將口述歷史方法運用於課堂教學，在台灣仍屬起步階段，且主要係以大學歷史史系的課程為主。在國外口述歷史方法應用於各階段的學校教育乃至於社區大學，頗為普遍。口述歷史應用於小學階段的教學目標，不同於大學之專業口述人才的培訓，而是做為一種教學方法，鼓勵學生的主動學習，發揮想像力和培養思考問題的能力。訪問年長者也往往讓學生有「社會性的成長」，學習對話和與人相處之禮儀。此外，口述歷史方法幫助學生體認歷史中「變遷」的概念、了解訪者與受訪者之間的時代落差、理解「過去」、「現在」和「未來」之間的「延續」概念，因而從實際的訪談中培養出「歷史意識」。本文以現行小學社會科課本為示例，說明口述歷史方法如何運用於小學社會科教學。

　　　　　Using the method of oral history is just beginning in Taiwan's school teaching, but almost avail in history department of University. In foreign Country, the method of oral history as a common and important teaching skill from the different stage, includes the primary school, high school, even to the community college. The attainment target of oral history teaching in primary school is totally different from college, not to be trained as a professional historian, but to encourage the pupil learning by self spontaneously, enhance their thinking and imagination. To visit the senior always make pupil has a "socialized grown up", learning how to make up with people and have a good manner. Besides, the method of oral history helps the pupil to experience the transformation of the past, to understand sympathetically the generation gap between the reporter and speaker, to think the connection between "past, now, and future", and finally furnish the historical consciousness. This paper test some oral history examples for the primary curriculum of social studies.