The Study On Oral History Teaching In The USA

Simply speaking, oral history teaching refers to the applications of oral history in teaching, which contains active oral history and passive oral history. The rise of oral history teaching is in 1950s in the United States, and oral history teaching plays a more and more important role in the history education after decades of development. This teaching method prevalent in the USA in particular, and the development results for all to see. The reason why oral history teaching is favored by the American educators is that it takes the students first-hand experience as the core, stressed "doing history" by the students. In the context of the current curriculum reform, the study on oral history teaching in the USA can provide a meaningful reference for the current curriculum reform.This paper consists of the preface, the body part and the conclusion. The preface introduces the context and the significance of the topic, and also refers to the related researches. There are four chapters in the body part. The first chapter mainly introduces the development history of oral history teaching and also the characteristics of every stages in the USA. In the light of actual teaching, the second chapter explore the implementation of teaching strategies from teaching objective, process and evaluation. Based on the study of the contents about the oral history teaching in the first two chapters , the third chapter discusses the significance of the oral history teaching . It can not only promote the development of various capabilities, but also conducive to the development of civic education as well as the development of history. But oral history teaching is not so popular in China, so the article points out the reasons for the suffering of China's development in the last chapter. The reasons are the qualities of the teachers themselves and the restrictions of the college entrance examination system, and also there are lacks of specialized organizations that can research and guide the oral history teaching in China. Although there are some difficulties, the writer believes that the oral history teaching in China has great prospects. In China, there are a series of favorable conditions to the development of oral history teaching: such as a wide range of topics and comprehensive practical activities in secondary schools. The conclusion summarizes the main content of this paper and points out the problems in the writer's study of oral history teaching in the USA.