Research On High School History Teaching Strategies From The Perspective Of Social History

The theory of social history research originated in the early twentieth century and is still one of the most dynamic fields in historical research.There are many arguments about the concept of social history in the academic circle.One of them is that social history is regarded as a new method and new vision for the study of history.It is believed that social history takes the daily social life of ordinary people as the main research object and pays attention to the "bottom-up" view of history.Although history education is not equal to history research,it is inseparable from history research.With the deepening of the reform of high school history curriculum,the connection between history teaching and history theory is getting closer and closer.Nowadays,the reform of the new history curriculum is in full swing.The teaching from the perspective of social history is of unique importance to cultivate students’ core quality of history and implement the fundamental task of "cultivating virtues and cultivating people" education.The social history perspective focuses on the people at the bottom,allowing students to fully understand that "the people are the subject of history creation",which meets the requirement of connecting history teaching with society and reality in the curriculum standard.In view of this,the author puts forward the idea of reforming high school history teaching from the perspective of social history.Apart from the introduction,the thesis is mainly divided into four parts:The first part mainly demonstrates the feasibility of using social history perspective in high school history teaching.This paper defines social history as a new perspective of historical research,and demonstrates the feasibility of applying this perspective to high school history teaching.The second part is mainly the investigation and analysis of the application of social history perspective in high school history teaching.By sending out questionnaires to students and interviewing front-line middle school history teachers,this paper aims to understand the main difficulties and challenges encountered in the teaching of high school history from the perspective of social history.The third part,on the basis of the above investigation and analysis,concludes the principles that should be followed when the social history perspective is used in high school history teaching,and puts forward the corresponding teaching strategies.The fourth part,based on the unified compilation of history textbooks,selects the Revolution of 1911,lesson 19,Unit 6,Outline of Chinese and Foreign History(Part1),and designs the teaching from different links to achieve both theory and practice,providing new references and ideas for the social history perspective to penetrate into high school history teaching under the background of new curriculum standards.As a new perspective to interpret history,social history perspective has its unique advantages,but it also has certain limitations.In the course of actual history teaching,teachers should neither blindly promote this perspective nor ignore it.Only by integrating this perspective with other historical teaching perspectives and interpreting history from multiple perspectives can students’ historical thinking be exercised and developed in a real sense.