Research On The Teaching Of High School Social Life History From The Perspective Of Micro-histor

Since the new reform,the teaching of social life history has become a hot issue,and it has also posed a great challenge to front-line teaching.The part of the history of social life is concentrated in the optional compulsory 2 "Economic and Social Life".The six topics covered are food production,means of production and working methods,commerce and trade,village towns and living environments,transportation and social change,and medical and public health.These six topics are not only the most important aspects of human social life,but also hot issues in the study of social life history in recent years.Therefore,combining the hot spots and frontiers of historical research in the teaching process is an important means and the only way to improve the teaching effect of social life history.The introduction of microhistory into high school history teaching is one of the commonly used methods in front-line teaching in recent years.Microhistoriography is keen to study small people and regions,and attempts to reflect the whole picture of history from the bottom up through the method of case analysis.In terms of the materials used,microhistoriography incorporates a variety of materials other than the main history into the scope of historical research,expanding the scope and boundaries of historical materials.In addition,in terms of methodology,microhistory focuses on the combination of other disciplines to understand historical issues from multiple perspectives.Therefore,introducing the perspective of microhistory into the teaching of social life history can promote the combination of history teaching and the frontier issues of history,and provide reference for solving the problems faced in the teaching process.If we want to play the role of microhistory in the teaching of the history of social life,we must also pay attention to the use of correct strategies.In terms of content,first,you can start from the perspective of small people and peek into the big history;The second is to use historical stories to enhance the vividness of the classroom;the third is to see the big history from the perspective of small objects;The fourth is to deeply analyze the psychology of the characters and arouse the emotional resonance of students.In addition to the integration of content,the use of microscopic vision and methods is also crucial.In classroom teaching,students can be guided to enter the history classroom through the creation of micro situations,and at the same time,they should combine micro perspectives with macro perspectives.In addition,since the focus of microhistoriography is concentrated on small aspects,it is inevitable that many problems will arise,so in this process,it is also necessary to pay attention to the principle of moderation and pay attention to the combination of teaching themes.