A Strategic Study On The Use Of Historical Maps To Improve The Efficiency Of High School History Teaching

With the implementation and deepening of the new curriculum of senior high school history, historical maps have become an important part of all high school textbooks. The map text description and historical map display occupy a lot of space in the high school textbooks, whose importance is self-evident. The historical map itself with its dual value of history and map can not be replaced by any other teaching materials.The historical map can make historical events more intuitively, all-round understood by students, including the location of the event and the event after a specific and dynamic historical influence and so on. Through the analysis of historical maps, students are able to gain extract and effective information which is used to explain the phenomena of history, sum up the laws of history, and improve learning ability of students and the high school history teaching. The historical map is not only has a great significance to middle school history teaching but also appeared frequently in the entrance exams. All these require high school history teachers should pay attention to the rational use of historical maps in the teaching and improve the efficiency of history teaching through the historical map teaching.This paper discusses the use of historical map to improve the high school history teaching’s efficiency strategy on the historical map teaching research at home and abroad. It explains the cause of historical map of the topic, including the historical map of the research background, research status, research significance and research methods in the first part. In thesecond part, by means of questionnaires of students, it investigates attitudes to the historical map, using status of teachers in the classroom teaching, and analyzes the existing problems and causes. It also analyzes the value of the historical map in high school history teaching , and then puts forward using the method of historical maps to improve the efficiency of history teaching and provides typical case analysis in the third part. In the fourth part, using reflection again to point out the problems we should pay attention to in the course of using historical maps.The fifth part is the conclusion.