Research And Practical Application Of Character Selection In "World History" In Junior High School

History is an important humanities subject.Human is not only the subject but also the object of historical research.At the same time,the large proportion of historical figures in history textbooks also shows the importance of figures."Compulsory Education History Curriculum Standard(2011)" also attaches great importance to historical figures in "world history".World history and Chinese history together form the main learning content of history curriculum in middle schools.Learning world history not only helps students understand the historical process of different countries in different periods,but also helps to cultivate students' global vision.Through studying and analyzing the outstanding historical figures at all times and in all countries,students can learn from them the outstanding qualities of these figures,perfect their personality and gradually reach the goal of educating people,thus cultivating students' correct historical judgment thinking,correct morality and values.This article will compare the changes in the selection and compilation of world historical figures in the 2018 edition and the 2002 edition of history textbooks.In combination with the Compulsory Education History Curriculum Standard(2011)and the Full-time History Curriculum Standard(Experimental Draft),anlysis of the new era for the selection of world historical figures value orientation,judgment criteria and changes in student training.By analyzing the text of the textbook of world history figures,I e,this article will sort out the number,occurrence times,countries,identities,presentation methods and other aspects of some world history figures respectively,thus comparing the similarities and differences between the two editions of the textbook.There are many similarities between the unified edition textbook and the 2002 edition textbook,especially in the aspect of important historical figures.The main characters are also presented in words and pictures.By comparing the differences,the unified textbook also presents its own outstanding characteristics.After analyzing the text in the first and second chapters to find out the similarities and differences between the historical figures in the 2002 edition and the unified edition of textbooks,In order to make the text analysis and theoretical description too vague,the author combines the conclusion drawn from the comparison of the first two parts with the unified edition textbook to carry out teaching design,which makes the theory into practice and more feasible.The author's practical application in the third chapter of teaching design combines two teaching cases and analyses,namely,the teaching design taking "Constitutional Monarchy of Lesson 17" as an example,the teaching design taking "Ancient Japan of Lesson 11" as an example,and the teaching activities taking Dante's "Divine Comedy" as an example,so as to achieve a reference for teachers to grasp the understanding of curriculum objectives and provide certain reference value for teachers' teaching.