Historical Stories In Junior High School History Teaching

No matter from the historical memory of early human society, or during the follow-up in the historical evolution of human society, the story is important means for historical heritage and the main form of universal knowledge of history, while history is the important source of materials in the story. As a traditional carrier of history teaching, historical stories have been questioned in the process of promoting the new curriculum. However, they are still used as one of the basic carriers which are universally applied in history teaching in high schools. Historical and literary stories used in the history teaching are not only different from but also related to the discipline of history. The stories are always historic, authentic, vivid, instructive, and appropriately long and so on. Historical stories in history teaching can arouse the enthusiasm of students, increase interest in learning and regulate the atmosphere in the classroom. They can also help students to understand the materials, highlighting the teaching subject and resolve learning difficulties. By helping develop historical thinking, the students can learn to analysis and understand the materials and improve presentation skills easily as a result that historical stories have surprising teaching functions such as promoting the personality of students, developing good characters, forming a correct outlook on life and so on. How to use historical story requires selecting them scientifically and accurately. The paper discusses the basic classification of historical stories, such as dividing them according to the stage of historical studies, the stories themselves (characters-central and events-central stories), and the relationship between the story and the historical facts (historical stories, legends and virtual stories). On this basis, the main principle of selecting the historical story is made:The selected historical stories should have vivid content, which can stimulate interest, and clear subject and structure. They should also base on curriculum standards and focus on priorities. Furthermore, they should create scenarios to promote thinking. Defined the basic way to select a historical story, people can select them from high school history textbooks. Moreover, people should organize and compose the characters and events which are contained in curriculum. Finally, the teaching strategies about historical stories in secondary schools are prompted. In terms of plot construction, the stories should have a moving beginning, a fast-paced process and a surprising ending. Historic stories can be used at different times:They can be used to lead into new courses to cause interest in learning and stimulate motivation. They can be interspersed in classroom teaching to carry out scenario teaching and solve teaching difficulties. They can end the teaching to deepen knowledge and understanding and leave the development of suspense. In language arts, the teaching language must be accurate, brief, vivid, visual, and emotional. It should also properly handle the pace and rhythm. To play modal functions, a historical story must rely on the moral image in the historical story and develop moral sentiments of the students, guide students to analysis and evaluate the ethical behavior of historical figures, which can let the students learn ethics.