Application And Investigation Of Ecological History View In High School History Teaching

The construction of ecological civilization has been first promoted to the same level as four constructions of economy, politics, culture and society by the18th National Congress of the Communist Party of China, ranked as one of the "five-in-one" overall arrangements for building socialism with Chinese characteristics. This further reminds us that in front of the serious ecological environment problems now, we need to reflect and take effective measures. As the bridge of harmonizing between the Ancient and the Present, history can make people better to review the past, sum up lessons. In High School History Teaching, Ecological History View has come into the view of history education workers as a kind of new history and new vision. Now how is Ecological History View applied in High School History Teaching? What issues exist? How to strengthen the infiltration of Ecological History View in High School History Teaching, and with this to cultivate the students’ ecological consciousness and multi-angle thinking of history? These are the questions what author is concentrating on.Through the method of literature research, this paper provides theoretical basis to carry out this subject by combing the results of informed research in the fields of history and High School History Teaching; Through the methods of detailed questionnaire investigation and interview, taking Fuzhou Community as an example, this paper concludes the questions and reasons of Ecological History View in High School History Teaching based on data arranging and deep analysis. Aiming at the questions which exist presently, making use of the theory of pedagogy and the relevant knowledge of the history teaching theory, according to authors’ education practice in Fuzhou No.3Middle School, some relatively effective countermeasures are put forward. The author hopes that this paper can provide useful data for the related research on Ecological History View in the history field, as well as references and constructive suggestions for the front-line history teachers’ teaching in high school.