First, the cognitive function of history refers to the role of historical knowledge in people's understanding and transformation of the objective world.
The development of nature and human society is a regular and objective process. Everything is the product of historical development and has its origin and reason. Only by understanding its history can we grasp its inherent essence and development law. As far as the subject system of middle school education is concerned, history can provide historical background and rich historical materials for many subjects, especially social subjects such as Chinese and politics. Therefore, it can be said that historical knowledge is a basic literacy problem, and the amount of historical knowledge is largely related to one's knowledge level.
The cognitive function of history depends on the objectivity and accuracy of historical knowledge and the spirit of seeking truth from it. The spirit of seeking truth is the basic spirit of history and the basis of cognitive function. Only by seeking the truth and trying to get close to the truth of history can we understand it effectively and meaningfully. Reflected in history teaching, its main forms are practice teaching and inquiry teaching. When designing courses, history teachers should consciously arrange debates and explorations on the truth and falsehood of historical facts. In fact, it is to identify true and false in various historical debates, which in itself is an incentive to cultivate students' spirit. Therefore, around this function, it is a bright spot to carefully design teaching according to teaching objectives.
For example, the knowledge point of "Zhu Yuanzhang Abolishing the Prime Minister" in the fourth lesson of the People's Edition textbook (compulsory 1) is an important content in the "History Curriculum Standard for Senior High School". In order to teach and consolidate this knowledge point, in the "classroom consolidation" link, I projected the once widely circulated clip of Prime Minister Liu and the CCTV version of Emperor Kangxi, so that students can learn from the video. Students who really master this knowledge will soon find that "Prime Minister Liu Luoguo" tells the story of Liu Yong, an important official of the Qing Dynasty, and as early as the early Ming Dynasty, Zhu Yuanzhang permanently abolished the prime minister system in China, so it is a great mistake to look at this TV series only from its name. It is also a misunderstanding of history to say that the military ministers at that time, Mingzhu and Soto, were "Xiangming" and "Suo Xiang" of Emperor Kangxi.
This design of distinguishing the authenticity of history through historical knowledge not only consolidates students' basic knowledge, but also cultivates students' interest in learning history. More importantly, their methods of analyzing historical phenomena and their spirit of exploring historical events have been well cultivated, which can be described as killing two birds with one stone.
Second, another important role of history is to learn from it, that is, history provides historical experience for people's practical activities.
In the process of understanding and transforming the objective world, regardless of success or failure, people have accumulated certain experiences and lessons for future generations to learn from. However, for a long time, middle school history only paid attention to political history. "History Curriculum Standard for Senior High School" and textbooks have changed the situation of "one history is the only one" in political history, and greatly expanded the contents of economic, cultural and social fields. In order to give full play to the reference function of history, we should thoroughly implement the spirit of curriculum standards in middle school history teaching, deeply explain the dialectical relationship between economy as the foundation and political culture as the superstructure, comprehensively integrate all aspects, cultivate students' all-round historical understanding system, and provide the necessary foundation for their future personal development.
For example, the sixth question of the People's Edition textbook (Compulsory 2) has a strong reference significance today. Among them, the first lesson "Laissez-faire America" mainly tells about the outbreak of the American economic crisis in 1929- 1933. The main reason is that under the influence of the prevailing "liberal capitalism" theory in the United States at that time, the Hoover administration insisted on implementing the "laissez-faire" economic policy, which eventually led to the American economy going astray and rapidly developing into an economic crisis sweeping the world. The second lesson, Roosevelt's New Deal, mainly tells that in the face of the terminally ill American economy, the new President Roosevelt prescribed an unprecedented new prescription: emphasizing the state's comprehensive intervention in the economy not only helped the American economy gradually get rid of the crisis, but also provided a model for economic reform in the West and even the world. Coincidentally, with the development of history to this day, the subprime mortgage financial crisis originating in the United States has swept the world again. So how do affected countries in the world get out of the crisis today?
In the course design and teaching, students should be guided to analyze the similarities and differences between the two economic crises, and explore the different effects of different policies of Hoover and Roosevelt on the economy, so as to inspire students to seek the measures and policies that should be taken in the face of the economic crisis today from historical knowledge.
Through this example of comparison between ancient and modern times, I believe that the answers obtained by students are either correct or biased, but they all stimulate students' interest in the role of historical knowledge.
Thirdly, another important function of history is the educational function.
The educational function of history exerts a positive influence on people's world outlook and outlook on life in a subtle way. Specifically, it should include the following two aspects: (1) moral education. Any social system needs to establish a set of moral norms as a link to maintain the group, and all need moral education. Patriotism education is a part of moral education. (2) Ideal education. Ideal is people's yearning for and pursuit of beautiful things or a bright future. Although people's specific ideals are different, they must follow a basic principle, that is, be as realistic as possible, otherwise it will become an unrealistic dream. Only by understanding and conforming to the ideal of historical development direction can it be realized.
Reflected in history teaching in middle schools, all teaching staff, especially in history teaching, should consciously use their familiar historical knowledge in and out of class to cultivate students' sense of history and morality, so that they can truly establish lofty ideals and noble moral sentiments, so that they will not only have excellent professional knowledge, but also have both ability and political integrity in the future development and become the pillars of modernization.
For example, the knowledge point of "natural law" in the third lesson of the human edition textbook (compulsory one) has a strong educational function. Because natural law is not a specific legal provision, but a legal concept that transcends specific legal provisions, and everyone consciously abides by it. This concept has eternal value across time and space, and the strong legal consciousness and legal concept in the western world today are actually thanks to it. Then, as a member of the ancient oriental civilization, do we choose to passively accept the cold legal provisions or actively enjoy the extremely lofty legal consciousness? In small matters, when you accidentally drop a piece of paper scraps on a beautiful and clean campus, if you think it doesn't matter, no one will arrest me anyway, then you choose the former; On the other hand, when you think that the campus environment must be maintained by everyone, this kind of littering behavior is shameful, so you choose the latter.
For another example, the People's Education Edition selected four topics in the first lesson of Marx, the founder of scientific socialism. Speaking of young Marx, I projected a passage from Marx's Youth's Thinking of Choosing a Job:
"If we choose a career that can best serve mankind, we will not be overwhelmed by any heavy burden, because it is a sacrifice for all mankind; At that time, we will not get poverty, limited and selfish happiness. Our happiness will belong to millions of people. Although our cause is not prominent for the time being, it will always play a role. When we die, noble people will shed tears on our ashes. "
-Marx's Thought on Youth's Career Choice
Similarly, the People's Education Edition selected the fourth lesson "Mao Zedong, the Founder of New China", which was also about young Mao Zedong. I showed a passage from Mao Zedong when he was studying in Hunan Normal School 19 18:
"We should strive to save the country and transform society, instead of fighting for our own fame and fortune. Every man is responsible for the rise and fall of the world. Although we are young people, we must also bear the responsibility of transforming society. "
Speech at Xinmin Society
Through the experiences of two great men in their youth, it is not difficult to find that all people who can become great men or achieve great achievements have one thing in common, that is, their personal aspirations far exceed the gains and losses of personal interests, but come from their love and sense of responsibility for the people and society. Middle school students are in a critical period of establishing world outlook and values, and our teachers should guide them to establish lofty ideals. If we consciously adhere to this concept for a long time in history teaching, the educational function of history will be fully exerted.
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Editor/Li Li