Across Time And Space Travel History

"Empathy" originally appeared in the subject of history, is a history process, is a historian for the objective understanding of history and using method. It enters the history education field, let the students have a better understanding of nature as the historical understanding of the world, a kind of teaching method. This kind of teaching method, teachers’ teaching, requests the teacher before the breakthrough that cramming method of teaching form, for the students to create a historical situation, guide the students in the historical context of history, history, historical experience. The students’ science, history of’Empathy" teaching method requires students to involve himself in to rethink the past attempts to reproduce, and is part of the past, as well as with any" in the historical context of people to produce resonance"."Empathy" means in the teaching of history in the process, students should be exposed to the historical development of the environment to observe the history, stand in the historical figure’s position to study history, in order to grasp the historical figures of thought, emotion, motivation, beliefs and intentions, and understand their ideological development, namely" main body enters the object to imagine the object" research activities. Visible, historical" Empathy" teaching art is a complete realization of the main role of students, and the learning process, it is the style of history learning a thorough revolution."Empathy" is a manifestation of the new history teaching the new teaching method, it is in the history teaching practice has a strong vitality reason."Empathy" teaching method is put forward, the history of learning from the past " boring" rote form, becoming the"inquiry" and" experience " for the characteristics of the new learning style. In order to promote students’ history learning and understanding, improve history teaching effectiveness, it is necessary in the high school history teaching in the use of " Empathy" art.The paper consists of five parts. The first part focuses on"Empathy" historical connotation, explores what is "Empathy" history,""Empathy" historical features of historical and theoretical foundations. The second part of the high school history teaching the use of "Empathy " necessity and feasibility analysis. The third part focuses on the study of the skill in high school history teaching in the specific application of discussion and research. The fourth part discusses the use of empathy art should follow the principles and attention problems. The fifth part is about the"Empathy" art history in high school history teaching a specific teaching cases.