The Application Of Micro-history In The Teaching Of Junior High School History Unit

With the "point-line" mode of narrative whose contents mainly involve politics,economy,and ideology,the current unified edition history textbooks for junior school students prefer grand narrative when presenting the contents,commenting events,or providing various types of historical materials.If teaching is conducted entirely based on the textbooks without the supplements of historical materials reflecting the individual or group characteristics,it is likely that students will be reduced to a state of blunt reasoning when dealing with the given historical ideas,which,in the long run,will inevitably affect students’ demonstration of historical materials,interpretation of historical facts,and cultivation of home and country feelings.Therefore,to solve the problems caused by students’ rigid learning in demonstrating historical materials,interpreting historical facts,and cultivating home and country feelings,it is feasible for teachers to adopt micro historiography,which features details and the connection between individuals and society,combining the presentation of focal knowledge revealing grand narrative;it can promote the implementation of the historical core competence to the maximum extend.In teaching design,we can collect all sorts of historical materials for history teaching through various channels.With the development of postmodern historical theory,we can also consciously start to look for some historical materials reflecting the ecology of individuals or small groups,and study the social changes in a wider range from a micro perspective in the form of "seeing big things through small ones".In the process of demonstrating and interpreting these historical materials,both teachers and students can “unearth” a more vivid and concrete history.To solve the dilemma of "the fragmentation of knowledge” that sometimes emerges inevitably in such thinking process,it is promising to conduct unit teaching design followed the major concept theory,which requires teacher to build a learning framework based on a core concept.Subsequently,in the given teaching environment,the timely analysis and interpretation to the specific,individualized,and detail-focused historical materials will be given,which,at the same time,will gradually solve the problem of competence improvement caused by the lack of details in the grand narrative,and the one of judgement affected by historical nihilism and lack of focal knowledge caused by the fragmentation of knowledge.By means of the above mentioned ways,it will contribute to combining the systematic and holistic unit teaching design followed the major concept theory and the individualized and detail-focused micro historiography,which will improve students’ historical core competence and facilitate the implementation of the Five Education advocated in the curriculum reform.After the selection of major concept in unit teaching,the construction of learning framework is conducive to the formation of historical materialism and the concept of time and space.And in the study of historical materials under the guidance of micro historiography,it hopefully enhances the core competence including the demonstration of historical materials,interpretation of historical facts,and cultivation of home and country feelings.Owing to the selection of historical materials preferring the ones of individuals or small groups,more details will be observed and the combination of intellectual education,moral education,physical education,labor education,and aesthetic education will be achievable.This thesis,divided into four parts,attempts to present the reflection and practice of unit teaching of history in junior school integrating micro historiography.The first part,the introduction,will mainly contain the reason and significance of the topic selected,concept definition,analysis of the research status,research ideas,research methods,and so on.Focusing on explaining the function,research methods and features of micro historiography,analyzing the unified edition history textbooks for junior school students,and demonstrating the necessity of the adoption of micro historiography in teaching,part two will clarify the connection between micro historiography and unit teaching of history in junior school.On the basis of research,part three will analyze the feasibility of adopting micro historiography in teaching the history of Anti-Japanese War.In part four,more practices of micro historiography in unit teaching of history in junior school will be introduced,mainly including unit motif searching in a grand perspective,unit teaching practice using micro historiography,presentation of the fruits of micro historiography application,and the pros and cons of micro historiography in unit teaching of history.