"[1] The thought, thinking and emotion of history teachers determine the effect of history class.
Only by grasping the essence of history education in the compulsory stage can history teachers grasp the direction of history education in junior middle schools.
So, what is the function and essence of history education? What philosophy should we hold to teach?
The History Curriculum Standard for Compulsory Education is the national standard for junior high school history education, which puts forward the most basic goal that all junior high school students must achieve.
The legal status of history curriculum standards determines that history teachers must establish educational ideas based on curriculum standards to guide teaching.
20 1 1 version of the compulsory education history curriculum standard clearly points out in the "course nature" that "history curriculum is the basic course of humanities and social sciences", and history curriculum should "cultivate students' minds with excellent humanities, history and culture, help students understand history objectively, correctly understand the relationship between man and society, man and nature, improve humanistic quality, and gradually form a correct value orientation and positive orientation. In the part of "Basic Concepts of Curriculum", it is clearly pointed out that history curriculum should "give full play to the educational function of history discipline with the goal of cultivating and improving students' historical literacy"; In the part of "course objectives", it is clearly pointed out that through history teaching, students should "initially form a correct world outlook, outlook on life and values, and lay the foundation for becoming qualified citizens with good comprehensive quality".
So as to highlight and strengthen the humanistic and civic awareness of history education.
"The state of' just right' in history teaching is to sublimate' teaching' into education serving life" [2].
"History education mainly involves spiritual fields such as human beliefs, cultural choices, inheritance and development.
From childhood to adulthood, from sloppy behavior, a person has grown into a member of society with good life skills, superb knowledge and noble ideals.
Needless to say, this growth process needs the existing civilization of mankind to nourish it.
If the school's history education can undertake this task with high efficiency and high quality (as it should be), this growth process will not only be full of knowledge, but also dominate a person's life choices and beliefs, which is the development concept we usually give to the history discipline.
[3] "The essence of history education is to develop students' personality", that is, "to help students find their own life coordinates"