The Application Of "Empathy" History Teaching Method In Senior Middle School

History has the role of learning from the past.General Secretary Xi Jinping pointed out in his congratulatory letter when the Chinese Academy of History of the Chinese Academy of Social Sciences was established: "Paying attention to history,studying history,and learning from history is a fine tradition in the 5000-year history of civilization of the Chinese nation." Since the promulgation and implementation of the general high school curriculum standards in 2017,the core literacy education of history discipline has entered the high school history education classroom.The basic spirit is to "cultivate students' sound personality,firmly take students' personality and all-round development as the foundation".The central factor to be cultivated is to cultivate students' ability from the aspects of materialist conception of history,time and space concept,historical data demonstration,historical interpretation and family and country feelings Middle school students inherit excellent civilization,carry forward the spirit of national self-improvement,conduct moral cultivation.It is precisely because of the heavy responsibility of the history subject under the new curriculum reform concept,so teachers' teaching philosophy must be updated,teaching methods must be changed,and front-line teachers are making continuous efforts to cultivate students' core literacy and give play to the educational role of the history subject."Empathy" history teaching gradually plays an important role in history classroom teaching after it was introduced into China.It effectively combines teaching methods and teaching objectives.It is to guide students to understand history from the perspective of development,to study history from the perspective of past people,and gradually cultivate the quality of objective and fair evaluation of past figures,events and phenomena.The core training goal of the new curriculum standard can be cultivated through the intervention of "Empathy".The author thinks that history teaching needs to be placed in a specific and specific historical background in order to make the students "immerse themselves in the historical scene and deeply understand".By substituting themselves into the historical situation at that time to learn history,understand history,experience history,and pay more consideration to the development and preparing of students' considering capacity within the prepare of dynamic learning,the one of a kind instructive work of history instruction can be illustrated and the instructing impact can be progressed Superior carry out the development of center proficiency and the development of authentic information in history lesson.This essay consists of five parts,the first part is the introduction,including five parts.The first is to define the concept of "Empathy" history;the second is the research significance,mainly the requirements of curriculum reform and the educational value of "Empathy" history;the third is the analysis of research status;the fourth is the research content and method;the fifth is the research innovation.The second part is the theoretical basis and method advantage of "Empathy" history.The theoretical basis is mainly constructivism theory,humanism theory,cognitive discovery learning theory and the five method advantages of "Empathy" history.The third part is the feasibility of using "Empathy" history in high school history teaching.It is mainly carried out from two aspects: the combination of the "Empathy" history and the five center proficiency,and the investigation of tall school students' learning circumstance.Within the fourth portion,the author takes part of the history teachers and students of F first school in Yantai City as the object,carries on the actual investigation through questionnaire and interview,and analyzes the survey results.The fifth part is the author's teaching practice of "Empathy" history in high school history teaching,mainly the four key points of "Empathy" history application and through specific teaching examples to comprehensively show the application of "Empathy" history in high school history teaching.In brief the author hopes that this paper can be helpful to readers and other teachers in the use of "Empathy" history teaching.