High School History And Historical Materials Teaching Research

With the deepening of new curriculum reform,senior high school history teaching is advocating the educational philosophy based on the core of students' most important accomplishment,by using the history teaching experiences in countries like Britain and the United States for reference,in order to change the traditional way of learning and teaching method.To grasp the concept in the history teaching,and encourage students' initiative,active exploration and creativity,the teaching of historical sources is a necessary step which also attracts great attention from history teaching researchers and history teachers.Historical sources enables history to present in a more realistic,specific and abundant way,and can break through the limitation of textbooks and the inherited concepts,which helps to stimulate students 'interest in studying,to enhance students' learning ability and to cultivate new way of historical thinking.At the same time,it can be beneficial to transform the role of teachers and promote the professional development of teachers.This paper combines the concepts and specific requirement of new curriculum reform,takes the example of the standard textbook titled Economic Growth in Volume 2of Yue Lu Version(required)and analyzes the historical sources in this textbook to emphasize the diversity of using historical sources and the value of different historical sources by learning and applying the template for American historical studies in a specific class case,breaking the original presenting mode in the textbook and fully integrating the present of historical sources,teachers' instructions and students' initiative.The difficulties and innovation of this article lies in breaking the original presenting way and emphasizing the value of historical sources in new way.In order to cultivate the core literacy of history,the new curriculumstandard has changed,requiring the modification of teaching practice accordingly.This article puts forwards corresponding viewpoints for the attainment of historical source verification which is a must in the core literacy of history and for fostering students to use historical data to view historical issues.And I hope this paper can have theoretical and practical implications for further research and concrete teaching practice.