| With long-standing tradition of method of composition of history popularization, especially since 1980s, the popular "historical heat" has been leading a prolonged wave nationwide due to the characteristics of popular history including popularity, vividness, humor, strong story, high entertainment etc. Based on the thoughts on the above phenomenon, the author put forward "history popularization teaching in middle school", which not only learns from the method of composition of popular history along with the merits and advantage of popular history-telling, but propose to apply the achievements of "popular history heat" into the history class in middle school aiming to change the various dilemma confronted by history education in middle school with particular approach, means and method of popularization history. For example, students are not interested in learning history; the capability can not be enhanced; the history class is often quite; the concept of teaching material is narrow-minded etc. This paper brings beneficial reference for the history teaching in middle school, changes the history into an interesting subject, provides new ideas and solution for education reform and offer diversified perspectives for new classes.The applied research on the history teaching popularization in middle school is a new topic. The paper mainly adopts the inductive method, theoretical analysis method and case analysis method. Part one, the induction and summarization are adopted in the definition of popularization teaching; part two, a lot of theoretical analysis are applied to support the feasibility and necessity of popularization teaching; part three, the necessary theoretical analysis is conducted and a large number of cases are listed to present evidence in the application of popularization strategy. |
PDF Full Text Request