Research On The Application Of Image Historical Materials In High School History Teaching

In the past 20 years,China’s basic education reform has been deepening,and the research and reform of high school history teaching are also deepening.According to the requirements of the times and combined with the actual situation of high school history education in China,five core qualities of history have been condensed,one of which is to emphasize the ability of students to use historical materials,and the teaching of historical materials has always been applied in high school history teaching It’s very popular.It is generally believed that the forms of historical materials used for historical research can be divided into four categories: words,images,objects and oral statements.For a long time,the research of history is mainly based on the written historical materials,with the physical historical materials and oral historical materials as the circumstantial evidence,but the use of the image historical materials is in the marginal zone.Recently,people pay more and more attention to the use of images in historical research,which enhances the status of image historical materials in middle school history teaching..However,there are still many problems in the actual application.This article takes "the application research of historical image materials in high school history teaching" as the topic,investigates the current situation of image historical materials teaching in ordinary high schools,summarizes and analyzes the problems existing in the application of historical image materials,and proposes corresponding application strategies.Provide some help to improve the current situation of high school image historical materials teaching.The main content of the article is as follows:In the introduction part,firstly,the reason for choosing this topic is explained from three points: the need of basic education curriculum reform in our country,the current situation of high school historical materials teaching and the individual cognitive level of high school students.In the second part,it briefly introduces the current research status of this topic in the academic circles at home and abroad.In the last part of the content,the research significance of this topic and some methods used in the research process are introduced.In the main body,the first chapter mainly redefines the concept of image historical data,and distinguishes the image historical data and its approximate concepts,and expounds the three characteristics of image historical data: intuitive image,rich information and many categories.The second chapter explains the important value of the image historical data in the study of history from three perspectives: narrating the history,verifying the written historical data and making up for the written historical data.Then it expounds the teaching value of the image historical materials from the following aspects: the application of the image historical materials in teaching can stimulate students’ interest,cultivate students’ aesthetic ability,preserve the core accomplishment of the history discipline,improve students’ historical cognitive ability,and the image historical materials are an important component of the history curriculum resources and an important carrier for evaluating students.The third chapter is a survey of the current situation of the application of historical image materials in high school history teaching.Through the statistics of teacher and student interviews and questionnaires,the problems existing in the application of historical image materials by teachers and students are analyzed.The fourth part of the content mainly proposes corresponding strategies based on the survey results,and provides strategies to improve the application rate and application effect of image historical data from the three levels of schools,teachers,and students.