Research On Aesthetic Materials Of High School History Textbook

The aesthetic education of history is also called the aesthetic education in historyteaching, which means that teachers (including historians, history teacher, others engagedin historical research) influence students use aesthetic medium (the historical medium)across the time and space according to certain aesthetic consciousness of times. Theaesthetic education of history could cultivate students’ taste, shape characters, promotededicatees’ psychological structure to perfect, and cultivate students to be persons withabilities of understanding, evaluating, and creating beauty. Specifically, the aestheticeducation of history is a kind of emotion education, interest education and personalityeducation, with rational guidance. There are a lot of beauties in human history, includingsocial beauty, figure beauty, natural beauty, artistic beauty, and so on. Historical materialsrecording beauty are voluminous; as the basic medium, history textbooks contain a largenumber of aesthetic materials. According to present form and function, aesthetic materialsof senior high school history textbooks can be classified into three categories: aestheticmaterials of emotion, aesthetic material of personality, aesthetic materials of art.Characteristics of these aesthetic materials are rich, multi-level, interactive permeability,inspiration and others, which determines its complexity. Teachers should make full use ofthe aesthetic history material to educate students. In the aspect of knowledge, teachersshould interact with the deep expertise, the aesthetic knowledge, pedagogy knowledge andpsychology; in terms of ability, teachers should have a good command of pedagogical tactand the advanced teaching means, should have poorer expressive language skills. whenteachers teaching with these aesthetic materials of history, they should pay attention tosupplement relevant materials which could make aesthetic materials flesh-and-blood andpersuasive; teachers should pay attention to situational teaching, focusing on the student’sself experience; teachers should attach importance to the integration of the aestheticmaterials of history and the students’ autonomy, initiative, creativity; teachers should be ondemand in a timely manner; the last but not least, teachers must think highly of the cultivation of students’ historical thinking.