| The cultivation and improvement of textbook analysis ability is a problem that history teachers must face on the road of growth,and an important way for history teachers to realize their professional development.High school history teachers’ textbook analysis ability is that on the basis of interpreting the history curriculum standards,high school history teachers use a variety of methods and ways to analyze the role,status and content of history textbooks from multiple perspectives and levels according to the logical order from the whole to the part or from the part to the whole,so as to find the gap between the textbook content and the curriculum standards,and analyze the textbooks according to the academic situation The ability of reasonable adjustment,supplement and development.With the advent of a new round of history curriculum reform and the use of unified high school history textbooks,the majority of high school history teachers are facing the problems of large capacity,more knowledge points,more concepts,large span and strong theoretical.It is urgent to further improve their textbook analysis ability to cope with these changes.It is of great significance for senior high school history teachers to further improve their textbook analysis ability: in theory,to contribute to the research of the unified history textbook,to build a more complete theoretical system of history education,so as to better serve the history teaching and the development of the history discipline;in practice,senior high school history teachers analyze the history textbook and deeply understand the compiling ideas and teaching methods of the editors The logical structure of the material,guiding its specific history teaching practice,is conducive to grasp the teaching direction,determine the teaching objectives in line with the learning situation and the curriculum standards,break through the key points and difficulties of teaching,and achieve targeted in practice.Firstly,this paper explains the concept and connotation of high school history teachers’ textbook analysis ability.Based on Teachers’ lifelong development theory,constructivism teaching theory and deep teaching theory,this paper discusses the necessity and feasibility of improving high school history teachers’ textbook analysis ability.Secondly,through literature,questionnaire survey,interview,case analysis and other methods,combined with the analysis of the front line Based on the questionnaire survey and interview of high school history teachers,this paper finds out the theoretical,ideological and practical problems existing in the textbook analysis ability of high school history teachers,and analyzes the relevant reasons.Finally,on the basis of analyzing the problems and exploring the reasons,this paper takes the unified compilation of high school history textbook "outline of Chinese and foreign history" as an example,and analyzes the textbook in combination with specific class hours and units From three aspects of theory,thought and practice,this paper puts forward the corresponding strategies to improve the teaching material analysis ability of high school history teachers. |
