The Study Of XuZeling's History Educational Thought

Xu Zeling is a noted historian and educator in the period of the Republic of China.He devoted himself to the study of educational history and history teaching,beyond that,Mr.Xu had contributed to the course of history education modernization in China,forming abundant thoughts on historical education.In this text,gathering fully historical documents and other works about Xu Zeling and discussing the history education thinking of Mr.Xu.This text is made up of introduction?establishment and connotation about history educational thinking of Xu?Zeling?trait and enlightenment.The main content is as follows.Part one of this article elaborates origin about selecting the topic and frame design from general situation of history education modernization in the republic of China in late Qing dynasty and the cause of Xu Zeling's thought selection and understanding professionally in history course and teaching theory,introducing the research thought,research methods,innovation and insufficient in this paper combining with the thought research of Xu Zeling.The second part to start from the Xu Zeling's history for education purposes view,curriculum,teaching view of the three levels.History for educational purposes view is made up of Community-based,Nation-based and World-based;History of curriculum discusses the ins and outs of?High school public compulsory cultural history outline?,textbook edit principle and row times method and foreign history of education?The Soviet Union history of education and Han dynasty history of education;History of education teaching view studies history of teaching methods from imagination?textbook selection?teaching equipment?teaching psychological and teaching of history and geography,introducing partly the methods of reading books and history of measurement.The third part,the one hand summarizing further the characteristics of his history education thought:the strong brand of western teaching thought?combination of evolution of thought and history of education?the value pursuit of the state education and cosmopolitan?history teaching under the progressivism?improving cares for reality in the study of history and"vivid" historical education and so on;the other hand,revealing the inspiration of today's history education from his history educational thought:alerting narrow nationalism?enhancing realistic care from studying history?considering the reality in the process of history of course reform?combining with historical teaching and psychology,last but not least,being a thinking research-based history teacher.