Research On Emotional Teaching In The Teaching Of History Subject In Middle Schools In Minority Areas

For a long time,Chinese high school education has emphasized the importance of cognition and has paid too much attention to the cultivation of knowledge and skills.Whether it is school or parents,the test scores are the most important in their eyes,which can best explain the children's learning outcomes.What is often overlooked during the growth process is the children's spiritual needs and the loss of a sound personality.The history subject is a discipline that focuses on cultivating emotions.However,under the exam-oriented education system.Children only pay attention to the study of historical knowledge but lack the awareness of the cultivation of their own healthy emotions.Especially in ethnic minority areas,the level of education is relatively weak compared with developed regions and there are many factors that restrict the development of history teaching.With the continuous deepening of curriculum reform.The state has paid more and more attention to the cultivation of students'emotional aspects.Especially after the introduction of the five-core literacy of history subjects.It is even more important to see that the state attaches great importance to students' high-health emotions.Students'personal life emotions and personal emotional experiences.Especially for the current situation of high school history classroom because the traditional history classroom taught not only does not meet the psychological characteristics of high school students,but also cannot highlight the unique characteristics of history subjects.So,changing the traditional history classroom teaching is imminent,and the need to promote the deepening of curriculum reform.Therefore,we should believe that the correct implementation of emotional teaching will help to make the students of the new era become fully developed to meet the needs of the new era.As far as the current situation is concerned,most history teachers in Chifeng are not fully aware of emotional teaching and are not very comprehensive.First of all,some teachers are unclear about the related concepts of emotional teaching theory.And some teachers think that there is no way to implement emotional teaching in actual teaching.So,they choose to avoid emotional teaching for children.Secondly,it is not fully aware of the necessity of emotional implementation in teaching and is accustomed to the traditional history teaching mode.It is impossible to implement the emotional teaching.So,it circumvents the cultivation of students' emotional cognition because they think facing the college entrance examination pressure and teaching knowledge points is more important than any other method and it is effective.For the candidates in Inner Mongolia,although it is incomparable with the educational provinces such as Beijing,Shanghai and Guangzhou.We have been bravely chasing them.Therefore,it is not an exaggeration to use the test scores as a measure of the pros and cons of students.The school is also like this.So,grab the score first.What's more,there are quite a few teachers who have an understanding bias in the specific behavior of emotional teaching.It is believed that holding the banner of patriotism and shouting patriotic slogans is to integrate emotion into teaching.But at the same time,they also believe that the teacher's shouting slogan is useless.The students can't play their initiative at all.They are passively accepting.They can't completely interpret history from the emotional point of view.So,there is no need to waste too much space to instill in the students.Emotional factors are especially in the high school stage where the course is tight.Actually,this is not the case.I think this is the mindset of the history teachers who are accustomed to traditional teaching.They have almost no way of implementing the concept of effective emotional teaching.If emotions and cognition can be intertwined.I think this kind of teaching activity has a real meaning.However,in the usual teaching process,we only pay attention to the cognitive performance of students,but just ignore the emotional factors,which is actually affected by various facts.Therefore,if we are looking at the teaching process and want to obtain more different teaching effects,then we must take into account both cognitive and emotional facts.It can be seen from the research results of the predecessors that the teachers in some areas have gradually begun to pay attention to the emotional cultivation of students.In particular,more and more young teachers are more accepting of new things.So,they are also courses.The backbone of reform and deepening.As the country pays more attention to the humanities,history disciplines are increasingly considered to be not only a simple humanities subject,but also more emotionally rich than other humanities.Especially in the high school stage,the children's curiosity is getting stronger and stronger,and the desire for knowledge can no longer meet their needs.Therefore,as a history teacher,we must study the history textbooks carefully to understand the various stages of high school.The situation of the school,the emotional factors in the textbooks are excavated and turned into a catalyst to improve the quality of our teaching.In all stages of classroom teaching,not only must the full enthusiasm of teaching affect the students' enthusiasm for historical learning.It is also necessary to cultivate positive emotional attitudes established by students with their own positive emotional attitudes.This will better help students develop their potential abilities and better promote the consolidation and improvement of education and teaching quality in ethnic areas.