Research On "Empathy" In High School History Teaching

"Empathy",as an important concept in the field of psychology,is an individual’s ability to perceive and understand others’ emotions and make appropriate responses.Enriching the theoretical understanding of "empathy" among history teachers,studying the current situation and problems in the implementation of "empathy",and proposing "empathy" strategies specifically applicable to history teaching can promote the effectiveness of history education.Therefore,this article focuses on the concept and practice of "empathy" in high school history teaching,and divides the research subject into three parts:The first part of this article uses the method of literature to explain the concept of "empathy",its dimensions and significance in history teaching,and emphasizes the importance of the three levels of "empathy" between teachers and students,"empathy" between students and students,and empathy between teachers and students and history in history teaching.Boost history teachers’ understanding of "empathy" from the empirical level to the theoretical level,and clarify the application direction of historical "empathy".Secondly,through observation,questionnaires,and interviews,the author analyzes the current situation of the implementation of "empathy" in high school history classrooms.Understand the emotional relationship between teachers and students,and their views on "empathy" in history.According to the research in this section,there are still problems with "empathy" in senior high school history classroom teaching,such as insufficient teachers’ "empathy" ability,lack of emotional communication between teachers and students,and improper creation of historical "empathy" atmosphere.Finally,in view of the many problems existing in the practice of "empathy" in history teaching,and in order to bridge the psychological processing mechanism of "empathy" with the connotation and value requirements of the core literacy of the history discipline,a "empathy" model of "situation imagination selection understanding action" is proposed,and three "empathy" application strategies are summarized.In relevant case designs,the feasibility and validity of the above models and practical strategies have been verified.The teaching of "empathy" in history is beneficial for establishing good teacher-student relationships,strengthening students’ core competencies in the five major historical disciplines from multiple perspectives,and is of great significance for further implementing the educational tasks of "cultivating morality and cultivating people" in the history discipline and "educating people through history" in the history classroom.