The Use Of High School History Concept Teaching

The concept of history is the most essential understanding of historical events, historical phenomena and historical figures, including the explanation of the causes of various historical problems, and the generalization of the essential features of the same kind of historical problems.Concept teaching, together with historical teaching and situational teaching, has become one of the three hot spots in history teaching research. The use of historical concept teaching can effectively foster the students' academic accomplishment in history. In the history teaching of high school, especially in the period of senior three, there are a lot of historical concepts that require students to understand it in a timely and comprehensive manner. This is a task for senior high school teachers to carry out the teaching of historical concepts, and also offers opportunities.Proceeding from the teaching practice, this paper discusses the application of the teaching of historical concept in the history teaching of senior three. This paper begins with statistics on the existence of historical concepts in the examination notes in 2016 and the amount of presentation in the college entrance examination papers. Then, this paper attempts to classify historical concepts.On the basis of previous experience, according to the different attributes, the concept of history is divided into two categories: historical concepts and historical concepts. According to the characteristics of historical content, and further subdivided into historical figures, historical events,historical system (Policy), the history and theory of history in six categories. Finally, this paper attempts to seek different teaching strategies according to different categories of historical concepts. In the history of the concept, history and theory about historical figures, this paper adopts the form of carding method, file method, graphic teaching method and the method of history; historical events using the element method, time axis method, with the concept of history centered teaching method and teaching method; As for historical phenomena, the method of "two division" and "class analysis" are adopted; system (Policy) using a dynamic knowledge network method, concept based inquiry method and curve method; on the history of object adopts the chart method and stage division method, history hook line method. In the history of the concept, history and theory about historical figures, this paper adopts a comparative method; on the historical phenomenon by map method, kernel element method; on the historical system (Policy) using the index decomposition method, song memory method.