The Application Of Maslow 's Needs Level Theory In Middle School History Teaching

As is widely known, history in the sense of a unique subject of humanities shares commonalities with other subjects, while also retains its own independence. Students who learn the subject of history well can more easily have correct ideologies established. Since the latest reformation in course teaching, history curriculums have entered a new level, breaking traditional ideas, focusing on students, and catering to the comprehensive growth of students. The importance of applying the theory of Maslow’s Hierarchy of Needs to history teaching in high schools is becoming obvious.In aspects such as the essence, structure and attribution of needs, the theory of Maslow’s Hierarchy of Needs has offered systematic elaboration. Teachers are better able to understand the levels, categories and characteristics of students’ needs by applying the theory of Maslow’s Hierarchy of Needs to history teaching in high schools. In turn, students are taught with approaches best suit their uniqueness, as teachers begin to see students as self-aware and unique persons in constant growth. The cliche of hierarchy between teachers and students evaporates, replaced by relationships of equality. This paper aims at an array of problems in history teaching in high schools by putting forward relevant methods, in particular, the theory of Maslow’s Hierarchy of Needs, in the hope that eventually the three-dimension target will be achieved, and course teaching and learning will both be witnessing improvement.This paper consists mainly of three parts:Party I elaborates the basic content of the theory of Maslow’s Hierarchy of Needs, as well as relations among hierarchies in the theory, making summaries on characteristics of the theory, including features of development, non-fixedness, integrality, hierarchy, and relative contrariety. Also discussed are influences to the theory of Maslow’s Hierarchy of Needs brought about by culture, environment and premises.Part II deliberates the possibility of applying the theory of Maslow’s Hierarchy of Needs to history teaching in high schools by conducting analysis in aspects of theory and practice. And in conclusion, summarizes the significance of theory of Maslow’s Hierarchy of Needs in high school classrooms.In addition, this part of the paper listed existing problems encountered by history teachers in the classroom. In the end, discussions are made as to why these problems still exist.Part Ⅲ targets problems in the classroom by deliberating on tactics incorporating the theory of Maslow’s Hierarchy of Needs into high school history teaching. The solutions proposed mainly focuses on principles to be followed while using the theory in high school history teaching, and on effective tackling methods in aspects like creating a safe learning environment and creating a relationship between teachers and students and constructing the teaching mode of antonomous learning.Stimulating effective motivation to learn.And last the teacher should design development work for students.