The Three Dimensions of Integrating “Historical Confidence” Education into the Teaching of the “Outline” Course

The conscious adherence to “historical confidence” is not innate but requires targeted educational practices. Integrating historical confidence education into the “Outline” course has thus become imperative, serving as a necessary pathway for the innovative development of the course. Investigations reveal that current integration efforts have explored valuable approaches, including emphasizing theoretical instruction, promoting interactive practices, recognizing educational significance, balancing teaching supply and demand, and prioritizing evaluation feedback. However, key challenges persist: the conceptual understanding of “integration” needs enhancement, theoretical foundations require deeper exploration, pedagogical regularities demand more precise comprehension, targeted effectiveness needs strengthening, and evaluation reliability and validity need improvement. To address these issues, this study proposes recommendations such as clarifying objectives and significance, intensifying theoretical research, grasping fundamental principles, innovating teaching methodologies, and establishing evaluation frameworks. These measures aim to enhance the efficacy of historical confidence education and advance the reform and innovation of the “Outline” course.