| History education and history research are inseparable,and the results of history research will have an impact on the current history curriculum in senior high schools.At present,in the field of historical research,various historical research paradigms have profound research foundation and abundant research results,which will inevitably affect the history teaching of senior high school,so it is necessary to introduce the perspective of various historical research paradigms into the teaching.In addition,the trend of open communication in the current society is constantly strengthening,the concept of quality education is gradually rooted in the people's mind,and multi-angle view of problems has increasingly become a necessary thinking ability,and become the training goal to be achieved in the field of education.From the perspective of various historical research paradigms,students can form a diversified understanding of the historical development process and achieve the above goals.Therefore,we should use a variety of historical research paradigms to assist the teaching of high school history.Coincing with the comprehensive popularization and use of the new version of history textbook "Outline of Chinese and Foreign History",the author takes the new version of history textbook as the starting point to analyze the relevant contents of various historical research paradigms contained in it,combined with the methods and principles needed in practical teaching and relying on typical class examples to better put theory into practice.While giving play to the guiding role of historical materialism,students' thinking Angle is enriched through the introduction of various concepts of historical research paradigm,and relevant matters need to be paid attention to in the practice process.The paper carries out relevant research from the following parts:The introduction part explains the background of the topic,the significance of the research,the research status of Chinese and foreign historical views,the academic value and practical significance of the research,the research methods and innovations.Chapter one discusses the necessity of various historical research paradigms in high school history teaching.Since the reform and opening up,globalization,modernization,civilization and democratization have become the trend of The Times.The view of global history,modernization,civilization and social history have been popular in historical research.The change of the trend of The Times and the new trend of historical research require the practice of multiple historical research paradigms in senior high school history education.The demand of quality education and the change of curriculum make it necessary to apply various historical research paradigms to history teaching in senior high school.The second chapter expounds the principles and methods of various historical research paradigms applied in history teaching in senior high schools.The application of various historical research paradigms in high school history teaching should adhere to the principle of subjectivity,progressive principle and quantitative principle.Context creation should be used in teaching methods to enhance students' active participation in various historical research paradigms.Using the method of question inquiry step by step,explore the deep meaning of various historical research paradigms.The third chapter is to understand the status quo of the application of various historical research paradigms in history teaching in senior high schools through questionnaire survey and interview.The questionnaire data show that most students are interested in the teaching of multiple historical research paradigms,but lack of understanding of specific concepts.Teachers also have high expectations of using various historical research paradigms in teaching,but it is difficult to put them into practice in daily teaching.The analysis of the interview content shows that the students expect the course content to be combined with various historical research paradigms,but they are difficult to understand due to their insufficient knowledge level.Teachers believe that using various historical research paradigms in teaching can cultivate students' historical thinking,but due to their lack of personal level,it is difficult to combine the course content with various historical research paradigms,and they lack certain ability of classroom construction.The fourth chapter takes the concrete lesson example-"Outline of Chinese and Foreign history(ii)" unit 3 towards the whole world as an example to carry on the teaching design.The two lessons contained in this unit are closely related,so the analysis of students' learning situation,textbook content and teaching objectives is integrated.Then it focuses on the analysis of the teaching ideas,key points and difficulties and teaching methods of The Opening up of Global Navigation Route in Lesson 6 and the initial establishment of Global Connections and the Evolution of world Pattern in Lesson 7.In the teaching process,the course content is combined with a variety of historical research paradigms.The sixth lesson focuses on the global historical view,and the seventh lesson focuses on the civilization history view,modernization history view and social history view.Finally,the paper reviews and reflects on the combination of course content and various historical research paradigms.Chapter five illustrates the relevant issues that teachers should pay attention to in the application of various historical research paradigms.Firstly,we should pay attention to the dominant role of historical materialism on various historical research paradigms,and secondly,we should pay attention to the relationship between the teaching of historical materialism and the examination questions.Teachers need to improve their personal history accomplishment and curriculum construction ability,but they need to consider the actual situation of students and take their cognitive level as the basis for implementation. |
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