History Teaching and Academic Assessment

Author: Huang Muhang, Editor-in-Chief
Publisher:
Publish Date: 2005-10-01
Features: This book is divided into two parts. The first part primarily discusses the course theory and teaching methods of the new high school history curriculum, while the second part primarily discusses the evaluation theory and methods of the new curriculum. Nearly one-third of the book is dedicated to the fundamental theories of curriculum and teaching. The purpose of this is not that I have a special preference for theory, but rather that I believe without understanding the basic theories of curriculum and teaching, it is very difficult to gain an in-depth and accurate understanding of this curriculum reform. Currently, the vast majority of history teachers in secondary schools have only received training in one course during university, titled "Teaching Methods of Secondary School History Textbooks." To be precise, "Teaching Methods of Secondary School History Textbooks" is not a discipline but rather a compilation of teaching insights and experiences of secondary school history teachers. The fundamental reason for this is that it lacks a complete theoretical foundation. The biggest difference between this curriculum reform and past reforms lies in its extremely rich and comprehensive reform theory. Grasping these theories will greatly enhance secondary school teachers' understanding of history teaching and will transform the landscape of history education in China. For the discipline of history, the theory of this curriculum reform includes three aspects: First, historical course theory, which addresses the question of "What should be taught in secondary school history classes?" Second, historical teaching theory, which addresses the question of "How should secondary school history classes be taught?" Third, historical historiography theory, which addresses the question of "How can secondary school history teachers update their historical perspectives?"