The Application Of Oral History In The Teaching Of History In Senior High School

China has commenced a new round of fundamental education curriculum reform since early 2001. As one of the curriculum, history education reform is also on the way. The new curriculum standards raise new requirements for the function and history education and the targets of student cultivation. The primary teaching objects have shifted from sole emphasis on knowledge examination to overall cultivation of students’ ability, attitude and moral values. With regard to the teaching method, classes will no longer be dominated by teachers, who reading the text books to students and trying to force fixed answers to their minds, and it will put more emphasis on self-study ability development, guiding and inspiring students to draw conclusions based on their own knowledge and ideas. The paper introduces history events telling method in class, and it is carried on only with students’self-study and exploration for the history. This method is in perfect consistence with the new teaching reform. The paper elaborates on history events telling method applied in middle school history curriculum and discusses with detailed examples.The paper is composed of three parts:The first part talks about the inspiration and significance of the idea, born and growth of history events telling method, application of the method at home and aboard, as well as the theoretical foundation for the application of history events telling method from both constructivism learning theory and humanism learning theory point of view.The second part takes the "Anti-Japanese War" for example and demonstrates how to apply history events telling method in class teaching. To present the performance of the teaching method, the method is applied based on different-structure same-lesson theory, and displayed in an actual teaching design in one of Xi’an middle school classes. There is a comparison example displayed of the Anti-Japanese War course carried out in two methods in one of Shenzhen’s high school classes. The last section of this part highlights the effect of the historical fact used in classes and considerations for future choose of historical events.The third part elaborates how history events telling method, which is originally a research technique, is applied in teaching, i.e. investigative learning. It takes "twist and turns in the development of democratic polities" for example, explaining how to apply the method in history teaching. With "a glimpse of the Cultural Revolution stories" as the research topic, stating the process, steps and results for students to do self-study for the topic.