Research On The Application Of Historical Knowledge In The Teaching Of Moral Education In Junior High School

Nowadays,curriculum reform pays more and more attention to the linkage and integration of various disciplines.Curriculum integration is a new round of basic education curriculum reform characteristics and one of the focus problems of today's world curriculum reform.Compulsory education ideological and moral curriculum standards emphasize that ideological and moral courses need to strengthen the organic connection and financing with other courses,forming educational resultant force.As we all know,“History and politic belong to a family”.Political discipline and the discipline of history have a natural close contact.Therefore,this thesis tries to integrate political science and history disciplines to form a joint force of education.This thesis studies the current ideological and moral textbooks published by People's Education Publishing House.It analyzes domestic and foreign states and explores ideology and morality teaching from the history perspective by combining appropriate examples.Applying historical knowledge to ideology and morality teaching contributes to helping students to understand the subject well,stimulate their interest to study,develop patriotism and cultivate rational thought.It can also contribute to help teachers to improve teaching efficiency.The characteristics of historical knowledge in textbook are comparatively even distribution,various display,moderate difficulty etc.Nowadays,ideology and morality teaching by applying historical knowledge has many problems including insufficiency connection between historical knowledge and teaching target,not adding or deleting historical knowledge,exsiting great developing room in numbers and ways of applying it.After analyzing characteristics of historical knowledge and problems in using it,the thesis puts forward some teaching strategies,such as revising historical materials based on teaching target,playing a role of historical persons,explaining by eliciting historical allusions,understanding principle by using historical events and conveying emotions by knowing history and culture,focusing the balance of quality and quantity of history knowledge etc.