A Study On The Teaching Content Choice Of The Unified Edition Of Senior Middle School History Textbook

In 2012,the 18 th National Congress of the Communist Party of China firstly proposed that "making moral education as the fundamental task of education",which puts forth requirements on World outlook,outlook on life,values,and View of history.However,the transformation of teachers’ educational ideals including view of teaching material is a prerequisite for students to develop correct ideological orientation and value judgments.The textbook is the direct way to implement the task of moral education,so the accept or reject of history unified teaching materials is more helpful for teachers to realize this task.Based on the above,this thesis takes the problems about the accept or reject of high school’s history unified teaching materials as the theme,using the history unified teaching materials of high school as an example.In order to provide front-line teachers with theoretical understanding and practical reference for teaching,this thesis studies the accept or reject of content for the history unified teaching materials.This thesis is divided into five parts.The first part discusses the origin of this research from three perspectives: the requirements of the new curriculum standards,the cultivation of core literacy and the problems encountered by the teachers in front-line teaching,grasps the current research status through learning relevant research and defines relevant concepts.Then,the first part illustrates the theoretical basis from the perspectives of pedagogy and psychology,and clarifies the research method and significance of this thesis.In the second part,the importance of accept or reject in the history unified teaching materials is affirmed from three aspects: the standard,the teaching materials and the teaching effect.The third part is a study on the current situation of teaching materials selection in front-line teaching.The author conducted a questionnaire survey of history teachers and students in three grades of interned high school,and make a deep analysis of the problems that front-line teachers are facing in how to accept or reject the teaching materials since its introduction.From the principle and strategy perspectives of accept or reject in teaching materials,the fourth part is to put forward relevant solutions to the problems found in front-line teaching,hope to provide theoretical approaches for front-line teachers.The fifth part is to take a lesson as an example for the practice of accept or reject in history unified teaching materials,and deal with this lesson from three perspectives: analyzing teaching content,constructing teaching design,and summary and reflection,with a view to providing practical references for front-line teachers.