History education
Xinhua Dictionary defines "history" as: 1, the development process of nature and human society; 2. Past facts; 3. Records of past facts. ; 4. refers to history. [ 1]
History is divided into broad sense and chivalry. History in a broad sense: the process of the development of the objective world movement can be divided into two aspects: natural history and human social history. The process of the occurrence and development of human society.
Introduction to history
History, which takes history as the research object, is called history for short. Corresponding to the concept of history, history can be divided into broad sense and narrow sense. History in a broad sense: all the sciences in the world can be called history. History in a narrow sense: a study of the development process of past movements in human society.
The role of history
The English poet Shelley once wrote: "History is a convoluted poem engraved in the memory of time."
History is often reproduced with striking similarities. How can we learn from similar historical events in the past? How to use the wisdom of the ancients to deal with today's real life? The answer is to study history.
So history has its most important function-practical application.
What is the way to govern the country? Committed to the country, committed to the society called the world; What is practical? I apply what I have learned and turn what I have used into practical application.
Both "taking history as a mirror" and "reading history wisely" emphasize the practical guiding role of history, which is enlightening and helpful to individuals, nations and mankind.
When a nation becomes a nation that can constantly draw strength from history, constantly think, constantly innovate and constantly reflect, it will be a blessing for the whole earth and even the whole universe.
History education
definition
historical site
History education is an educational activity with history and history as its main content. History education in a broad sense refers to the educational activities based on history carried out by all walks of life in human society.
In a narrow sense, history education refers to an educational activity based on history, with students as the main training object and teachers and students exploring and growing together.
function
China has always attached importance to history education. Ancestors have long recognized the philosophy of "a gentleman should know and do, cultivate one's morality and cultivate one's nature", which shows the important role of historical knowledge in life cultivation. Liu Zhiji, a historian in the Tang Dynasty, profoundly pointed out: "Using history is of great benefit, it is a heavy weapon for people and a vital artery for the country." This reflects the great importance of historiography to the people and the country. Gong Zizhen, a thinker in Qing Dynasty, advocated that China people should "make good use of history to worry about the world" and enhance their sense of hardship. Contemporary thinkers believe that "historiography is related to the survival of the country" and "it is the study of the rise and fall of the country and the rise and fall of the nation", so we must attach importance to history and historical education.
Specifically, the functions of history education can be roughly divided into the following categories:
1, for individuals, enhance knowledge, promote thinking, improve humanistic quality and cultivate a sound personality; Help yourself to know and know yourself. Take history as a mirror, connect with reality and serve life.
2. For a nation, strengthen national consciousness and carry out patriotic education. Serve the society and the country.
3. For the sake of human civilization, inherit history and continue civilization; Cultivate "global citizens" with global awareness; Absorb the wisdom and lessons of predecessors and benefit mankind.
China history education
develop
History education
China's history education has a long history, with thousands of years of history. Around the Revolution of 1911, China abolished the imperial examination system and established modern schools. History has always been a compulsory course in school education at all levels. After the Cultural Revolution, school history education gradually returned to normal, and a large number of new historical researchers were trained.
question
However, in recent years, due to people's eagerness for quick success and instant benefit in educational thought, pragmatism and some problems in history itself, the situation faced by history education is extremely severe. The following issues deserve special attention:
First, history education in colleges and universities is struggling. The history department of colleges and universities is the main force engaged in history teaching and research. Now, under the impact of market economy, it is difficult to recruit students and find jobs for students. A considerable number of freshmen majoring in history in colleges and universities are basically transferred from other majors, and students often feel uneasy about their professional study. While colleges and universities are expanding the enrollment scale, many history departments have reduced the enrollment scale. In order to survive, many colleges and universities have changed their history departments into tourism culture management departments or set up tourism culture management majors.
Second, there are defects in middle school history education. Middle school education is an important stage of national cultural education. A citizen receives history education and understands the history of the motherland, mainly in the middle school stage, and it is also at this stage that his personality is shaped. Because of this, today's history educators pay special attention to the development of history education in middle schools. However, at present, history education in middle schools in China is facing serious problems. The specific performance is as follows:
1. The teaching of history course is neglected and the orientation of history course is inaccurate. History class is often regarded as a dispensable "minor course", which affects teachers' teaching enthusiasm and students' learning enthusiasm.
2. History education is not linked to humanistic spirit education and personality cultivation, but mainly to impart historical knowledge, especially political education. This kind of history education does not conform to the psychological characteristics of teenagers, and it is difficult to achieve the expected results.
3. Middle school history textbooks are mostly abbreviated versions of university history textbooks, with many concepts, ready-made conclusions and plain narrative forms, which cannot arouse students' interest in learning. This problem has attracted the attention of the education sector, and the reform of history textbooks is being piloted.
4. Teaching methods are old and monotonous. Today, with the development of modern teaching methods, middle school history teaching still adopts the traditional teaching form, instilling historical knowledge into students, requiring students to memorize, and it is difficult to mobilize students' enthusiasm for learning history.
5. The level of history teachers needs to be improved. Their academic qualifications and professional titles are generally low, and the proportion of special and senior teachers is particularly low. Some junior middle school history teachers are part-time teachers and have not received systematic history education and teaching training, so the teaching quality is difficult to guarantee.
6. It is difficult to connect the history teaching in junior and senior high schools. At present, junior high schools offer courses on China history and world history, while senior high schools offer modern history of China and modern history of the world, while ancient history of China is a limited elective course, so the repetition of teaching contents in junior high schools and senior high schools is inevitable, and the difficulty and depth between them are too great. These problems bring inconvenience to teachers' teaching and difficulties to students' learning.
Third, movies, novels, etc. Praising emperors and generals, "joking" has become a historical practice. Excellent films and novels, such as the Opium War, Lin Zexu and Li Zicheng, have played an important role in spreading historical knowledge and cultivating patriotic feelings. But now, driven by economic interests, many movies and novels care more about box office income than social benefits. Many movies, TV plays and novels with historical themes show the beautified feudal emperors, blindly praising the "peaceful and prosperous times" of the feudal dynasty in laughter and abuse, and spreading distorted "historical truth" in banter and fabrication. They spread the heroic historical view and feudal cultural lag that emperors will create history to the audience and readers, and their negative effects have a far-reaching impact.
Fourth, the public is poor in historical knowledge and indifferent in historical consciousness. According to the sampling survey of teenagers' knowledge of China history, the average score of 1065 subjects is 27.69, and the passing rate is 15%, while the average score of those with higher education is only 33.46, which is only 5.77 points higher than the average person. A sports star doesn't know what Lugou Bridge is. Some people parade in the city in Japanese military uniforms, and their national consciousness is so indifferent! As for the immediate economic benefits, the phenomenon of wantonly destroying cultural relics and monuments and spending huge sums of money to repair fake monuments is endless.
reform
School history education is in urgent need of reform and reflection. Everyone in the history education circle in China should also consciously rely on historical knowledge, apply history to practice, and explore the truth in history and the wisdom of predecessors in practice.
It is gratifying that China has paid more and more attention to the necessity of historical inheritance and the practical function of history. Lecture Room is an excellent example. Our education is increasingly advocating "people's view of history" and "personality education and civic education in history courses", linking history with students' life experiences, combining people's history with heroic history, political, economic and military history with scientific and cultural life history, and combining historical knowledge with historical thoughts, and combining learning and studying history with recording to create history, which increasingly highlights the practical role of historical education for individuals, nations and the world, and highlights the thoughts and wisdom of historical education.
At present, with the new round of curriculum reform, the reform of China's historical basic education is increasingly being carried out in various places, and it is progressing in exploration. It is expected that the majority of history teachers can shoulder the mission of the times and devote themselves to the flexible use of history, so that students can learn to think, learn to be moved, learn to be patriotic, increase their knowledge, improve their ability, cultivate their emotions and seek truth from facts in history learning activities.
Let's pass on history and apply what we have learned!
History education in various countries
China
The first part preface [2]
Middle school history textbook
Entering the 2 1 century, with the rapid development of science, technology and cultural ideas, the continuous strengthening of international exchanges and the increasingly fierce competition, mankind has accelerated the pace of marching towards modern society. The strength of a country's comprehensive national strength fundamentally depends on the quality of its people, and the continuous improvement of the quality of its people depends on the sustainable development of basic education. The reform of basic education has become a world trend.
Since the founding of New China, high school history education has made remarkable achievements. However, with the development of the situation, the history curriculum in ordinary high schools presents many problems that cannot meet the requirements of social development and are not conducive to the all-round development of students. It is imperative to reform the history curriculum in ordinary senior high schools. The history course in ordinary senior high schools must fully realize its educational function and play an important role in improving the humanistic quality of modern citizens.
First of all, the nature of the course
History course in senior high school is a basic course to explain the development process and laws of human history with historical materialism, further cultivate and improve students' historical consciousness, cultural quality and humanistic quality, and promote students' all-round development.
The history course in ordinary senior high schools reveals the basic process of human historical development from different angles, and displays the rich historical and cultural details in the process of human development through major historical events, people and phenomena. Through the study of high school history course, students can understand the basic context of human social development, sum up historical experience and lessons, inherit excellent cultural heritage and carry forward national spirit; Learn to analyze and solve problems with Marxist scientific historical view; Learn to understand and think about the relationship between people, people and society, and people and nature from a historical perspective, and then pay attention to the historical destiny of the Chinese nation and all mankind. Through the study of high school history course, students' sound personality is cultivated and the healthy development of personality is promoted.
Second, the basic concepts of the curriculum
According to the characteristics of history discipline and history teaching, the history curriculum in ordinary senior high schools gives full play to the function of history education, respects history, pursues truth, absorbs the outstanding achievements of human civilization, carries forward the spirit of patriotism and cultivates the sentiment of caring for mankind. Through history study, students can enhance their historical awareness, learn historical wisdom, broaden their horizons, understand the development trend of China and the world, and enhance their historical insight and sense of historical mission.
In the construction of history curriculum system in ordinary senior high schools, we should not only pay attention to the connection with junior high school curriculum, but also avoid simple repetition and follow the law of history teaching in senior high schools. In the choice of content, we should adhere to the foundation and the times, closely link with real life and social development, and pay attention to students' life and all-round development.
The curriculum of history in ordinary senior high schools embodies diversity, which provides students with more choices of studying history from multiple perspectives, levels, types and forms, and contributes to the healthy development of students' personality.
The design and implementation of history course in ordinary senior high schools is conducive to the change of students' learning style, advocating students' active learning, giving full play to students' subjectivity, enthusiasm and participation in a diversified and open learning environment, cultivating students' ability to explore historical issues and scientific attitude of seeking truth from facts, and improving students' innovative consciousness and practical ability.
The design and implementation of the history course in ordinary senior high schools is conducive to the renewal of teachers' teaching concepts, the change of teaching methods and the flexible use of diversified teaching means and methods.