历史故事是以人物或者事件为主题，将过去发生的事情以具体情节表现 出来，运用历史故事进行教学则是课堂中教授历史知识的常用方式。历史大 单元教学在历史学科领域里，利用整体思想，将分散的教学片断组合在一起， 助力学生构建整体的思维框架。面对体例为专题史的新教材选择性必修 2，教 学过程中可以贯彻大单元教学，同时把历史故事融入进课堂讲授过程中，帮 助教师的教与学生的学产生良性互动，提升学生的历史学习能力。 针对上述内容，本研究共分为四个部分：第一部分为绪论，系统总结前 人对历史大单元教学及历史故事教学研究的现状，探讨本研究能做的改进之 处与意义。第二部分是关于历史大单元教学、历史故事的理论阐释和对教材 中历史故事的分析。第三部分阐述大单元教学与历史故事的关系，在新版教 材中借助历史故事来进行大单元教学的可行性。第四部分是探索历史故事运 用到教学实践中的策略，要基于教材和学情，注重故事的关联性。

History stories are a common way to teach history in the classroom, using people or events as a theme and presenting past events in concrete episodes. In the subject area of history, a large unit of history is taught by using holistic thinking to combine scattered teaching pieces to help students build a holistic framework of thinking. In the face of the new textbook Selective Compulsory 2, a textbook with a thematic history style, the teaching process can implement large units of teaching, while integrating history stories into the classroom teaching process, helping teachers' teaching and students' learning to create a positive interaction and enhance students' learning ability in history. The first part is an introduction, which systematically summarizes the current status of previous research on teaching large units of history and history stories, and discusses what can be done to improve and the significance of this study. The second part is a theoretical explanation of large-unit teaching and history stories and an analysis of history stories in textbooks. The third part elaborates the relationship between large-unit teaching and history stories, and the feasibility of using history stories to teach large-unit teaching in the new edition of the textbook. The fourth part explores strategies for applying history stories to teaching practice, which should be based on the textbook and the learning situation and focus on the relevance of the stories.