The Application Of The Views Of Social History In The High School History Teaching

Social history in the affirmation of traditional historiography of macro historical dimensions, such as politics, military and diplomatic at the same time, focus on ordinary People’s Daily life experience and emotional historical dimension, and in the new historical problem consciousness, viewpoints and research methods to update the traditional historiography, formed the social history. Introduce the social historical high school history classroom, make history closer to the students, close to the real life, more adapt to high school students cognitive level, is advantageous to the student’s study way from machinery to the initiative, willing to explore the transformation of learning. Social history teaching, it is to adapt to the needs of the development of history theory, also is the need of the new curriculum reform, it is necessary for realizing the function of humanistic education history. In the current high school history teaching, new teaching idea for the implementation of the situation is not optimistic, embodied in teachers ignore the history education, historical idea obsolete, the teaching concept and historical research front disconnect, etc.The introduction of the concept of the new historiography is a highlight of history curriculum reform. To conform to the trend of The Times, reflecting the trend of the development of the subject, "the ordinary high school history curriculum standard(experiment)" and the history textbooks and test in a certain extent, the concept of social history. In order to adapt to the requirement of new curriculum reform, change the status quo of high school history classroom ignore history teaching, history teachers urgently need to update the historical concept, adjust the teaching strategy.Improving historiography theory training of high school history teacher, is to update the concept of history teaching, the important way to improve the teaching quality, at the same time, teachers should actively the development and utilization of social history.History more embodied in observing the perspective of historical issues. History teachers can neither blindly promoting social history, also can’t. History teachers only to social history and other historical comprehensive use, different aspects of history, to cultivate students’ ability of historical problems from multiple perspectives analysis, really make students historical thinking.