| This study began with a comparison of two Madonna paintings from before and after the Renaissance.The results of emotional history studies emotions as an element for explaining history and analyzes the historicity of emotions.The introduction of the results of emotional history into high school history education fills the gap in theoretical research on emotional history in high school education.Analyzing historical events and figures from an emotional perspective,rather than a rational one,helps to deepen students’ comprehensive thinking skills.At the same time,analyzing emotions is accompanied by emotional education,which helps to strengthen the dissemination of values and assist in learning humanities subjects,achieving a cross-disciplinary effect.The author conducted interviews with frontline teachers and surveys with students,finding that both teachers and students hold optimistic attitudes towards the emotional factors in historical figures and events,which reduces resistance to introducing the results of emotional history.In addition,the author combed through current high school textbooks to identify emotional factors,providing feasible conditions for introducing the results of emotional history into high school history education.Through specific case designs,the author attempts to demonstrate how to combine the results of emotional history with historical teaching,guiding students to use emotions as an element for analyzing history while also guiding them towards rational analysis and helping them establish correct values.After teaching practice,personal reflection was combined with valuable experience from frontline teachers to identify areas that require attention and propose strategies for application in order to promote progress among teachers.This article is divided into three parts.The first part mainly defines the definition of emotional history and its main results research while analyzing differences between emotions in attitudes towards values.The second part focuses on analyzing the current situation regarding introducing the results of emotional history into high school history education.From three dimensions-teachers,students,and 2019 edition high school history textbooks-feasibility is explored regarding introducing this results into high schools.Examples are given on how to combine parts without obvious expressions of emotion in textbooks with the results of emotional history.On this basis,we analyze the current situation and strategies for introducing the history of emotions in high school teachingThe third part focuses on an attempt to explore the introduction of affective history outcomes into high school history teaching using case studies,reflecting and suggesting areas for attention after the author’s practice process combined with interview comments from frontline teachers.Around the above,the significance of the introduction of affective history outcomes into high school is considered.The significance of introducing the results into high schools is also considered.Through relevant research on emotional content in high school history textbooks,we found that emotional content is not very prominent and needs to be continuously explored.This requires the attention and participation of experts in history education,as well as teachers and students. |
