Research On The Application Of The Running-through Story Teaching Method In High School

The new history curriculum reform,based on the principles of topicality and foundation,has renewed the content and system of the senior secondary history curriculum,which has required teachers to improve their teaching methods accordingly to meet the changes in the curriculum.In practice,the most common teaching method is historical analysis.However,most historical materials are presented in the form of classical Chinese,which makes history more difficult to learn.The content is mostly commentary or conclusions,which leads to most students feeling that the subject of history is boring,uninteresting and difficult to understand.History stories are more episodic and interesting than ordinary historical sources,and are more likely to be understood by students,enhancing the connection between history and their real-life experiences.This might be a direction to explore in order to improve the methods of teaching history in high schools.This thesis uses 'historical stories' as an entry point,and analyses and investigates the usage of the Running-through Story Teaching Method in high school history class using documentary research,case studies and interviews.The first step is to take stock of the current research on storytelling by analyzing the results of previous research at home and abroad.On the basis of this,the concept of the Running-through Story Teaching Method is proposed.It is an extension of the storytelling method in which several historical stories are linked together to a main line of the beginning and end of the classroom to clarify the classroom context and strengthen students' holistic thinking.The current situation of the use of history story teaching in high school history teaching were understood through interview surveys and classroom observations of teachers and students.It was found that teachers and students were highly receptive to history stories,but teachers' theoretical understanding and practical application were not satisfactory.In response,this thesis explores the value of the use of history stories in three separate areas: students,teachers and the current state of the classroom,and affirms the applicability of history stories in the high school history classroom.By collecting and collating good teaching designs,case studies on teaching through storytelling are presented in four areas: time clues,social change,event development and institutional policy.Finally,based on the issues identified with the research study and case study,targeted suggestions are made for the use of historical stories.This thesis hopes to provide history teachers with an effective teaching method or teaching idea through the study of the use of the Running-through Story Teaching Method.It is also expected to improve the one-sided view that some high school teachers has of teaching history stories and to break the limitations of their understanding.Bringing students closer to history and making sense of it allows the subject to further to fulfil its diverse educational functions.