A Study Of The Use Of Daily Life History In Teaching High School History

The history of daily life is closely related to our lives,covering all aspects of our ordinary lives,and we can observe the social development behind the daily lives of the general public.As the new curriculum reform continues to progress,compared with the old textbooks,the history of daily life has increased in the new general high school history textbooks and become an important part of classroom teaching,which has certain practical significance in stimulating students’ interest in learning and cultivating core literacy.Based on this,this paper tries to combine historical research results with high school history teaching on the basis of previous research,and further discusses the research on the use of daily life history in high school history teaching.Firstly,this paper compares the contents of textbooks on the history of daily life and the tendency of the questions on the history of daily life in the last three years of the new college entrance examination provinces according to the relevant requirements of the new curriculum,and explains the value of teaching the history of daily life.Secondly,based on the reality of teaching,front-line teachers and students were used as research subjects,and interviews and questionnaires were used respectively to analyze the current situation of daily life history teaching in high school history.It was found that students’ knowledge of daily life history was relatively weak,and teachers themselves were not familiar enough with daily life history and did not probe enough in the teaching process.Again,based on the actual situation of the research and the results of historical research,the principles and strategies for the use of daily life history in teaching history in high school are proposed.In terms of application principle,teachers should teach daily life history on the basis of relevance and effectiveness,while also setting practical tasks and encouraging students to collaborate in their practical investigations.In terms of application strategies,in terms of research content,the teaching resources of daily life history should be further broadened to mobilize students’ sense of inquiry;in terms of research methods,they should guide students to observe macro social conditions from micro daily life;in terms of research perspective,students should be guided to look downwards and focus on the daily life of the general public;in the teaching process,a combination of upward and downward perspectives should also be maintained to improve students’ historical cognition.Finally,the author tries to use the research results of daily life history to design teaching in terms of cultivating students’ core literacy in history,and makes a reflection on teaching cases in order to combine theory and practice,further explore the teaching practice of daily life history in high school history,and provide reference cases for teachers to teach daily life history.