Post-cognition is so important that it needs further study. However, here are only three other types of knowledge that need attention in history education-conceptual knowledge, methodological knowledge, attitude and belief knowledge, for colleagues to criticize. Conceptual knowledge: True and accurate historical knowledge is valuable and worth learning. It is the process of accurately constructing historical concept (definition) knowledge, that is, the process of "returning to historical facts themselves". However, some history, due to man-made reasons, has drifted away from "yes" and has been indifferent to "yes", even being sued, which in itself shows how important it is to seek "yes". History is valuable and worth learning, and its premise lies in truth. Accurate construction of historical concept knowledge is the basis of historical education value. Only by telling the truth can we speak well and expand more value. That kind of popular fabrication or joking about history cannot be said to be a bad move. True and touching. Nietzsche said: "The most important thing in history is to encourage people to be honest." Stendhal also said: "The primary premise of historians is that they have no ability to invent and create." Imagine that the history teacher doesn't take this as a top priority. From this association, I deeply feel the bias of virtual teaching method (I am not against virtual teaching method), which is worthy of attention and vigilance. In history teaching, in order to accurately construct or understand concept (definition) knowledge, hypothetical reasoning can be used, but reasoning is a historical discovery rather than an invention. The hypothetical boundary starts from history and goes back to history. Returning is more real than starting. Instead of arbitrarily imagining and constructing deconstruction regardless of historical facts. Second, methodological knowledge: the knowledge of procedures and strategies, which is valuable and worth learning-like procedures, which are established to achieve a goal and also refer to the process and method of "solving problems"; But it will establish several possible action plans (processes and methods), and then choose to implement one of them according to the uncertain environment, so as to know how to do a thing better. For example, teaching design should not only have a single plan, but also deal with several possible plans, so as to choose one of the prepared teaching strategies to adjust teaching according to the changed teaching situation. Of course, teaching tact beyond preset contingency is a strategy. It is worth pondering that almost all education is program-oriented, and life requires us to have strategies. Therefore, history teachers must not forget to link historical value with students' lives through procedures or strategies, so as to better serve students' lives. Procedures point more to knowledge (about things) and strategies point more to wisdom (about life). Historical wisdom comes from knowledge, but also from strategy. For example, the significance of Shang Yang's political reform, the peaceful significance of the glorious revolution and mutiny in Chen Qiaoyi, the Renaissance and Kang Youwei all advocated relying on the ancient law to seek change, and this history itself contains a lot of strategies or wisdom. This shows that the knowledge of "how to do it"-methodology knowledge is naturally valuable and worth learning. An effective history teaching method should not only talk about procedures, but also talk about strategies, and must not be arbitrary. For example, a really good "consensus" should come from a common understanding after questioning the "consensus", rather than blindly following it. This is actually critical thinking ability, which can be cultivated in the following ways in history teaching: 1. Define and clarify historical concepts, including distinguishing cause and effect and looking for similarities and differences. 2. Put forward appropriate historical questions to challenge students and clarify their historical thinking. 3. Judge the credibility of historical materials (evidence). 4. Solve historical problems and draw historical conclusions (conclusions may be more about angles and problems). Third, attitude and belief knowledge: the knowledge of values is valuable and worth learning. One difference is worth noting, that is, the difference between basic values and operational values. Basic values refer to values that will not change greatly with the passage of time, such as people's attitudes towards the values of truth, goodness and beauty from ancient times to the present. However, under the stimulation of cognitive bias or major changes such as politics, some changes may also occur in basic values. The operational values are concrete values at the practical level, which means making choices according to basic values and putting them into practice. Operational values can often be flexible and changeable, and its transformation goes far beyond basic values. Change is more likely to be the values themselves or the way of expression. The essence of transformation is also different: it may be related to the pursuit of identity, or it may be to bid farewell to the past. Schulman and other educators believe that it is very important for teachers to undertake the responsibility of "value" transmission and transformation. This means that teaching must start from the teacher's own understanding of "what to teach" and "how to teach". As far as teaching ability is concerned, a teacher knows something that students don't. He transformed his understanding, expression skills, ideal attitude or values into some appearances and actions (easy-to-understand words or other ways to realize and express his views), so that people who don't understand can understand, people who don't understand can understand, and people who don't have skills can. I add: People who have no ambition (will and direction) can have ambition. Mr. Feng Zikai put it well: education is the ideal of teaching people truth, goodness and beauty, which enables people to see a higher world. Psychologically speaking, truth, goodness and beauty are science (truth and knowledge), morality (goodness and meaning) and art (beauty and emotion), that is, knowledge, emotion and meaning. It is the full effect of education to repay kindness with kindness, develop in three aspects and cultivate lofty personality. If one side is neglected, it is not a sound education. History has repeatedly shown that perfection is a complex harmony and unity. The same is true of being a man: no matter how kind a person is, if he is too straightforward or too tortuous, he will never have a complete personality. People with rich knowledge and emotions and correct values, beliefs and attitudes can have a complete personality. It is good to pursue perfection with willpower; It is true to know this perfection with reason; Feeling this perfection with emotion is beauty. So truth, goodness and beauty are one thing. But it's just a matter of will, reason or emotion. Maybe people forget that history education is always about everything! At this point, why should the new curriculum have a complete "three-dimensional goal", and its profound meaning is no longer difficult to ponder; We should be aware of the importance of conceptual knowledge, methodological knowledge, attitude and belief knowledge to history education and not be careless.