Research On Integrating The "Four Histories" Into The Teaching Of The Theoretical Course "Socialism With Chinese Characteristics" In High School

Since the 100th anniversary of the founding of the CPC,the "four history" education in ideological and political classes has been vigorously advocated.The "Four History" is a major historical content and an important teaching resource,and "Socialism with Chinese Characteristics" is an important ideological and political textbook,which is integrated with the content of the "Four History".Therefore,integrating the "four histories" into the theoretical course of "Socialism with Chinese Characteristics" in high school is an inevitable choice for ideological and political teaching.The integration of the "Four History" can not only enhance the political identity of high school students,but also help play the educational function of ideological and political courses.This paper adopts the literature research method,questionnaire survey method and experience summary method to carry out the teaching and research of the integration of the "four histories",aiming to optimize ideological and political teaching.The whole text is divided into four chapters: the first chapter,starting from the relevant theories of the integration of the "four histories" into the teaching of "Socialism with Chinese Characteristics" in high schools,clarifies the basic connotation of the "four histories" and "four histories" education,and sorts out the humanistic learning theory,the Marxist materialist view of history and Xi Jinping’s important exposition on the "four history" education to clarify the theoretical basis for the integration of the "four histories".Chapter 2: The importance and feasibility of integrating "Four History" into the teaching of the theoretical course "Socialism with Chinese Characteristics" in high schools,the importance is elaborated from three aspects: the core literacy goal of the subject,the function of cultivating morality in the curriculum,and the professional quality ability of teachers,and the feasibility is discussed from the three aspects of educational objectives,teaching content,and "four history" reserves.Chapter 3: The "Four History" is integrated into the current situation of the teaching of the theoretical course "Socialism with Chinese Characteristics" in high school.From the survey data,it can be concluded that the integration of "Four History" into teaching has achieved certain achievements,but there are still some problems: some schools do not pay enough attention to the "Four History" education,the "Four History" education is not clear in the teaching objectives,the degree of integration of the "Four History" and teaching content needs to be strengthened,and the cultural literacy of the "Four History" of some students is not high.The corresponding reasons are manifested in turn as the negative impact of the "score theory" of test-taking education,the lack of teachers’ understanding of the teaching objectives of the "Four History" education,the lack of teachers’ ability to choose and integrate the content of the "Four History",and the students’ awareness and interest in actively learning the "Four History" are still weak.Chapter 4,based on the above,investigates the teaching problems and causes,and focuses on the optimization countermeasures for integrating the "four histories" into the teaching of "Socialism with Chinese Characteristics" in high schools from the three aspects of teaching-related teachers,teaching and students.Teachers should further improve the teaching knowledge literacy and ability of the "Four History",involving the rich development of teaching awareness,educational content,teaching resources and teaching ability related to the "Four History";In terms of teaching,more emphasis should be placed on the teaching of "Socialism with Chinese Characteristics" in high schools,which integrates the "four histories",involving the integration of teaching links,new teaching materials,new curriculum standards,teaching methods and teaching objectives;On the part of students,it is necessary to strengthen the awareness and interest in cultivating the "four histories" study,enhance their awareness,persist in learning,and stimulate them with emotions and needs.