Summary of main historical theories and historical research methods
First, the main historical paradigm (historical view)
Historical paradigm is the paradigm and mode for historians to study history, the unity of historical view and methodology, and the organic collection of historical viewpoint, historical category and historical method. The historical paradigm under the new curriculum standard of senior high school has moved from single to multiple, from the traditional single paradigm of class struggle (or revolutionary history) to four historical paradigms: class struggle paradigm, civilization history paradigm, overall history paradigm (also known as global history paradigm) and modernization paradigm. These new historical paradigms have improved the understanding of the framework of historical research.
1. Paradigm of Civilization History (General History Order)
The paradigm of civilization history holds that human history is essentially the history of the development of human civilization, and the development of human civilization and its own civilization is the basic clue of the development of human history. The process of human creation and accumulation of civilization and its achievements are the basic content of history. Human civilization includes material civilization, spiritual civilization and political civilization, which promote each other and develop together in interaction, coordination and complementarity.
Please use the historical facts from 1949 to 1956 to analyze that "it is composed of material civilization, spiritual civilization and political civilization, and they develop together in interaction, coordination and complementarity." ?
2. Global historical paradigm (economic integration and globalization)
Global historical view, also known as holistic historical view. They regard the historical development of human society as an organic whole, which is a process from decentralized development to overall development. In this process, we attach importance to communication and emphasize the role of communication in the development of human history. The development of productive forces and the development of communication in various regions of the world are two main lines of human history, and the development of communication in various regions of the world based on the development of productive forces is the decisive factor to promote the development of human society from decentralized to all-round development.
Please analyze how Europe strengthened its ties with the rest of the world from16th century to19th century. And analyze its influence on European and world development.
3. Modern (modern) paradigm
Modernization is the result of industrial civilization characterized by commodity economy replacing agricultural civilization characterized by natural economy, which is mainly manifested in industrialization and marketization in the economic field, democratization and legalization in the political field, and rationalization and scientification in the ideological field.
Please analyze the history of China from 1840 to 1949 from the perspective of modernization paradigm to illustrate the development of modernization in China during this period.
4. Revolutionary historical paradigm (class struggle)
The revolutionary historical paradigm is an absolutely dominant theoretical paradigm in China's modern history from 1950s to 1980s. Its theoretical basis stems from the Marxist theory of basic social contradictions. According to this theory, in class society, the contradiction between two opposing classes reflects the basic contradiction in the stage of social development. By investigating and studying the movement and development of class contradictions and social basic contradictions, we can grasp the most essential connotation of historical development and reveal the inherent regularity of historical development.
Please study the history from the paradigm of revolutionary history 19 19 to 1956 (hint: analyze the main social contradictions).
Two. Classification of historical materials
Generally can be divided into:
1, physical historical materials: various physical objects left over from history.
Such as: ruins, ruins, ruins, unearthed cultural relics, etc.
2. Literature (written) historical materials: all information recorded in written form.
Such as: official and private history books, literature archives, local chronicles, biographical genealogy, collection diaries, unofficial history notes, newspapers and magazines, letters, etc.
3. Oral historical materials: myths, legends, stories, epics, proverbs, doctrines, memoirs, dialogues, interviews and discussion recordings.
4. Historical materials of pictures and videos:
Such as news photos, photos, documentaries, video materials, etc.
Another method:
1, first-hand historical materials: physical historical materials, original pictures, video historical materials, real oral historical materials and some literature historical materials.
2. Second-hand historical materials: documentary historical materials, oral historical materials, some pictures and video historical materials.
Three. refer to historical materials
1. Go to the library or relevant institutions to consult archives, historical materials in words and pictures.
2. Visit the parties or witnesses to obtain oral historical materials.
3. Watch documentaries and TV materials.
4. Visit the ruins or obtain physical information in the places where the parties have been active.
5. Site Archaeology (or Restoration of Archaeological Sites)
Four. Several main factors affecting the use of historical viewpoints and historical materials
1. The researchers have different positions; 2. Different research methods and angles.
3. Differences in the selection and application of historical materials; 4. Limitations of the times, etc.
Five. When using historical materials, we should maintain the objectivity of conclusions and the methods or principles that should be adhered to when selecting historical materials.
1. Pay attention to the authenticity of historical materials and choose first-hand (original) historical materials.
2. Adhere to the correct historical viewpoint
3. Choose objective, fair and correct historical materials.
4. Rational use of historical materials, combining history with theory.
5. Collect more historical materials and select and distinguish various historical materials.
Historical dialectics theory of intransitive verb materialism
1. Productivity and relations of production (the basic contradiction of human society):
(1) Productive forces determine the relations of production, and the development of productive forces is the fundamental factor for the transformation of relations of production and the fundamental driving force for social development; The relations of production react on the productive forces. Reasonable production relations promote the progress of productive forces, while backward production relations hinder the development of productive forces. With the continuous development of productive forces, the original rational relations of production will gradually fall behind and become an obstacle to the development of productive forces. At this time, the relations of production must be adjusted or changed (manifested in the reform of the rulers or drastic social changes)
(2) Productivity includes three aspects (mainly scientific and technological progress since modern times), in which the progress of production tools (science and technology) is the key to promote social development.
Example 1: Tieli Niu Geng-the emergence of private fields, the disintegration of the well-field system-the transition from slavery to feudalism. Slavery relations of production hindered the development of productive forces and led to social changes in the Spring and Autumn Period and the Warring States Period.
Example 2: The first industrial revolution-free competition-the second industrial revolution-monopoly organizations-free competition between monopoly organizations intensified the contradiction between productivity and production relations-Roosevelt's New Deal.
Example 3: Early and Late Stage of Stalin Model
Example 4: The Three Major Reforms and the First Five-Year Plan promote the development of productive forces and industrial progress in China; The people's commune movement destroyed the development of productive forces and the proportion of the national economy was unbalanced; Household contract responsibility system, adjust production relations and promote the development of rural productive forces)
2. Theory of class struggle
(1) Different social forms have corresponding opposing classes.
(2) Different classes have different class interests and class positions; The measures and viewpoints of any class are to safeguard the interests of that class (pay attention to the "fundamental purpose" in multiple-choice questions)
Exodus: the enfeoffment system maintained the rule of the slave owner class; Different schools of thought in the contention of a hundred schools of thought represent different class interests: Legalists-the emerging landlord class; Confucius and Taoism-the declining slave-owning class; Mohism-small producers, the lower class; Mencius and Xunzi-Landlord Class
3. The economic base determines the superstructure (economy determines politics, ideology and culture); Superstructure reacts on the economic base.
Example 1: the germination of capitalism-Renaissance-opening up new routes-economic development, Renaissance religious reform, Enlightenment-political change-economic development ...)
Example 2: the development of commodity economy-the development of cities, the emergence and growth of the citizen class-the emergence of citizen literature, business-oriented, practical ideas.
Exodus 3. What is the fundamental reason why the bourgeoisie in modern China could not lead the China revolution to victory? The inadequate development of capitalism-the weakness and compromise of the bourgeoisie-cannot lead the China Revolution to victory.
Seven: Several important types of subjective questions.
1. The vertical development of historical events or phenomena (investigating the context and development law of historical events):
For example, the evolution of China's ancient political system from Qin, Han, Tang, Song and Yuan Dynasties to Ming and Qing Dynasties.
2. Examining a historical cross-section (examining the relationship among economy, politics, ideology and cultural interaction);
For example, during the Spring and Autumn Period and the Warring States Period, there were economy (Tieli Niu Geng), politics (the disintegration of enfeoffment system, the merger of vassal states, and the trend of centralization of various vassal states), ideology (a hundred schools of thought contend), culture (The Book of Songs, Chu Ci), science and technology (Sina) and so on.
3. Small incision, deep excavation, and inspection of a key knowledge (the ability to fully understand and explain a historical issue).
Such as: understanding of the phenomenon of Shanxi merchants and Huizhou merchants.
4. Induction (comparison and connection) of closely related or similar knowledge points in different test sites (ability to mobilize and apply historical knowledge, ability to transfer knowledge, induction and connection analysis)
Such as: people's livelihood issues: Mencius' benevolent government thought, Qin Dynasty's tyranny endangering people's livelihood, emphasizing agriculture and restraining commerce, the three thinkers' practical thought of industry and commerce, Sun Yat-sen's people's livelihood doctrine, natural disasters caused by the Great Leap Forward and people's commune threatening people's livelihood, household contract responsibility system, new economic policy and Roosevelt's New Deal.
5. Comparison of Chinese and foreign history (or the influence of world historical development on China)
For example, the Renaissance, the Reformation and China's active thought in the West in the17th century.