Research On The Application Of Historical Map In High School History Teaching

This article is based on the requirements for the use of historical maps in history teaching in the "Curriculum Standards for General High School History(2017 Edition,2020 Revision)".Through information collection,questionnaire surveys,offline interviews,and observation of high school history classrooms,combined with the current use of historical maps in high school history classrooms and students’ mastery,it further recognizes the importance of using historical maps in high school history teaching and learning,Combining practical high school history teaching practices,explore the integration of geographical knowledge and history classrooms,and promote the practical application of historical maps in the "Outline of Chinese and Foreign History"(Volume 1and Volume 2).According to the status definition and connotation interpretation of the history core literacy in the History Curriculum Standards for Ordinary High Schools(2017 Edition and 2020 Revision),it emphasizes the cultivation of students’ historical core literacy and students’ comprehensive ability,such as "historical materialism","historical interpretation","historical evidence","space-time concept","family and country feelings",and the historical map is a powerful auxiliary tool,Therefore,it is necessary to study the effective application of historical maps in high school history teaching.This study mainly addresses the effective application of historical maps in high school history classrooms,which is of great significance for guiding teachers and students to pay attention to the cultivation of core competencies and comprehensive abilities in the history subject in the context of the new college entrance examination reform and full education.It is not only conducive to the improvement of teachers’ personal history literacy and innovation in the history classroom,but also helps students adapt to the new trend of the college entrance examination and cultivate core competencies in the history subject.However,due to objective factors,most schools do not pay enough attention to the subject of history and provide limited historical teaching resources.Subjective factors include teachers’ fixed concepts,low literacy,insufficient attention and sufficient use of historical maps,as well as students’ interest and motivation in historical maps that need to be improved,and a lack of clear understanding of the important role of historical learning and problem-solving through historical maps,There are many problems with the use of historical maps in high school history teaching.In the face of the current difficulties encountered by historical maps in high school history teaching and learning,the author proposes effective methods for using historical maps from the perspectives of both teachers and students.As frontline teachers,they need to enhance their own literacy while mobilizing students’ interests,strengthen student guidance to deepen map literacy,prioritize the selection of historical maps and pay attention to the infiltration of national sentiment.As students,they need to change their concepts Reasonably utilize historical map resources and improve the ability to draw historical maps by hand.Based on information collection and practical observation,the author used historical maps to connect knowledge points in the form of question strings for Lesson 6,"The Opening of Global Routes," in the "Outline of Chinese and Foreign History"(Volume 2),based on the current situation.Through teaching design and curriculum implementation,teachers and students have made progress and development in the application of historical maps in theory and practice.Aiming at the new problems in specific teaching practice,we also propose targeted solutions,make full use of existing historical map teaching resources,design learning guidance plans in advance,and guide students to active learning,which is conducive to fully reflecting the important role of historical maps in history teaching and learning in high school.