Abstract: Emotion is a special form that people reflect on objective reality. It is people's attitude towards external things and people's experience of whether the objective reality meets their own needs. Emotional teaching refers to the teaching art in which teachers truly "reproduce" historical figures and events through healthy and rich emotions, vivid language and intuitive teaching AIDS, stimulate students' imagination, stimulate and cultivate students' noble emotions, and then transform them into students' will and action.
Keywords: the emotional role of history teaching
Abstract: Emotion is a special embodiment of objective reality. It is people's attitude towards external things, and it is an experience that objective reality meets their needs. Emotional teaching is a teaching art that teachers can "reproduce" historical figures and events more realistically, stimulate students' imagination, stimulate and cultivate students' noble emotions, and then transform them into students' will and action through healthy and rich emotional and vivid language and visual teaching AIDS.
Keywords: emotional effects of history teaching
In the past, people paid insufficient attention to the role of emotional factors in history teaching. In recent years, with the deepening of history education research, this issue has attracted more and more attention from history educators. If we ignore students' emotional reaction in teaching, that is, ignore students' internal motivation factors, teaching will not achieve satisfactory results.
First, establish the consciousness of emotional education-the premise of implementing emotional teaching
The famous historical philosopher Croce said: "All history is contemporary history." For people and things in history, due to different times, different positions, different emotional will and different values, the criteria for judging their truth, goodness, falsehood and evil are bound to be different. History must reflect the spirit of the times and serve reality. To accomplish this task, first of all, history teachers should have feelings for historical figures and events, and at the same time have the ability to move people with emotions. Implementing emotional education is an essential quality and ability for every qualified history teacher. How can he be called a teacher if he keeps himself completely out of history, tells stories in a plain "purely objective" way and falls into a "liberalized" situation, allowing students to attend classes like chewing wax?
The social function of history subject and the characteristics of historical knowledge require history teachers to have emotional education consciousness, which is a necessary condition for good history class, realizing the purpose of history teaching and improving the quality of history teaching.
Second, choose the intersection of teachers' and students' emotions-the breakthrough of implementing emotional teaching
The so-called intersection point refers to the historical fact that the textbook itself has emotional education factors and is easy to cause emotional communication and resonance between teachers and students. It can be a complete historical fact or a certain aspect of it. For example, in the Raven X War, Lin Zexu led the anti-smoking officials to resist the integrity of generals, the heroic deeds of the vast number of officers and men who stubbornly resisted the enemy and would rather die than surrender, and the national spirit and strong will of the people of China represented by the people of Sanyuanli in Guangzhou all had strong emotional education factors. When the teacher is giving a lecture. We can select materials from several aspects, make vivid descriptions and narratives, and stimulate students' national self-esteem and self-confidence. In order to inspire students and arouse their emotional resonance.
Choosing "meeting point" should also consider students' age characteristics and psychological development level, and try to choose historical materials that students can easily accept and understand and stir up emotional waves in their hearts. The historical materials selected for junior high school classroom teaching should be easy to understand.
Whether the choice of "meeting point" is appropriate depends on teachers' own positions and viewpoints, teachers' research degree of teaching materials and teachers' understanding of students. Only by truly understanding students and thoroughly understanding the teaching materials can we accurately find the factors of emotional education and carry out profound excavation.
Third, the use of appropriate teaching methods-the main link in the implementation of emotional teaching.
The emotional education factors of history itself and the rich feelings of teachers are only objective to students. Only by passing them on to students can we stimulate students' interest in learning and give full play to their main role in the learning process. History teachers must adopt different teaching methods and means according to different textbooks and students of different ages. From the practice of history teaching, the effective methods of emotional education are narration, dialogue and role-playing. Only by choosing appropriate and flexible teaching methods can history teachers "introduce" students into history, and students can understand the relationship between history, so as to obtain more systematic and perfect historical knowledge.
Teachers' charming narration can outline a beautiful picture of the development of human society and reproduce the voices, smiles and beautiful words and deeds of historical figures. It can not only pluck the strings of students' thoughts and feelings, but also cultivate, resonate and sublimate students' thoughts and feelings. It can also be transformed into the driving force for their progress, such as: Confucius' realistic style of "knowing is knowing, not knowing is not knowing"; Qu Yuan's lofty feelings of "lamenting the tears and mourning the people's suffering"; Mencius' national integrity of "wealth can't be lewd, power can't be bent" Huo Qubing "How can the Huns be home before they are destroyed?" . The teacher's vivid narration makes the feelings of teachers and students blend and resonate.
Conversation method is to promote the emotional exchange between teachers and students through the dialogue between teachers and students, and form a harmonious learning atmosphere. For teachers, it is very important to quote without sending, and for students, it is very important to speak freely and begin to understand. In the process of dialogue between teachers and students, students' reactions are constantly strengthened, and their emotions are constantly purified and sublimated.
Role-playing is an effective method of emotional education. History teachers create historical situations, let students simulate historical scenes and historical figures, let students immerse themselves in history, share the same fate with historical figures, and naturally have emotional experiences.
Fourthly, create "problem situation" to sublimate students' emotions-the foothold of implementing emotional teaching.
Psychology points out that people's feelings include three levels: emotion, emotion and sentiment. Students' feelings from rich and vivid historical perception are unstable, and they must develop into deep and solid advanced feelings related to people's social needs in order to become stable emotions and further sublimate into feelings. A good way to promote the sublimation of emotional development is to create "problem situations" in emotional teaching.
Setting up "problem situation" means that teachers subtly hint at problems in inspiring specific situations in the teaching process, so that students can think, analyze and study problems while listening to lectures. Students seek understanding in thinking, consolidate in digestion, realize the leap of understanding and emotional stimulation in developing thinking, and gradually sublimate-from emotion to emotion, and finally rise to sentiment and will. For example, in the paragraph of the Reform Movement of 1898, it was said that the die-hards headed by Nala initiated changes, imprisoned Emperor Guangxu, abolished the reform laws, and ordered the search for reformists. When the dark clouds were overwhelming, representatives of the reformists, such as Kang and Liang, fled one after another. Tan Sitong was fully qualified to escape to save his life, but he gave up the opportunity to escape. Why is this? How to understand the tragic words he wrote before he died? What spirit did you show? Six gentlemen fell to the ground to save the country and the people, and most of the onlookers were insensitive. What does this mean? What does the failure of reform mean? How can we save the nation from peril? These series of questions are chess pieces to stimulate students' emotions and promote their emotional sublimation.
In a word, the application of emotional teaching in history class occupies a very important position, with irreplaceable advantages such as pictures, models and projections. As educator Xia Mianzun said, "Without emotion, there is no education". It can be seen that history teachers must attach importance to the application of emotional teaching art in history classroom. As long as teachers control the convergence of emotions in each stage and grasp the embodiment of emotions in each student, they can achieve the best results in history classroom teaching.
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