The Research On Application Of Historical Story In High School History

With the propulsion of new curriculum reform, how to improve the effectiveness of history teaching and promote the educational reform has became the common concern in today’s history teaching area. History teaching cannot do without the historical story, as an important history teaching material, historical story not only contain rich historical information, but also accessible and lively, easy to arouse the students’ interest, inspire their self-exploration. High school’s history teaching, bring the historical story’s teaching value into full play, contribute to the realization of effective teaching. This article is from the perspective of the historical story, explore the applied strategy of historical story in high school history teaching. Based on the related education, psychological theory and existing research results, formulate the historical story’s concept, presentation, selecting principle, combining my teaching practice, sum up the mainly application of historical story in high school history teaching, and it is the highlight of this article. This article is divided into four parts as follows:The introduction part overview the reason of selected topic, research situation, theory basis, research significance, research method and innovation. This article argues that historical story meets the requirement of history teaching and high school students’ history learning in high school history teaching, promote the reform of high school history course and history teacher’s quality. Compared with the situation that now historical story cannot get enough attention in high school history teaching, it is of great importance for the application research of historical story. The first part is an overview of the historical story.In this part I define and distinguish the conceptions of stories, historical stories and story pedagogy, and describe the characteristics of historical stories and story pedagogy. History story is the history about real people and real stories. It is authentic and always can reflect some historical phenomenons. The high school story pedagogy make use of the historical story to create a good teaching situation, in order to enable students to get the real perception of history, integration into the minds of the students with the image of historical knowledge to fully mobilize the enthusiasm of students, than bring students good history-of-literacy.The second part describes the main function, the principle of selection and the methods of presentation of history story, which foreshadow the mainly use of historical stories in high school. Historical stories can stimulate students’interest, mobilize the atmosphere in the classroom, highlight the purpose of teaching, enhance students’ ability to understand the difficult parts of learning, help students divergent their thinking and exercise their capacity; students also can perception history through historical stories and sublimate their own emotion. Carry out the story pedagogy in high school we have to follow the principles of story material selection, which are authenticity, relevance, vivid and concise, in order to make use of the story to better teaching service. Moreover, stories should be presented in appropriate situations by oral, stage and multimedia in the classroom. History teaching in high school, depending on the story content and teaching objectives, the story can be imported to the story questioned witnesses to the story to the story that matter, in order to strengthen the story to the story of the transition to guitar lessons story to story sensible, different under path using historical story plays a different role.The third part is a statement of the effects and the introspection of carry out the story pedagogy in high school teaching. The results of effects come from the reflect the students, the evaluation of teacher and personal acquisition. And some issues and considerations have been draw out base on the effects. Using the historical stories in high school history teaching requires the teachers not only to master the art of story telling, but also to control the quality and quantity of the storyThe conclusion overview the high school story pedagogy and point out the further working direction. To extreme the function of historical stories, history teachers must be read widely, work hard and develop strong language skills and teaching skills.