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With the development of information technology, the advantages of virtual simulation technology, such as reality, vividness, immersion, experience, and interaction, have gradually become apparent (Aidinopoulou & Sampson, 2017). Especially the restoration of historical scenes, which combines vision, hearing, and touch, is constructed by virtual simulation technology so that students can better experience the historical background, historical environment, and the occurrence of historical events (Ashby, 1997). It is important to (a) fully integrate virtual reality, the computer, and the human and the database and the network; (b) focus on teacher-student interaction, knowledge application, and effect improvement; (c) and better integrate knowledge and behavior in teaching (Biocca, 1992).
In the educational process of our country, history teaching is mainly responsible for deepening students’ understandings of the diversity and richness of world civilizations, exploring the dialogue among different civilizations based on our history, broadening our horizons, and establishing national self-confidence and pride (Barton, 2012). In the process of education, general history teaching courses are very important for inheriting excellent cultural traditions and historical deeds and enhancing national confidence (Billingsley & Scheuermann, 2014). Virtual technology is suitable for information technology education, and it helps to improve the teaching effect of general history and culture courses (Cheng, Ma, et al., 2022). Therefore, it is necessary and reasonable in the curriculum system of history teaching (Cheng, Yang, et al., 2022).
Therefore, while clarifying the educational purpose, colleges and universities should consider not only the scores of professional knowledge examinations but also students’ practical abilities and professional skills, so that the focus of educational content will gradually shift from professional knowledge to professional knowledge (Domingo & Bradley, 2018). The traditional guidance method is centered on theoretical guidance (Freedman et al., 2008). If we continue to use the traditional guidance method, it will not help the improvement of students’ practical abilities (Cheng, Wei, & Cheng 2022).