The Theory Of Microstoria In The Application Of High School History Teaching

Microstoria theory has been a new historical trend since the late 1970 s. It has started in Italy and gradually spread to the countries such as Britain and the United States, which has affected the history field around the world. On the one hand, Microstoria corrects the shortcomings that New Historiography overly concerned the microscopical construction and the l ong time structure, and i gnored the m icro concrete historical facts; on the other hand, Microstoria expands the sources of historical study object and material enhancing readers’ interest in historical works. Middle School History Curriculum Standard enacted in 2011 absorbed rich history theories, which provided a new perspective for the middle school history teaching. However, in high school history textbooks there is few micro history rather than a lot of macro history construction. The micro historiography theory is introduced into the high school history teaching, which not only enriches the teaching methods and teaching contents but also reduces the distance between students and history. It promotes the history teaching to truly follow "people-oriented" educational principle to promote students emotional value. The micro historiography pays too much attention to subtle history, which can easily lead to "fragmentation" of history. As a result, under the guidance of the micro history theory some shortcomings exist in the high school history teaching, which requires the tripartite cooperation among schools, teachers and students in order to achieve the ideal teaching effect and the goal of quality education.This paper is divided into six parts.The first part is introduction, which mainly elaborates the research topic, reasons of topic selected, research meaning and value, research status at h ome and abroad, research methods and the difficult point and the innovation place, etc.The second part is th e explanation mainly on th e concepts of micro history including micro history generation and development, the research objects and research methods and characteristics.The third part presents the reasons and conditions of micro history theory in high school history teaching. Putting Micro history theory into use in the history teaching could combine history with reality to overcome the abuses of separating from the reality in the high school history teaching, which is helpful to promote the changing of the traditional teaching mode. It meets the requirement of quality education and constructivist learning theory. The conditions of class under the guidance of the micro history theory are summarized. Solid historical materials are taken as the premise, situations established as the foundation, teacher’s guide as a necessary complement and students as the core. The perfect combination of the 4 aspects brings the ideal effect.The fourth part makes concrete analysis on a teaching case about the development of China’s national capitalism twists and turns in modern times by referencing to the micro ChangYu Wine Company in One Hundred, which shows the implementing effect of class based om the micro history theory.The fifth part sh ows that the micro history theory should pay attention to the combination of macrocosm and microcosm in high school history teaching because of its certain defects. Teachers ought to improve their abilities of applying for theory, and the schools shall establish effective ways of teaching and evaluation to grasp the good teaching tone to realize the students’ goal of being involved in learning and promote the establishment of students’ self-fulfillment.The sixth part is the conclusion, which summarizes the thesis to some certain level.