content, hope can provide reference forfirst-line teachers’ teaching activities.