A Comparative Study Of Exercises After Class Between 2007 And 2019 High School History Textbooks Published By PEP

With the formulation of the History Curriculum Standards for Ordinary Senior High Schools(2017),the history textbooks of the 2019 edition(Outline of Chinese and Foreign History)compiled according to the new curriculum standards have made great adjustments in the course arrangement and text content,especially in the design of the auxiliary system for texts,which has become diverse and novel.Therefore,it is very necessary to study the auxiliary system of text in history textbooks.The new textbook exercises after class(" explore and expand ")is set by the course target,teaching history in the process of history teaching is consolidate our historical knowledge,stimulate interest in learning,develop students' innovative thinking and history and cultivate students' home countries feelings,and other functions,is indispensable in the process of teaching history teaching materials.In the course of the evolution of high school history textbooks,the study of textbook exercises started earlier and the research results were more fruitful.The comparative study of textbook exercises started late.However,the existing research results on the new edition of high school history textbooks after class exercises is still a new problem.From the types of exercises,questions,column Settings,content focus,training objectives and teachers' professional qualities of the 2007 and 2019 editions of the history textbooks,the comparison found that the design intention of exercises also fully highlights the requirements of the History Curriculum Standards for Ordinary Senior High Schools(2017).The type of exercises after class in the new textbook changes from knowledge-oriented to thought-oriented,and the combination of in-class learning and extra-curricular expansion is closer.The text,pictures and other historical materials in the exercises after class are significantly increased.The question language of the exercises after class is more refined,and the way of questioning is more diverse(knowledge consolidation,material analysis,self-viewpoint,investigation and data collection).The after-class exercises column is designed in a more adequate form,with more emphasis on the selection of historical materials and a more comprehensive understanding of historical events.The content of exercises after class lays more emphasis on students' ability to summarize and analyze historical materials;The exercises after class have more detailed requirements on students' training objectives,and put forward the training objectives of five core qualities.The exercises after class not only pay attention to students' independent learning ability,but also advocate students' cooperative exploration ability.These changes not only raise the requirements for students,but also bring some challenges to teachers.Therefore,teachers should adopt different methods according to different types of exercises to guide students to improve their learning styles.Make full use of consolidation exercises to enhance students' basic knowledge of history,so as to lay a solid foundation for students to internalize historical knowledge into ability,form correct values and lifelong learning and thinking habits.Reasonable use of exploratory,expanding exercises to enhance students' historical thinking ability,so that students can use such exercises to improve the ability to analyze and solve problems.Emphasizing the feelings of home and country contained in the exercises after class,creating a relatively loose and democratic classroom atmosphere,giving students a platform for self-display.In this relatively relaxed and happy atmosphere,the emotional communication has also been sublimated.