Model essay on middle school history education: an overview of middle school history teaching and social aesthetic education. In middle school history teaching, we should carry out the education of social beauty. First of all, we should explore the content of patriotism education and cultivate students' patriotic feelings. The second is to explore the content of ideal education and guide students to establish lofty ideals; Third, excavate the content of moral education and cultivate students' good quality; The fourth is to explore the content of scientific character education and cultivate students' spirit of dedication to science. In the process of teaching implementation, combined with the characteristics of history subject, make full use of modern audio-visual means to mobilize students' enthusiasm for discovering and exploring beauty; Guide students to use the basic viewpoints of dialectical materialism and historical materialism, analyze the essence of historical phenomena and events, understand the law of historical development, establish the concept of striving for the ideal society of mankind for life, and realize the fundamental purpose of social education.
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History is a record of human life and struggle. The Chinese nation has a long history and thousands of years of civilization. The history textbook itself is an aesthetic education textbook. Implementing the principle of aesthetic education in history teaching is not only the need to implement the party's educational policy according to the characteristics of the subject, but also the objective requirement to inherit and carry forward the excellent tradition of the Chinese nation, strengthen the construction of socialist spiritual civilization and cultivate cross-century talents.
People's social activities are infinitely broad, their social lifestyles are diverse, and there are aesthetic objects everywhere. Beauty can be divided into three types: natural beauty, social beauty and artistic beauty. This paper discusses some views on history teaching and social beauty education.
Social beauty refers to the beauty in social life, which is often manifested in various positive life phenomena. Marx said: "Social life is practical in essence." Social beauty is not only rooted in practice, but also the most direct expression of practice itself. The social beauty of history discipline is often centered on historical figures, and beauty is expressed through their words and deeds. Social beauty education in history teaching is often combined with moral education, which is manifested as virtue education. Throughout the ages, there are many romantic figures such as national elites, whose brilliant thoughts and spiritual outlook are excellent teaching materials for us to carry out social aesthetic education. Combined with years of teaching practice, the author thinks that the social aesthetic education content contained in history textbooks should be excavated from the following aspects.
First, tap the contents of patriotism education and cultivate students' patriotism.
The beauty of people includes the beauty of human body and the beauty of mind, and the beauty of mind plays a decisive role. Patriotism is the most important expression of spiritual beauty and the most basic content of social aesthetic education. Lenin said: "Patriotism is the deepest feeling for our country that has been consolidated for thousands of years." The Chinese nation is not only famous for its hard work, but also a nation that loves freedom and is rich in revolutionary traditions. For thousands of years, for the independence and liberation of the Chinese nation and the prosperity and strength of the country, many people with lofty ideals have gone wave after wave and composed an inspiring song of righteousness.
From Qi Jiguang, who expelled the enemy, Zheng Chenggong, who recovered Taiwan Province, to Lin Zexu, who wiped out opium in Humen, and Guan Tianpei, who spilled blood on the battlefield, how loyal their national integrity was; From Deng Shichang, who was born with the ship, Ding, who died for his country, to Tan Sitong, who was willing to die for the political reform, and Lin Juemin, who was committed to "seeking happiness for the whole world", how heroic their patriotic actions were; Zhu Ziqing would rather die than eat American relief food. Mei Lanfang, a master of Peking Opera performing arts, resolutely grew a beard during the Anti-Japanese War and refused to perform for invaders and traitors, showing lofty national integrity. _ _ The Lovely China, which was passionate in prison, became the best textbook for future generations to carry out patriotic education.
Although these patriots and revolutionaries live in different times and represent different class interests, the patriotism of the Chinese nation embodied in them is the same. It is precisely because of their patriotism, which is not afraid of violence, unwilling to yield and indomitable, that China did not perish in the serious crisis it faced in the past; It is precisely because of their spirit of courage and bloodshed that we are today; It is this patriotic feeling that has become the spiritual pillar for us to take off today and become a world power.
Similarly, in the history of the world, countless heroes struggled for national independence and freedom. From Joan of Arc, an anti-British hero who was praised by the French people as "the girl of Orleans", to Tubman who fought for the freedom of slaves, from Washington, Jefferson and the Declaration of Independence, to the non-violent and non-cooperative movement advocated by Gandhi, the leader of the Indian National Congress, and the national convention formulated by the Kemal Party in Turkey, all these are vivid teaching materials for our patriotic education.
Patriotism has different specific contents in different historical periods. Its performance can be an earth-shattering feat or an unknown dedication. In today's peaceful construction environment, to be a middle school student is to inherit and carry forward the glorious tradition of patriotism, safeguard national unity and national unity, study hard scientific and cultural knowledge, and contribute wisdom to building socialism with China characteristics and realizing the four modernizations.
Second, excavate the content of ideal education and guide students to set up lofty ideals.
Human beauty is an important manifestation of social beauty. People's beauty and ideals are closely linked. Ideal is the goal of life, or the vision, yearning and pursuit of the future. Comrade Tao Zhu pointed out in the article Lofty Ideals: "Ideals are social and class-oriented. ..... A person's ideal is to promote the interests of most people, social progress and the development of social productive forces, that is, it is a great ideal that conforms to the law of social and historical development. "
Adolescence is the period when the world outlook is formed. It is particularly important to educate young people on revolutionary outlook on life and help them gradually establish lofty revolutionary ideals. There is no doubt that history teaching, like other subjects, shoulders this task.
Numerous historical facts in middle school history textbooks eloquently show that all people who have achieved something through the ages are people with lofty ideals. Marx wrote in his middle school graduation thesis "Considerations for Youth in Choosing a Career": "The main criterion we should follow when choosing a career is human happiness ..." When he was young, Mao Zedong made up his mind to "transform China and the world". Zhou Enlai was determined to study for the "Rise of China" when he was a student. The great inventor Edison said, "My philosophy of life is work. I want to reveal the mysteries of nature and benefit mankind. " Their common lofty ideal is to seek happiness for the nation and mankind.
* * * The socialist ideal is the noblest and greatest ideal of mankind. In order to realize this ideal, countless martyrs have waged an epic struggle, and their brilliant achievements will go down in history forever and inspire future generations.
Using the ideal education content in middle school history textbooks to educate teenagers should help them overcome two tendencies, one is to emphasize themselves unilaterally, and the other is to lack lofty ideals. We should educate them to deal with the relationship between individuals and the country, individuals and society, and contributions and demands. History teaching should guide students to draw nutrition from outstanding historical figures through a large number of historical facts, and establish a correct outlook on life and lofty ideals from an early age. Teenagers should gradually understand that society is human society, people are social people, and people are always restricted by society. Therefore, personal ideals and ambitions are based on the needs of the country and society. Only when individuals make due contributions to society and the country can they be recognized, respected and realized by society and the country.
Third, excavate the content of moral education and cultivate students' good quality.
Morality refers to the norms and norms that regulate people's behavior under certain social conditions. Kant said, "Beauty is a symbol of morality." Belinsky, a famous Russian literary critic, said: "Beauty and morality are sisters." Therefore, beauty and morality are closely related.
Middle school history textbooks tell us that the Chinese nation has a tradition of paying attention to moral cultivation, and has always stressed that it is necessary to "work hard on its mind, work hard on its bones and muscles, starve its body and skin, and do whatever it takes" to cultivate itself into a person with good morality. Confucianism, as the orthodoxy of feudal society in China, has a long history, extensive and profound, and its outstanding ideological achievements are what we need to inherit and carry forward.
Confucianism has always attached importance to self-cultivation, while Confucius advocated "gentleness, kindness, courtesy, frugality, compromise" and "self-denial". Mencius emphasized "cultivating noble spirit"; Zhuge Liang attaches importance to "keeping quiet to cultivate one's morality, saving to cultivate one's morality"; Liu Bei advocated "don't use small evils, don't use small goodness" and so on. Everyone thinks that paying attention to moral cultivation is the foundation of being a man. There were many honest officials in ancient China. They were honest and clean, devoted to serving the public, and worried about the country and the people, and were admired by people of all ages. In the Ming Dynasty, the Ministry of War was a minister of modesty, and honest officials were not greedy. Zhuge Liang spent his life "doing his best and dying"; Fan Zhongyan's "worry about the world first, joy after the world"; Tao Yuanming's "five buckets of rice don't bend"; Yue Fei emphasized that "civil servants don't love money, military officers don't hesitate to die" and so on, all of which showed noble moral sentiments.
Ordinary little things, such as supporting parents, respecting teachers, being helpful and selfless, are extremely touching once they show noble feelings and sentiments. It is ordinary and great people like Lei Feng, Zhu Boru and Kong Fansen whose noble feelings and sentiments have become the new fashion of the times.
From a historical perspective, socialist morality is the inevitable result of the development of China's traditional morality under certain historical conditions, and it is the most progressive, noble and beautiful morality in human history so far. Collectivism advocated by socialist morality is essentially different from the moral norms of feudal society, such as "three cardinal guides and five permanents" and "loyalty, filial piety and righteousness", and from those of capitalism, such as "Every man for himself, and the devil takes the hindmost". In our country, the principle of collectivism requires that collective interests are higher than individual interests, and individual interests must be subordinate to collective interests. The in-depth excavation of moral education content in history textbooks will certainly help teenagers inherit and carry forward the excellent moral tradition of the Chinese nation, take socialist moral norms as their own code of conduct, and be a person with good moral quality.
Fourthly, explore the content of scientific character education and cultivate students' dedication to science.
God
Science includes natural science and social science. It is generally believed that in the field of natural science research, we should respect the law, seek truth from facts and adhere to the truth. In fact, it is also true in the field of social sciences.
At all times and in all countries, countless thinkers and scientists have pursued truth and devoted themselves to science, which has promoted the progress and development of human cause and has always been respected by people and is an example for us to learn. In the teaching of history, efforts should be made to explore the content of scientific quality education in order to cultivate students' spirit of dedication to science, which is mainly reflected in the following two aspects.
First, the professionalism of loving science and seeking knowledge diligently. Marx devoted his life to the cause of human liberation. Starting with the study of commodities, he dissected capitalist society and wrote Das Kapital, which provided the proletariat with an ideological weapon to understand and transform the world. Sima Qian traveled all over the motherland and went through hardships. Although humiliated by corruption, he is determined to write a great historical work, Historical Records. Li Shizhen, a medical scientist in the Ming Dynasty, worked hard for 27 years, and made three drafts, writing a masterpiece of pharmacology, Compendium of Materia Medica; Pliny, an ancient Roman scientist, gave his life for the field investigation of Mount Vesuvius. Darwin, a modern British biologist, founded the theory of scientific evolution after long-term observation and investigation. With simple experimental equipment and long-term hard work, the Curies finally discovered radium under extremely difficult conditions, opening up a new field of science.
Many historical facts tell us that on the road of exploring science, we can only achieve something if we are as meticulous, diligent and even sacrifice our precious lives as they are. Science and technology are the primary productive forces. With the rapid development of science and technology, we need science and talents to build socialism with China characteristics. The younger generation should be determined to devote themselves to science and the four modernizations of the motherland from an early age.
Second, the fearless spirit of upholding and defending the truth. It takes courage to uphold and defend the truth, sometimes even at the cost of life. Many thinkers and scientists in history have waged an indomitable struggle to uphold the truth. The revolutionary martyr Xia died heroically in the face of the executioner's butcher's knife: "It doesn't matter if you behead, as long as the doctrine is true." Bruno, a famous Italian Renaissance thinker and scientist, insisted on "Heliocentrism". Although he was imprisoned by the inquisition for seven years without wavering, he was finally burned by the church. Before his execution, he shouted at the fire: "Fire can't conquer me, and the future world will know my value." How heroic this is! This fearless spirit is needed on the road of exploring scientific mysteries and seeking truth.
Social life style is varied, and social beauty is also manifested in many aspects. The content of social aesthetic education contained in history textbooks is not limited to the above aspects. It is a long-term task of history teaching to dig deep into the content and carry out social aesthetic education.
To implement social beauty education in history teaching, besides carefully designing classroom teaching procedures and optimizing teaching process, we should also pay attention to two aspects according to the characteristics of history discipline:
First, make full use of modern audio-visual means such as pictures, slides and audio. History is characterized by its past, concreteness and diversity. These characteristics determine that the application of modern audio-visual means in history teaching is of great significance. Teachers should fully tap and make use of the social beauty factors in textbooks, reproduce historical scenes and cultivate students' aesthetic concepts with the help of historical pictures, slides, recordings and other visual carriers. For example, when talking about the Long March of the Red Army, a song "Crossing the Snow Mountain Grassland" was played to stimulate students' association with the difficult course of the Long March of the Red Army and their reverence for the revolutionary ancestors. You can also compile simple slides to reproduce a historical picture, "turning virtual into reality" and "turning far into near", so that students can feel immersive and enjoy beauty from it.
The second is to guide students to understand historical laws from specific historical facts in order to implement social aesthetic education. Dialectical materialism holds that the development of things is regular, so is the development of social history. The ancients emphasized "taking history as a mirror" and "reading history wisely", that is, understanding and controlling historical laws and guiding social communication practice. History teaching should not only impart specific historical knowledge, but more importantly, guide students to understand the law from specific historical knowledge, deeply understand the nature of historical phenomena, predict the future and guide reality. If human society develops from low level to high level, its basic driving force is the mode of production of material materials, that is, the contradictory movement between productivity and production relations, economic base and superstructure.
The bourgeois revolution in Britain and France, the Meiji Restoration in Japan, the 186 1 reform in Russia and the two bourgeois revolutions in the United States all resulted from the internal contradictions in the economic life of these countries at that time. The same rule is that the development of capitalist economy requires the establishment of corresponding production relations. Students understand this law, have a deeper understanding of the historical inevitability of bourgeois revolution or reform, and have a deeper understanding of the capitalist system eventually replacing the feudal system. Similarly, with the high development of productive forces, capitalist relations of production are increasingly becoming the shackles of the development of new productive forces, and will inevitably be replaced by new relations of production. It is an objective law that socialism defeats capitalism regardless of human will. In the final analysis, social beauty education is to improve people's own quality. In history teaching, students can understand the inherent law of historical development by summarizing many historical facts, and consciously follow and apply the historical law to transform the world and create the future in future practice, thus realizing the fundamental purpose of social aesthetic education.
Model essay on middle school history education 2: reflective teaching and practice of middle school history Keywords: middle school history teaching; Reflective teaching; practice
This paper applies reflective teaching theory to middle school history classroom teaching, trying to make a complete presentation of reflective teaching practice of middle school history discipline, so as to provide some useful help for the majority of front-line teachers.
Reflective teaching, whether as a trend of thought or as a movement, has been singing all the way since it came into being. Mainly because it has injected new vitality into contemporary education. Specifically, reflective teaching inspires people to reflect on the limitations of operational teaching, constantly explore new problems in teaching, and cultivate themselves into scholar-type teachers through exploration, thus changing the phenomenon of teaching by experience or simply repeating teaching. At present, a new round of basic education curriculum reform in China has been fully launched, and the new curriculum reform requires teachers to change the way of curriculum practice. Therefore, "teachers should go beyond the mechanical copying of curriculum content in conventional teaching and actively reflect on their own curriculum and teaching behavior."
The introduction of reflective teaching theory undoubtedly provides a new perspective for teachers to understand the new curriculum reform and has important practical significance for teachers to creatively realize the new curriculum. In recent years, the author has been insisting on applying reflective teaching theory to history teaching practice in middle schools. Now, combining with middle school history textbooks, I will talk about my personal experience on this issue in order to seek advice from Fang Jia.
The so-called reflective teaching practice of middle school history is the process of teaching middle school history under the guidance of reflective teaching theory. Specifically, it is an activity process in which teachers constantly reflect on the content of history teaching, the law of students' learning history, the methods, means and experience of history teaching with the help of behavioral research on their own teaching practice, so as to develop their professional level and strive to improve the rationality of teaching practice.
First, reflection before teaching practice
Preparing lessons is the first important link in teaching work, and it is also the key prerequisite for teachers to have a good class. When preparing lessons, teachers should think, expect and revise the rationality of the teaching objectives, process design, measures, usage methods and time arrangement to be implemented soon. For example, when I was preparing "China Ancient Economic Policy" [the fourth lesson of history for senior high school students (compulsory 2)], I reflected on the curriculum standards.
The content of the curriculum standard is to "understand the policies of" emphasizing agriculture and restraining commerce "and" sea ban "and their influences, and analyze the reasons for the slow development of capitalism in China". According to the curriculum standards, "the seeds of capitalism" must be taught, but there is no relevant content in the human edition textbook. Is this the omission of the textbook editor or the mistake of the curriculum standard setter? How to deal with the budding problem of capitalism is more reasonable? In order to solve this problem, I consulted a lot of materials and found that most scholars denied the existence of so-called "budding capitalism" in China.
Xiao Gongqin, a famous historian, said: "In fact, this so-called budding thing may not grow up at all! Under the feudal system, statues were advocated. In this society with the basic cultural spirit of "seeking fixed interest and fighting chaos", it is meaningless even when you grow up. Will always be strangled, do not need western forces. For example, the employment system existed in the Song Dynasty, but it will always be this thing, and it has not grown into a big tree of capitalism for hundreds of years. Therefore, I think it is a misleading concept to call the so-called' budding capitalism' capitalism, and it may be closer to the truth if it is renamed as the' capitalist stillbirth' that will never grow up. " Another scholar, Shuang Ren, also talked about this issue. He said: "... we seem to have found the seeds of capitalism in the Spring and Autumn Period and the Warring States Period. In the Ming and Qing Dynasties, it seems that we can still find many remnants of slavery.
These phenomena give me the impression that in China, it seems impossible to distinguish the evolution of social forms strictly, clearly or rigidly. Because people can find the same factors in different historical periods, or the same factors can often last for a long time in different social forms. "From the discussion of the above scholars, we can at least draw the conclusion that the problem of budding capitalism has been widely questioned by academic circles. Although this is a controversial issue, we can't leave out a word just because it is controversial. Besides, there are clear requirements in the curriculum standards, which can't be said in teaching. The key is how to talk.
If it is too deep for students to understand, it is even more against scientific principles to draw conclusions for students. In view of the above situation, on the one hand, I supplemented the basic knowledge about the germination of capitalism when preparing lessons, and at the same time briefly introduced two completely different viewpoints in academic circles. This not only carries out the requirements of curriculum standards, but also makes up for the shortcomings of human edition textbooks.
Second, reflection in teaching practice
In the teaching process, teachers should reflect on the teaching situation, teaching process, teaching attitude, teaching content and teaching methods in time to verify whether the teaching design is reasonable and effectively control the problems in the classroom.
For example, I am teaching the military and civilians in China the struggle to safeguard national sovereignty. Lesson 1, invasion of foreign powers and national crisis, mainly introduces the historical facts of the invasion of China by western powers from 1840 to 1900. The second lesson, the struggle of China's military and civilians to safeguard national sovereignty, is about the resistance of China's military and civilians to foreign aggression. However, when dealing with this part, other versions of textbooks also introduce the history of foreign powers' invasion of China and the history of China's military-civilian struggle. The reason why People's Education Press has found a new way to set up a special course from the history of China people's struggle is mainly to further implement the theme of "understanding the heroic and unyielding struggle spirit of the Chinese nation" and highlight the curriculum standards. When preparing lessons, it is basically in accordance with the ideas of the textbook, and the contents of the two courses are not integrated in chronological order.
In the first class, students can grasp the major events of foreign powers invading China in chronological order. In the second class, I was surprised to find that most students thought that "Sino-French War" (the content of lesson 1) happened before "Left Tang Zong regained Xinjiang" (the content of lesson 2). This phenomenon is mainly because junior high school history teaching is not in place, and students don't even have the minimum concept of time. What shall we do? If we still teach according to the original teaching design, the teaching effect will be greatly reduced. At that time, I immediately adjusted the teaching progress, giving junior high school history courses to students first, and then teaching according to the original design after they formed the necessary concept of time. Although this class did not complete the expected teaching task, timely regulation made the classroom teaching more reasonable. Third, reflection after teaching practice.
After-class reflection is also an important link in the implementation of reflective history teaching. By attributing, summarizing and evaluating the results of practice, we can find out the gap in order to solve the problems in teaching practice and guide the current and future teaching activities. As mentioned above, after the lesson "China's military and civilian struggle to safeguard national sovereignty", I reflected on the problems and effects in teaching: 1. How to solve the contradiction between teaching progress and insufficient class hours? There are only two history classes a week in high school. If we have to make up the teaching content of junior high school in the teaching process of the new curriculum, we will certainly not be able to complete the teaching tasks stipulated in the curriculum standard. It is obviously impossible to increase class hours. What should I do? Can we dig up hidden lessons? If we can design a preview outline for students to preview in their spare time and solve the "obstacles" in class in advance, the teaching progress will naturally accelerate; At the same time, preview questions can help students learn how to learn, which is also the concrete embodiment of the purpose of reflective teaching-two "learning", so designing a scientific and economic preview outline has become the key to solving the problem. After some thinking, I designed the following outline:
(1) List the events of foreign powers invading China in chronological order and their consequences?
(2) How did China's soldiers and civilians resist the invasion of foreign powers? What was the result?
(3) Linking the invasion of China by foreign powers with the resistance struggle of China soldiers and civilians. (4) Find out the typical events of China's anti-Japanese war in textbooks. Whether this preview program can work or not remains to be verified in the next class.
2. How to achieve the goal of emotional education? In the process of teaching, I pay attention to historical facts and ignore emotional infiltration. This textbook should be vivid and touching, but the result is a simple list of historical facts. In order to solve this problem, I first consulted the articles about emotional education, and then humbly asked the old teacher. Finally, with the joint efforts of everyone, I have formulated the following measures:
(1) Adopt situational teaching. Activating students' emotional world depends not on teachers' simple indoctrination, but on students' personal experience. Modern teaching methods should be used in class to reproduce the touching scene of China's military and civilians fighting bloody battles, so that students can experience the indomitable spirit of the Chinese nation.
(2) Explore the emotional factors in the teaching materials. The examples of military-civilian fighting in China selected in the textbook all have their unique meanings. "Anti-British in Sanyuanli" is the first spontaneous large-scale struggle against foreign aggression in China's modern history. "Left Recovering Xinjiang" praised the active efforts made by government officers and soldiers to recover the lost land of the country; The Yellow Sea Naval Battle and the Struggle against Taiwan Cutting shows the spirit of sacrifice of government officers and soldiers and people in order to safeguard national sovereignty. The "Anti-imperialist Boxer Movement" has written a magnificent poem of peasants holding high the banner of "anti-imperialism" and waging an indomitable struggle with the great powers. Typical events should be selected in class to teach from the perspective of "Chinese nation". In the face of the invasion of foreign powers, both government officers and soldiers and ordinary people, despite different forms and means, are spontaneous or organized, but they all stand on the side of the nation and bravely resist foreign aggression in order to safeguard national sovereignty and national dignity.
(3) Stimulate students' active participation. Emotional education is naturally inseparable from students' full participation. Whether they passively accept or actively participate directly affects the effect of emotional education. When teaching the military-civilian struggle in China, students can be inspired to discuss and talk about their own feelings, so that students can further experience the fighting spirit of the China people in the exchange. So as to push the emotional education of this class to a climax. I used an improved scheme formed after teaching reflection in another class. In contrast, this class has made remarkable progress, but there are also some new problems. Due to some students' insufficient preparation and long discussion time, the teaching progress was delayed again. These problems will become a new starting point of reflective teaching, which is in this constant cycle to make teaching more and more reasonable.
History discipline is to let people know themselves, reflect on themselves, correct themselves and surpass themselves by knowing the past. Although history is a thing of the past, people who study and study history are modern people. What we teach is actually the understanding and interpretation of our predecessors. Due to social progress and different times, people have different interpretations and understandings of history. In this sense, any history is modern history. History teachers should consciously establish a sense of reflection, keep pace with the times, and lead students to sum up historical experience scientifically. To sum up, the characteristics of history determine that reflective teaching will become the development trend of history teaching in China.
refer to
[1] Xiong Chuanwu. Theory and Practice of Reflective Teaching [J]. Shanghai Education and Science Research, 2002.
[2] Wang Chunguang and Guo Genfu. Reflective teaching practice and the improvement of teachers' quality [J]. Primary and secondary school teacher training, 2003.
[3] Xiao Gongqin. Thinkers are happy [J]. History teaching, 200 1.
[4] Shuang Ren. Empty stock [J]. History Teaching, 2005.
[5] Hong Ming. The Rise of Reflective Teaching in the West and Its Causes [J]. Shanghai Education Research, 2002.
[6] Zhong Qiquan, etc. Introduction to the new curriculum in senior high schools [J]. East China Normal University Press, 2003.
[7] Formulated by the people of China and the Ministry of Education. History curriculum standard of ordinary senior high school [J]. People's Education Press, 2003.
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