The Application Of The Concept Of Macro-history In Middle School History Teaching

Huang Renyu’s macro-history view on the history of "why is it"-- why history will develop so far. Negation of moral interpretation of everything, but through the comparison between Chinese and western, get the inclusion. Macro-history provides us a way to think about history. Some of the methods in middle school history teaching can also be promoted, it is conducive to the development of students’ historical thinking ability. Therefore, mastering the historical view, apply it to history teaching in middle school is a way to guide students to think.This paper to Mr. Huang Renyu’s several representative as a basis, Through reading and comparison, it summarizes the specific methods of history, combined with the knowledge of educational psychology, and analyzes its theoretical basis, in order to help teachers to help and inspire.This paper is divided into three parts, the first part, the concept of history and the new curriculum standards of the common. The second part, put forward the specific application strategy of the concept of history. Integration, induction, extraction of the"big historical view" of the history of the main methods, and combined with educational psychology knowledge, analysis of this approach to the classroom, the students will be the feedback and psychological. The third part, under the guidance of the author, from the historical view, design of two teaching cases, Hebei first edition of "separation of the three countries" lesson, Yuelu version of the May 4th Patriotic Movement "a lesson, I hope through the two teaching design, will be helpful for you to form of the historical concept in middle school history teaching in the application of the overall perception.