A Study On The Teaching Strategy Of Social Life History In Senior Middle School History Teaching

Currently, for the nationwide senior high school there are four versions of text books, issued by the People’s education publishing house, People publishing house, Yuelu publishing house, and Beijing normal university publishing house, composing of four modules,namely political history, economic history and intellectual history, like the three legs of a tripod. but there is blank space between "three legs". Among the three versions of textbooks, the content of the social life history consists of two to three class hours, which makes it difficult to realize social life history value, either in the aspect of instruction in class or in the assessment of the testing requirements, and it is hereby challenging to cover the blank space, at its weak status.There is no such puny and tiny things that should be taken for granted in history. On the contrary, credits have been given to the delicate and subtle details, people can go through more social changes,along with the genuine insight of the historical development. Social life history reviews the history in a perspective, from bottom to top, and it concentrates attention on the history by a far more vivid means, advocating it to show solicitude for ordinary people, to follow the changes of social environment with keen interest, which is bound to influence the contemporary life, and closely related to students’ daily life. Therefore, social life history is more likely to be embraced by students, with highly agreed-upon guiding significance. Social life history is in line with the spirit of the lately updated reformation of curriculum, and it has been carrying enhanced weight as time goes by, as far as the college entrance examination is concerned.The writer of this dissertation is an ordinary history teacher from a senior high school, and this dissertation lays a foundation on high school history teaching practice, and serves the updated reformation of curriculum, in accordance with the dynamic spirit of the new college entrance examination, applying the following methods and means as illustrated:literature research, questionnaire survey, action research experience summarized and combined research methods, from the multiple angles of social life history teaching in high school, on the implementation basis, as well as current situation,to conduct preliminary exploration of and the teaching strategy, in coexistence with the formation of guidance for teaching practice.