1. the change of history teaching view
Traditional teaching theory holds that teaching is a kind of "special cognitive activity", that is, teaching is an activity in which students master indirect experience in a planned, organized and purposeful way under the guidance of teachers. Under the guidance of this understanding, the focus of classroom teaching falls on the imparting of knowledge, the development of students' cognitive ability, the research of teaching materials, the design of teaching process and the research of teaching methods. Its purpose is to promote students to master objective knowledge. Summarizing the rich, complex and changeable classroom teaching process as a special cognitive activity and isolating it from the whole life activity is the most fundamental defect of the traditional classroom teaching concept. [4] Under the guidance of this teaching understanding, there are many disadvantages in history teaching, which emphasize knowledge over emotion; The teaching method is outdated and the teaching means is single; Teachers' teaching of historical knowledge only stays on formulaic preaching, stylized analysis and memorized conclusion, ignoring students' emotional experience of historical process and the unique educational role of history discipline in educating people with moral education and history. Teaching evaluation is single and one-sided, taking students' test scores as the main basis for teachers' teaching evaluation, ignoring the development of students' emotions, attitudes and other non-intellectual factors, which affects the cultivation of students' innovative spirit and practical ability. The existence of these problems seriously restricts the effective implementation of new curriculum standards and the effective realization of curriculum objectives.
According to Dilthey's philosophy of life, classroom teaching should be regarded as an important life experience for teachers and students. Classroom is the most basic part of students' school life, and its quality directly affects students' current and future development and growth in many aspects; For teachers, classroom teaching is the most basic part of their professional life, and its quality directly affects teachers' feelings, attitudes, professional development and the embodiment of life value. [5] Therefore, history teaching must first establish a people-oriented concept of history teaching. Because of the past characteristics of historical knowledge, it is determined that history cannot be reproduced, but teachers' teaching should be a historical movement with vitality. People-oriented, respect students' experience, help students know and understand the past history, take history as a mirror, grasp today and look forward to the future. Stimulate students' emotional experience, establish correct values and expand their life course. As far as the classroom itself is concerned, it not only becomes a part of students' rich and quality life, but also an extension of teachers' life span, and the classroom becomes a platform for teachers and students to experience and enrich their lives together.
2. Historical experience
Dilthey said: "The basic point of my philosophy is that so far, no one has built his philosophical discussion on the basis of full and comprehensive experience as a whole, so as to build it on the basis of all the completeness of reality." [6] In Dilthey's view, all abstract things are contained in the experience itself. Experience participates in the individual's feelings and experiences of meaning, and individuals constantly enrich themselves and improve themselves by virtue of their experience and understanding of life. Every life is the object and subject of education, and has its own unique life experience and life pursuit. Therefore, teachers should pay full attention to students' life experience and give full play to the value of experience in education.
It is naturally feasible to implement experiential teaching in history class. First, the protagonist of historical activities is people, and the same attribute of "people" enables us to imagine activities and experience the feelings of our predecessors according to specific historical conditions today. Second, students' individual knowledge and past individual experience are conducive to the construction of historical knowledge. In today's highly developed information media, students' brains are constantly stimulated by various historical knowledge through books, newspapers, magazines, movies, internet and other media and their own life practice. In classroom teaching, the historical concepts accumulated by students are assimilated into the background information of new historical concepts. These are all favorable conditions for experiencing "history" again. Third, reality is a continuation of history. Today's students can study the reality related to history, trace back to the past and look forward to the future through various forms of experience and inquiry activities.
Teachers should pay attention to the following points when implementing experiential teaching.
First of all, students are the main body of learning, experience and development. Therefore, in classroom teaching, it is necessary to highlight and protect students' dominant position, put students in a dynamic, open, vivid and diverse teaching situation, leave enough time and space for students, ensure that students have sufficient opportunities to participate and experience, and mobilize their enthusiasm for thinking, doing and speaking. Let students experience the development process of historical figures, events and historical background as fully as possible, understand and master knowledge in the combination of theory and practice, and internalize it as a part of themselves, so that the learning process becomes a "re-creation" process of knowledge.
Second, teachers should pay attention to the interaction in the teaching process. Students are the main body of learning, and teachers are the leading part of teaching. From teaching to learning, it is completed under the interaction and participation experience of both teaching parties. Teachers should create conditions for students to experience, and students should ask questions, analyze problems and solve problems in the experience.
Thirdly, in the specific teaching process, teachers should pay attention to inspiring students to express, explore and discuss freely by creating situations such as scene reproduction and role-playing, taking the current history textbooks as the content. Increase students' social experience and life accumulation, and enhance their ability to know, understand and experience society. Fourth, pay attention to the integrity, richness and three-dimensional of historical materials. Historical materials are the cornerstone of historical research. Because history is the past and cannot be repeated, what is presented to us is only historical records, not history itself. The subject and object of history are always incompatible and separated in time and space. Therefore, we must provide students with more intuitive, vivid and diverse historical materials to know, understand and feel history, stimulate students' desire to explore, restore a real history, deepen students' experience of history and enrich their lives.
3. Free expression
Expression plays an important role in the survival and development of individuals. Expression is not only the display of individual quality development level, but also an important means and way for individuals to communicate, communicate and enjoy. Based on the understanding of Dilthey's life performance, in teaching, performance has gone beyond the narrow scope of "saying" and "doing", and it is the embodiment of individual's overall quality. Expression is not only reflected in the results of education, but also runs through the process of education, which is one of the purposes of education. [7]
Therefore, in teaching, first of all, teachers should fully understand the meaning and value of expression. Expression is no longer a simple question, a simple text reading, nor a simple method to test the learning effect. Through its colorful forms, expression not only shows students' understanding of knowledge, but also shows their understanding of others and society. Secondly, teachers should give students the opportunity and environment to fully express themselves in class and create a relaxed and happy teaching environment. In the teaching design, students' needs are fully considered, the rhythm of classroom teaching is grasped, and students are guided to fully express themselves according to the actual situation, and various expressions are adopted. Teachers should tolerate students' various expressions, listen to their feelings and understand their growth needs.
The new curriculum reform emphasizes the construction of a vibrant classroom, and Dilthey's philosophy of life has undoubtedly become a powerful boost to this concept. Its unique definition of life always reminds us that "man" is not just a flesh-and-blood individual, but a person who is inextricably linked with the surrounding world, participates in historical construction and has unlimited expansion of life; Teachers can no longer regard students as recipients of pure knowledge, but as a life individual who experiences and grows all the time. Therefore, Dilthey's philosophy of life provides meaningful guidance for the construction of a dynamic history classroom from the aspects of teaching philosophy, teaching methods and classroom organization.