High school history has many and varied points of knowledge, ranging from intergenerational changes in ancient history to changes in near-modern history, time lines spanning thousands of years, and political, economic, cultural and other dimensions, with many of the students studying in a mixed or unfocused way. Actually, it's important to review history to find the right idea, to use the right approach. So, how do you review high school history? The next six practical suggestions are shared, so that you can clean up your knowledge efficiently, and give you easy points。
I. Combination of time axes, construction of space and time frames
At the heart of history is “time” and “space”, which are reviewed in a time-axis framework to link the scattered knowledge points. The two lines of china history and world history can be combustrated, and each line can be divided into phases of the ancient-modern-modern, with key time nodes, major events and phase characteristics. For example, in china's ancient history, it is possible to make up the memory: “si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-si-i-i-e-si-si-i-
A large table is used to show the beginning and end of each generation, the founders, the capital city, and to supplement the political system (e. G., the county system in qin, the sixth system in tang's three provinces), economic development (e. G., the commodity economy in song, the bud of ming capitalistism), cultural achievements (e. G., the unicorn of han, the poetry of tang). The history of the world has focused on the same period of events in china and abroad, such as the 17th century british bourgeois revolution, when china was at the end of the ming dynasty, comparing the differences in their social contexts. It is recommended that the time axis be placed at the desk, five minutes per day, so that a clear concept of time and space can be developed slowly and the point of knowledge can be quickly located when time is seen。
Ii. Comparation and equipment
High school history has many easy points, such as reform of different generations, similar political systems, events of the same kind in china and abroad, and it's easy to confuse a dead man's back alone. Comparable tables can be created for easy-to-mix points to analyse differences from the dimensions of " context, content, characteristics, impact". For example, a comparison between the change of commerce and the reform of the bei wei hyo wenzhi can be easily distinguished: “the change of commerce is a return to the agricultural war, and the reform of the qin reform is a contribution to integration; the former are strong and the latter are integrated.”
The british, american and french revolutions, for example, are contrasted when studying the “capital revolution”: in the background, the british are feudal dictatorships that impede capitalist development, the united states are colonial oppression, and france is feudal hierarchies that exacerbate contradictions; as a result, the united kingdom has established a constitutional monarchy, the united states has established a federal republic, and france has repeatedly and finally established a republic. In addition to china and china, there is an "old-age comparison" between china's ancient centralized system and modern china's political system. By contrast, it not only distinguishes between easy to mix points, but also deepens understanding of the nature of knowledge points。
Iii. Training in material and interpretation techniques
The subject matter was the focus of the historical examination, with a significant score, but many of the students had no idea how to do it. A review is conducted with a specific interpretation of the subject of the material, bearing in mind the following: “look at the direction of the question-setting and then read the material with keywords; a tiered overview of the information and a combination of the points of deduction”
The first step would be to look at the question, and to make it clear whether the answer is “what” or “why” or “what”, for example, “in terms of material i, to outline the performance of the commodity economy during the period”, and to know that concrete performance from the material is not necessary. The second step was to draw out key words such as time, place, person, event, perspective from the material, which, for example, referred to “swiss-weave operators in suzhou, the mechanics, the mechanics and so forth” and immediately reminiscent of the “capitalist buds”. The third step is to layer the material, usually a section of the material by period and semicolon, and each level refines a core meaning to avoid missing elements. The fourth step is to combine material information and textbook knowledge, and to answer in historical terms, for example, not to say “the crew and the crew work together”, but to say “the emergence of an employment relationship `funded by the crew and the mechanics working', marking the emergence of capitalism”. During normal practice, more specialized training in different material subjects (text, pictures, forms) is sought to summarize the different responses to questions and questions。
Iv. Checking + contributions, effective memember points
History has a lot of content to remember, and it's inefficient to remember, so it's easier to use both the “memory by mouth” and the “memory by association”. For example, remembering the knowledge points of china's ancient agricultural development, it is possible to make a complication: “spring-autumn-war-country iron ploughing cattle, handai-ha-ha-ha-ha-ha-ha-ha; don-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha-ha. Remembering the recent treaties of inequality, and summing up the core: “the nanjing treaty cut hong kong at $21 million; the tianjin treaty opened ten times and the beijing treaty cut nine dragons; the mawan treaty cut taiwan at $200 million; and the simbo treaty paid the most, strictly prohibiting anti-imperial shelling.”
To think of memory is to link points of knowledge to familiar things, such as memory of the historical significance of the xinhe revolution, and to think of the three words of "break, stand, begin": "break" is to overturn the qing dynasty and end the feudal monarchy; "build" is to establish the republic of china and enact the temporary treaty act; and "found" is to deepen the notion of democratic republicanism and lay the foundation for a new cultural movement. And for example, remembering “the navigators whose new course opened up”, combining “diaz around the cape of hope”, “dagama to india, columbus to discover america, magellan global” and their navigator, and reminiscent of their navigability on the map。
V. Crosss of disappearances and specific findings
Many of the students left their questions behind, but the error was the retrospect's treasure, which enabled them to find their weaknesses with precision. When organizing errors, follow the "three elements of the error book": the original issue + the error analysis + the correct analysis, plus a simple reminder: "the error book is not white, the error analysis is the key; the same type of generalization is the rule, the second exercise is the prevention of error."
In the first place, the faulty analysis is whether it is a “knowledge memory” (e. G., a confusion between the time of the oceanic movement and the euphoria), “material interpretation errors” (the key information in the material was not found), or “incoherence” (a omission of points or questions). If knowledge points are confused, add a comparative table of relevant knowledge points to the issue; (b) in the case of material interpretation, indicate the missing keyword in the material; in the case of lack of clarity, the response template for summing up this category, such as the “causes category” answers from the perspective of “political, economic, ideological, social”, the “impact category” divides the “positive, negative” or “current, post-mortem” analysis。
When the error is resolved, do not be idle, and repeat the error one hour a week, once a month, to see if the same type of error is repeated. For example, to throw scores on the "restrictiveness of the xinhe revolution" several times, they are dedicated to rereading relevant knowledge points and reinforcing practice with case studies until they are fully mastered. By re-opening faulty questions, we can break through weaknesses one by one, and the efficiency of the review will be greatly enhanced。
Cross-thematic integration to build knowledge networks
High school history points appear to be fragmented, but are intrinsically linked, and at the end of the period they are reviewed in order to break down the chapter limits of teaching materials, integrate across topics and form knowledge networks. It is possible to integrate topics such as “the evolution of the political system” “the context of economic development”, “culture of thought and culture” and “history contrasts”, bearing in mind that: “the three elements of political and economic culture influence each other to promote development; the correlation between china and the outside looks for similarities and similarities, which are the order of the day.”
For example, on the topic of china's ancient political system, we have integrated the system of sub-separation of summer and qin dynasty, the centralist system of qin dynasty. Enlightened monarchy strengthens, analyses the causes and effects of change in the system at each stage, and understands the main lines of “the growing monarchy and the consolidation of centralized power”. For example, the topic of “currentization”, which combines china’s oceanic movement, penang, xinhe revolution, new cultural movement, and the western renaissance, religious reform, enlightenment movement, industrial revolution, compares the different starting points, pathways and outcomes of modernisation in china and abroad, and summarizes the common patterns of modernisation。
The integration can be based on a thought map, with a thematic focus, which can project knowledge points, highlighting the causal, parallel and comparative relationships between them. For example, the theme of the “industrial revolution”, which is centred on the “first industrial revolution”, includes the “backgrounds” (capitalist institution-building, circular movement, colonial expansion, technological accumulation) “accomplishments (vailers, trains, ships)” “impacts” (productivity development, class differentiation, world market formation)” and re-links the “second industrial revolution” to compare. Through thematic integration, knowledge can be systematized and issues can be addressed with flexibility to mobilize multiple knowledge points。
The high school history review is not a blind brush or a dead end, but rather a six-pronged approach that uses time axes, contrasting, material interpretation, memory skills, mischaracterization and thematic integration. By integrating these methods into everyday retrospection, by decoupling knowledge and breaking through weaknesses, we can gradually learn about the patterns of history learning, not only by improving the efficiency of the retrospection, but also by responding easily to the various examinations, making history from “hard to remember” to “good to understand” and from “missing points” to “tip points”。
With regard to the study of high school history, it is believed that the answer is already available. Finally, children's learning, like our work, requires scientific methodological and professional guidance, and learning planning and guidance is not too early。
