Introducing Literature Into History: The Application Of The Strategy Of Integrating Literature And History In Teaching 7th Grade History

The integration of literature and history teaching strategy refers to the introduction of literary works into history teaching,giving full play to the historical value of literary works,screening materials suitable for history teaching in literary works,and using them to build a history teaching context,set up a teaching atmosphere,stimulate students’ interest in history learning,exercise students’ historical dialectical thinking,and achieve the purpose of assisting history teaching.There are at least three ways in which the integration of literary and historical teaching strategies can be rationally applied to the teaching of Year 7 history.First,using literature to create a history teaching context helps students to develop a sense of immersion and thus stimulates their interest in learning history.Secondly,using literature as a supplementary historical source for Year 7 history teaching helps students to understand historical events in a holistic manner and enhances their ability to substantiate historical information.Thirdly,by introducing literary works full of patriotic sentiments into Year 7 history teaching,teachers can enable students to perceive the heroism of historical figures and thus cultivate their nationalistic qualities.It is feasible to apply the strategy of integrating literature and history to seventh grade history teaching.Firstly,the teaching strategy of integrating literature and history is in line with constructivist learning theory.The use of literary works to create historical teaching contexts helps students actively construct new knowledge,responding to the inherent requirements of constructivist learning theory.Secondly,the integrated teaching strategy of literature and history echoes the meaningful learning theory of Ausubel.The strategy of integrating literature and history teaching focuses on students’ original cognitive structure,selecting literary works that students are familiar with and can understand in history teaching,enabling students to actively connect new knowledge with old knowledge in their minds,thereby achieving meaningful learning.When using the strategy of integrating literature and history in history teaching,attention should be paid to the principles of subjectivity,effectiveness,and moderation.The so-called principle of subjectivity refers to the implementation of students’ subjectivity in the process of history teaching.The principle of effectiveness refers to the effective achievement of teaching objectives through historical teaching activities.The principle of moderation refers to the need for moderation in the interpretation and citation of literary works during classroom teaching.The application of literature and history integration strategies in the Year 7 history classroom is mainly manifested in the following three teaching sessions: in the introduction session,most commonly in poems and stories;in the new lesson teaching session,which is applicable to linking historical knowledge and explaining key contents;and in the postlesson homework,which enhances students’ literary and historical literacy through reading literary works.Based on the characteristics of the first classroom and the second activity classroom of Year 7 history,the thesis designs three teaching cases,namely The Politics of the Northern Song Dynasty,The Economic Development of the Song Dynasty and Appreciating Literature and Feeling the Charm of History,to demonstrate the concrete application of the strategy of integrating literature and history in the teaching of Year 7 history.