Research On Emotional Education Of History Teaching In High School Under The New Curriculum Reform

With the deepening of the new round of curriculum reform,the new curriculum puts more emphasis on the subject status of students and requires the development of students' core literacy through the study of each subject.Core literacy is a comprehensive literacy requirement covering knowledge,skills,emotions,attitudes,values,etc.It requires students to develop from subjective to objective,from physical to mental,so how to cultivate students' historical literacy as a core subject of history and humanities?As a comprehensive subject,history has its own humanistic,social and scientific characteristics,which determine the teaching of history subject must be combined with affective education.Emotional education is a part of education.It is not only the goal of education,but also a means of education.It is different from the previous way of education only pursuing the understanding and memory of subject knowledge,trying to make students acquire emotional satisfaction while mastering knowledge,and regard the process of teaching as a process of communication between teachers and students.This paper is devoted to the issue of emotional education in high school history teaching under the new curriculum reform,concretizing the emotional education in history teaching,trying to explore the manifestations and causes of the lack of emotional education in current high school history teaching on the basis of previous theories and research results,and how to implement emotional education in high school history teaching in order to accomplish the ultimate goal of cultivating students' core literacy and promoting students' all-round development.This article begins with the connotation of emotional education,expounds what is the emotional education in the history teaching of high school,and its specific content and characteristics,and emphatically expounds the significance and value of implementing effective education,and provides the theoretical basis for the next research.Secondly,the emphasis on Senior High History Curriculum Standards as the backing,design related emotional education questionnaire,through the analysis of the results of it,combining theory with practice,explores the existing problems in the implementation of emotional education in senior high school history teaching,subsuming the lack of emotional education under the examination-oriented education,the deviation of teachers' understanding of the goals of emotional education,the separation of emotional education from students' actual life,and the lack of practical significance.In view of these problems,in order to carry out the emotion education in the better teaching,in the form of case analysis,I put forward several improvement measures,such as creating teaching scene,rendering history teaching atmosphere,paying attention to the relationship between history knowledge and political affairs and life,teachers "feeling emotional",triggering students' emotional resonance,alternating use of various methods,Activating the affective factors of the history classroom,carrying out extracurricular activities,expanding the historical education resources.Finally,according to the specific history teaching procedure,this paper puts forward some problems that should be paid attention to in implementing affective education.I hope that my research can provide a new idea for the implementation of emotional education for the development of the first-line history teachers,enrich and develop the idea of emotional education,and finally complete the goal of the new curriculum reform to the history teaching,so that every student will realize the warmth and respect from history while mastering the knowledge.