自2001年起，我国展开新一轮课程改革，在新课程理念的指引下，历史学科正在努力实现创新与突破，以适应“以人文本”的素质教育要求。历史教学是将史学研究成果运用于现实的重要手段，新课程理念引导指引下的中学历史教学理应关注史学研究新动态、批判性吸收史学研究新观点，实现自身的创新与突破。产生于20世纪80年代的新文化史批判性吸收已有史学研究成果，拓宽了历史研究的视野，不断促进历史学研究的丰富和完善。新文化史以文化为根本的解释模式，对政治、经济和社会现象进行文化阐释，以衣食住行、日常语言、身体表象等为题材，以大众研究、微观研究和心态研究为取向，抛弃单一的解释范式，以小见大，剖析小人物和小社会所折射出的历史文化图景，并将历史叙述主义纳入其表达，利用“讲故事”的方法，阐发故事背后的文化意义。新文化史多样化的解读视角、“深描式”的研究方法和“讲故事”式的表达方式对中学历史教学有相当的借鉴性。本文着眼于其解读视角、研究方法和表达方式对中学历史教学的启示，将新文化史与中学历史教学实践相结合，探讨中学历史教学如何利用新文化史来解读教学内容、分析史料与史实、丰富课堂表达。

Since 2001, China has started a new round of curriculum reforms. Under the guidance of the new curriculum concept, the history discipline is striving to achieve innovation and breakthroughs to meet the requirements of quality education with “human texts”. The new cultural history that originated in the 1980s has absorbed the historical research results critically, broadened the horizon of historical research, and continuously promoted the enrichment and improvement of historical studies. The new cultural history takes culture as the fundamental mode of interpretation, interprets political, economic, and social phenomena in a cultural interpretation, uses clothing, food, transportation, daily language, and physical representation as the subject, and focuses on mass research, micro-study, and attitude research, and abandons the single interpretation. The paradigm, which is small and large, analyzes historical and cultural landscapes reflected by small people and small societies, and incorporates historical narrativeism in its expression. Using the “storytelling” method, the cultural significance behind the story is elucidated. The diverse perspectives of the interpretation of the new cultural history, the “deeply descriptive” approach and the “storytelling” style of expression are quite useful for the history teaching in middle schools. This article focuses on the perspectives of its interpretation, research methods and expressions on the teaching of history in middle schools. It combines the history of new culture with the teaching practice of middle school history, and explores how history teaching in middle schools can use the new cultural history to interpret teaching content, analyze historical data and historical facts, Rich classroom expression.