二十世纪以来，中国社会史研究在理论探讨和研究实践上都取得了许多突破性成就。它突破传统史学的政治史和制度史架构，自下而上地为中国史的纵深发展开辟了广阔的学术前景：在研究视角上，社会史将以往以王朝或英雄为中心的历史视角转向了芸芸众生; 在研究内容上，社会史将以往聚焦在以权力为中心的政治历史叙事开始转向基于百姓日常生活的民生历史; 在研究方法上，社会史将以往以重大历史事件构建的叙事模式转向了对于社会历史问题的解析模式。社会史的开拓和发展预示着中国史乃至整个历史学方向和学科的创新。史学研究的动向和成果是中学历史教学的指引和风向标，2021年版义务教育历史课程标准和部编版教材中都增加了社会史的内容，为义务教育阶段的社会史教学提供了条件和研究的可能性。综观前人对中学社会史教学的研究，主要集中在高中学段，且未能正确认识社会史的概念以及特征，将社会史窄化成社会生活史，探讨也大多停留在调查中学社会史的教学现状，提出来的教学策略脱离社会史的学科本质特征，对初中社会史教学的指导性不强。基于此，笔者对统编版初中历史教材的中国社会史教学展开研究，主要有以下几个方面：

初中历史课程中的社会史教学现状及意义。社会史教学与历史课程的育人目标相一致、有利于初高中学段的衔接、有利于培养学科核心素养，对初中历史教学有着重要意义。但是，笔者通过分析云大附中星耀学校八、九年级学生的调查问卷，发现初中历史教学中社会史内容并不受重视。

初中历史统编教材中的社会史。初中的历史教材是教师教学的主要参考，也是学生学习历史的重要读本。笔者分析初中历史统编教材后，将教材中的社会史内容按照人口与民族、社会生活和社会问题三类进行整理，为社会史教学的展开奠定基础。

初中社会史教学案例分析。基于对教材中中国社会史内容的剖析，笔者选取隋唐的社会生活变迁、宋元的社会生活、清朝的社会问题进行教学案例设计，挖掘相应社会史教学资源。

四、加强初中社会史教学的策略。结合社会史理论、历史教学方法和教学案例设计，笔者总结出四条社会史教学的策略，分别是坚持建整体史视角、用历史细节创设情境、挖掘社会史教学资源、建立社会史内容之间的联系。

 social history both in theory and practice. It breaks through the political history and institutional history structure of traditional historiography and opens up a broad academic prospect for the in-depth development of Chinese history from the bottom up: the history centered on dynasties or heroes in the past has moved to the common beings; The narrative of political history, which used to focus on power as the center, began to change to the history of people's livelihood based on the daily life of the people. The previous narrative mode, which is usually constructed with major historical events, has turned to the analysis of social and historical issues. The development and development of social history indicates the innovation of the direction and discipline of Chinese history and even the whole history. The trends and achievements of historical research are the guidance and vane of history teaching in middle schools. The content of social history has been added to the history curriculum standards of compulsory education in 2021 and the textbooks compiled by the Ministry, providing conditions and research possibilities for social history teaching in the stage of compulsory education.

On the whole, previous studies on social history teaching in middle schools mainly focus on the senior middle school, and fail to correctly understand the concept and characteristics of social history, narrow social history into social life history, and most of the discussions stay in the investigation of the teaching status of social history in middle schools, and the teaching countermeasures put forward are divorced from the essential characteristics of social history, which is not strong guidance for social history teaching in middle schools. Based on this, the author studies the teaching of Chinese social history in the unified edition of junior high school history textbooks, mainly in the following aspects:

Firstly,  Present situation and significance of social history teaching in junior middle school history course. Social history teaching is consistent with the educational goal of history curriculum, conducive to the connection of junior high school and senior high school, and conducive to the cultivation of subject core quality, which has great significance for junior high school history teaching. However, through the analysis of the questionnaire of the eighth and ninth grade students in Xingyao School, the author found that the social history content of junior high school history teaching was not paid attention to.

Secondly，Social history in junior high school history textbook. The history textbook of junior high school is the main reference for teachers' teaching and the important reading book for students' learning history. After analyzing the textbook of junior high school history, the author sorted out the contents of social history in the textbook according to population and nationality, social life and social problems, which laid the foundation for the development of social history teaching.

Thirdly,Case analysis of social history teaching in junior high school. Based on the analysis of the content of Chinese social history in the textbooks, the author chooses the changes of social life in Sui and Tang Dynasties, the social life in Song and Yuan Dynasties, and the social problems in Qing Dynasty to design teaching cases and dig the corresponding social history teaching resources.

Fourthly, the strategies to strengthen social history teaching in junior middle school. Combining the theory of social history, teaching methods and teaching case design, the author summarizes four strategies of social history teaching, which are to insist on building a holistic historical perspective, the creation of situations with historical details, and the mining of social history teaching resources、establish connections between social and historical content.