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The Application and Reflection of New Historical Research Achievements in the Teaching of "The Tyranny of the Qin Dynasty"

Author(s)

Cong Tan*

Affiliation(s)

College of Teacher Education, Southwest University, Chongqing, China *Corresponding Author

Abstract

"The Tyranny of the Qin Dynasty" constitutes a core component in high school history teaching. Traditional teaching approaches, which mainly rely on textbook descriptions and handed - down documents, have fostered a one - sided perception that the Qin Dynasty was defined by "harsh laws and regulations, leaving the people in dire straits". This simplistic understanding is far from meeting the requirements of cultivating students' core competencies. Taking the teaching of "The Tyranny of the Qin Dynasty" as the starting point, this paper systematically selects relevant new historical research achievements related to the Qin legal system, the "Burning of Books and Burying of Confucian Scholars" incident, and Emperor Qin Shi Huang's pursuit of immortality. It constructs a teaching practice framework of "historical material discrimination - viewpoint demonstration - competency implementation" from three dimensions: new historical materials, new viewpoints, and new methodologies. By drawing on the teaching implementation process, the paper reflects on practical dilemmas from four aspects, namely adaptation to students' learning conditions, time allocation, goal setting, and teachers' professional qualities, and puts forward targeted optimization suggestions. The purpose of this study is to provide an operable reference model for the in-depth integration of new historical research achievements into the teaching of specific knowledge points in high school history through concrete teaching cases, thereby facilitating the effective achievement of the goal of cultivating students' competency in historical evidence.

Keywords

New Historical Research Achievements; The Tyranny of the Qin Dynasty; High School History; Historical Evidence; Teaching Application; Teaching Reflection

References

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