The Application Of Historical Comparison Method In The Teaching Of High School Economic History

At the end of the 19th century and the beginning of the 20th century, there was a combination of comparative research in the field of history--comparative history. In comparative history,historical comparative law is a systematic and scientific research method, which compares the historical things under different time and space conditions, analyzes its similarities and differences,in order to explore the general laws of historical things and special laws. Historians have used historical comparative law to explore historiography, broaden their academic horizons, and make history research great. Such as historical research in general, high school history of economic history also contains a large number of comparable knowledge content, historical curriculum standards also clearly put forward comparative teaching requirements, on this basis, the comparative study of economic history provides a comparative thinking for the use of historical comparative law in the teaching of economic history. The above conditions make the historical comparison method in the high school history of the use of the feasibility of teaching.So what is the significance of the use of historical comparative law in the teaching of high school economic history?All the history of economic history courses are the most difficult courses in the three major historical compulsory modules of high school. Through the questionnaire survey,we can find that there are many difficult problems in the course of economic history. How to break through these learning bottlenecks becomes students and teachers of the common demands. The comparative methods of historical comparative law have their own advantages. Seeking the same and seeking different comparative methods are good at resolving economic concepts, analyzing economic characteristics.Vertical and horizontal comparative methods are better than collating economic clues and strengthening economic ties.Quantitative and qualitative comparative methods help to present the economic background, explore the nature of the economy, with these advantages can help students cope with learning difficulties. In order to ensure the validity, order and rationality of historical comparative law in the teaching of economic history, in the process of comparison, we should pay attention to determine the comparability between the comparison object, know how to use a variety of comparative methods or other teaching methods and forms,but also pay attention to the multi-angle comparison,purpose of teaching for comparison, So that the comparison has a clear direction and purpose.In particular, to four of these questions, for example, students often feel the concept of economic confusion, not easy to distinguish; economic history knowledge points trivial, scattered;the characteristics of economic affairs difficult to analyze and the causes of economic events difficult to analyze, how to break through these learning bottlenecks, has become a common aspiration of students and teachers. Teachers in the face of the above problems, the law can be used in the history of comparative law, targeted for these four issues put forward the corresponding comparative strategy. By reflecting on the history of the practice of the above teaching practice, we can see that the teacher-based comparison of people need to do a good job before the preparation, that is, to consolidate the economic history of professional disciplines, with historical comparative law basic theoretical literacy, with historical thinking ability, to provide the necessary knowledge of the theoretical basis and cognitive basis.