Keywords: the influence of historical stereotypes
Stereotype refers to a state of preparation for psychological activities, including perception stereotype and thinking stereotype. When the environmental conditions remain unchanged, the fixed situation is helpful to solve the problem. If we use the laws and methods we have mastered to solve standard problems, we can speed up the problem solving. However, when environmental conditions change and some new problems need to be solved, it will be difficult to solve the problems with familiar methods.
In history teaching, stereotype has a great influence on the teaching and learning of history. Because history is all-encompassing, sometimes we can solve similar problems in history by analyzing historical problems with the methods and laws we have mastered, and we can get answers soon. However, because historical events occur under certain conditions, historical phenomena seem similar, but in fact they are different. If we use the inherent perceptual stereotype and thinking stereotype to solve new problems, it is difficult to get the correct answer. There are negative effects of stereotypes in history teaching: the stereotypical faces in history textbooks; The standardization and uniqueness of the answers to college entrance examination questions lack fresh spirituality; History teachers blindly obey the standards of the teaching syllabus, teach according to years of experience, persist in incomplete teaching materials, persist in lofty but full of loopholes, and blindly instill their own ideas into students; Students are processed by teachers according to their own molds, and become chickens fed by teachers and machines for exams. They have no own ideas and opinions and lack diversified thinking. In history teaching, how to use the positive influence of stereotype to overcome the negative influence of stereotype is of great significance to history teaching.
First, use the favorable influence of stereotype to find "variants" with the same essential attributes.
"Variation" is the transformation style of things, and objective things have many styles of expression. History is the history of the development of human society in the past. On the stage of the development of human history, the programs performed in different times are different, showing vivid pictures of various fields of society and the development history of human society, with different personality characteristics. For example, six periods in ancient China showed different characteristics. The pre-Qin period reflected the origin of Chinese civilization, the Qin and Han periods reflected the establishment of a unified country, the decentralization and ethnic integration of the Three Kingdoms, the Jin and Southern Dynasties, the prosperity and opening up of feudal society in Sui and Tang Dynasties, the southward movement of economic centers in Liao, Song, Xia, Jin and Yuan Dynasties and the development of ethnic relations, the consolidation of a unified multi-ethnic country in Ming and Qing Dynasties and the crisis of feudal society, all of which showed different stage characteristics. On the surface, they are irrelevant, but history is the evolution of human civilization and the continuous development of human society from low to high. Every progress of mankind is developed under the mutual influence of predecessors and the civilizations of neighboring countries and regions. The development of history has its own development law, and different "variants" reflect the same essential attributes, and related historical phenomena also have similarities. For example, the three dynasties that achieved reunification in ancient times: Qin, Sui and Yuan, although the specific conditions for achieving reunification were different, had common factors: economic development, national integration, the return of popular support, the formation of a unified center, and the possession of core figures. There are many reforms in history, whether ancient, modern or modern. The essence of reform is to adjust the production relations and superstructure that are incompatible with productivity. The establishment of a unified country has basically promoted the development of all fields of society. We can use the positive influence of stereotype to solve similar problems in teaching quickly.
Second, changing teachers' ideas is the key to break through the negative influence of stereotypes.
Due to the complexity and variety of historical phenomena, solving new problems under new conditions only depends on methods and understandings derived from individual situations, which often leads to incorrect answers, deviates from the historical truth and is difficult to solve problems, especially the negative influence of "functional stereotype", which is a great obstacle to solving new problems. In view of the negative impact of stereotypes, teachers should not only help students overcome the negative impact of stereotypes, but more importantly, they should change their concepts, attach importance to their thoughts, strengthen their study in action, and strive to break through the negative impact of stereotypes in history teaching. In the new curriculum reform, the change of teachers' concept is an important link. Change the role of teachers in teaching, establish an equal and harmonious relationship between teachers and students, establish a student-oriented concept, attach importance to students' own learning and experience, encourage students to innovate, develop students' diversified thinking and attach importance to students' individuality. More importantly, teachers should strive to adapt to the new situation, keep learning, absorb new knowledge in various fields, constantly enrich themselves, break through the rut in history teaching, break through the past historical cognitive stereotypes and historical thinking stereotypes, and adapt to the new situation and new curriculum reform. Teachers are important implementers of the new curriculum reform. It is very important for teachers to change their ideas and break through the negative influence of stereotypes to cultivate students' innovative consciousness and thinking ability. For example, when it comes to the Manchu government, Beiyang government and Chiang Kai-shek national government, regardless of the willy-nilly, they all tell students that they are autocratic traitorous governments and represent the interests of the reactionary class, and rarely tell them whether there are any measures worthy of recognition and whether there are other evaluation methods during their reign. When it comes to unity, it is greatly appreciated, and when it comes to division, it is dark. Do you have any specific problems to deal with? Speaking of ancient China, you must be very proud. So-and-so technology is many years ahead of the world. When it comes to the backwardness of modern China, the fundamental reason lies in the invasion of foreign powers. Have you considered your own shortcomings? When it comes to Dujiangyan, it will definitely emphasize the greatness of water conservancy projects, but where is the greatness? Why did it exist for so long? However, students are rarely explained the water conservancy project of "water diversion without dam". History teachers have many inherent concepts, many chronic diseases and laziness, and many cognitive and thinking modes. I lack the diversity of thinking, the courage to criticize and be criticized, the awareness and spirit of innovation, the awareness of lifelong learning, and the lifelong enjoyment of the historical knowledge I have learned in college. Teachers' failure to break the stereotype in concept and historical theory will directly affect the new curriculum reform and the improvement of students' and even the whole Chinese nation's quality.
Third, provide rich materials to cultivate students' divergent thinking and break through students' thinking patterns.
History is a science, an objective social phenomenon, concrete and rich, independent of human will, not a casually dressed little girl, with certain regularity and inevitability. No one can fabricate and distort history, and any subjective consciousness that goes against historical facts cannot get a correct and objective understanding of history. As a history teacher, it is more important to seek truth from facts, not to draw conclusions out of thin air, not to impose one's own subjective opinions on students, and to cultivate students' awareness of taking history as a mirror and speaking with facts. Teachers should consciously provide a large number of rich materials to induce students to think in different directions, reorganize information or conditions, find out several possible answers, conclusions or assumptions, seek diversified answers, help students get rid of the negative effects of stereotypes, and overcome the inertia of students' thinking and the negative effects of some habitual tendencies. On this basis, cultivate students' divergent thinking and pluralistic dialectical thinking. For example, the reformist Kang Youwei, how to evaluate Kang Youwei, can come up with materials:
Reject Li Hongzhang's application to join a strong club for 2,000 yuan after the defeat in the Sino-Japanese War. Weng Tonghe, who attaches great importance to Kang Youwei, said in his diary: "Kang Zuyi (Kang Youwei's word) is crazy." Liang Qichao also said his teacher: "Mr. Wang is the most confident person." Its teachings, no matter who also can't shake it ... "
Kang Youwei's literary achievements are mainly poetry creation. His poetry has a strange imagination, and his words are magnificent and full of romantic characteristics. Five representative poems, Leaving the Capital and Leaving the Gentleman, show great concern for the fate of the country in peril and are full of heroism.
Kang Youwei has a lot of research on teachers' morality and attaches great importance to teachers' morality cultivation. He believes that children are in the growth stage, vulnerable to the external environment, lack of self-care ability, and need the care and love of teachers, which requires primary school teachers not only to have good moral knowledge, but also to have maternal feelings. He is very strict about choosing teachers.
Chao Kang Youwei Alliance: The country will die for the sake of immortality.
Kang Youwei is not only an all-round politician, but also a great traveler who likes to travel all his life. He not only traveled around the world during the exile of 16, but also fell in love with the magnificent mountains and rivers of the motherland in his later years, with footprints all over the Yellow River. The love of the motherland's mountains and rivers for a lifetime is enough to last forever!
Through the knowledge and materials learned, we can know Kang Youwei: he led the Reform Movement of 1898, advocated constitutional monarchy, advocated respecting Confucius and restoring Puyi, and was an accomplished traveler in the study of literary ethics. His life activities are complex and contradictory, colorful and gloomy, so as to analyze a historical figure historically and comprehensively. It breaks through the stereotype that students think Kang Youwei is either a "good guy" or a "bad guy".
Another example is the influence of the Opium War, which not only affected China, but also Britain and the world. The impact on China should be analyzed from both destructive and constructive aspects.
The influence of stereotype on history teaching is mainly negative. How to break through the negative influence of stereotype is the key for history teachers. First of all, they should make a breakthrough in conceptual theory, and then adopt various teaching methods to inspire and help students overcome the negative impact of stereotypes, which is very necessary under the current situation of new curriculum reform.
References:
Zhang Zhiguang. Psychology. People's Education Press, 1985.
[2] Department of Basic Education, Ministry of Education. Interpretation of history curriculum standards. Beijing Normal University Press, 2002.
[3] Feng Yi. Inject new ideas. Shen, 2006.