Research On The Reform Of High School History Teaching Based On The Views Of Social History

Over the recent years, the study of Social History has become more popular and it has been a focus in the research of history. It is even said to be one of the main trends of the development of history. Meanwhile, in the face of the new tendency of basic educational reform in the age of knowledge and economy, fundamental changes are taking place in high school history teaching in both teaching philosophy and teaching method. Thus, the value of humanism of history teaching should be focused on again. Based on this, the author puts forward the ideas of reforming high school history teaching from the view of social history.This thesis will deal with it from the following three aspects:Firstly, the author discusses the new mission of history education in the age of knowledge and economy, as well as the reconstruction of the value of the current high school teaching that it brings about. The author also gives some popular views of the current history teaching in high school.Secondly, the author hackles the academic researches on Chinese and foreign social history since the beginning of the 20th Century, paying special attention to summarizing the theoretical intension and the significance of teaching methods of the research of social history. Meanwhile, the author observes the whole situation of social history teaching in Chinese and foreign middle school history curriculum, expecting to provide useful experience and practical models for the research.Thirdly, based on this, the author analyzes the practical significance of social history leading teaching reform, as well as investigates the practical application of social history in current high school history teaching, and puts forward basic strategies in research. Fourthly, in the practice of teaching reform, the author attempts to start from the reconstruction of teaching materials of social history and the adaptation of teaching strategies to discuss by analyzing some typical teaching cases. At the same time, the author puts forward some prospects based on further deepening and refining the application of social history in high school history teaching.