History Education In Middle School And The Cultivation Of "Signature Strength"

Many family members who come from villages and towns are looking forward to history teachers who are able to provide students with some learning contents with "survival value and meaning". Many history teachers are also eager to students to get the strong spiritual power and excellent talents through the "history education in middle school". Middle school students in adolescence acquire the "Pessimistic Explanatory Style" through multiple approaches and apply it to the history study and social life. This explanatory style has relation to the "learned helplessness" and "depression", its adverse orientation may cause serious negative impact. It may disrupt the mind of the "pessimistic students", which making it difficult for them to properly recognize inherent "Signature Strengths", as well as delay the development of the "real ability", and finally it becomes a stumbling block for teenagers to achieve their life successfully. Secondly, the history teachers who are affected by the "Pessimistic Explanatory Style" improperly handle the disastrous historical events and the tragic stories of historical characters, which may influence the degree of "pessimistic inclination" of students, as well as deviate from the requirements of the "emotion, attitude and values". In addition, "history education in middle school" is influenced by many negative factors, it failed to fully meet the actual needs of students in pursuit of ability, and it is not ideal to develop the "real ability" to main contents of "Signature Strengths". Facing the fragility that the "pessimistic students" show in the spirit and the ability, "history education in middle school" should take the initiative to absorb the "active ingredients" from Positive Psychology, including "Optimistic Explanatory Style", "Flow experience", "Signature Strength" etc. Structuring a history knowledge system while cultivating "Signature Strength ", in order to lay the foundation for the flourishing life of students.The full text is composed of three parts:The first part mainly introduces the ways that the "pessimistic students" learn "Pessimistic Explanatory Style"; Elaborating "Pessimistic Explanatory Style" produce the negative impact to "the history teaching in middle school" and the teenagers.The second part mainly elaborates how to use the theory of Positive Psychology to enrich "history education in middle school" and make the concrete implementation scheme of cultivating the "Signature Strength". First of all, this part discusses the "history education in middle school" and the learners under the influence of various negative factors and also thinks about how to give a better play to the positive function of "history education in middle school", thus expounds the importance of fusing "history education in middle school" and the "Signature Strengths"; Second, "Optimistic Explanatory Style" and "Flow experience" cooperate with "history teaching in classroom" to make strategies for cultivating "Signature Strength"; Finally, "active ingredients" of Positive Psychology cooperates with "extracurricular teaching " to design plans for cultivating "Signature Strength".The third part mainly elaborates some thoughts about the integration of "history education in middle school" and "Signature Strength". Discussing the condition of compatibility and incompatible issues which appear in the process of integrating two of them; Raising a question about applicative space which exists in" history education in middle school".In a word, on the one hand, achieving partial upgrade in "history teaching in middle school" is to give scope to the educational function of "history education in middle school"; On the other hand, building "Signature Strength" of Students is to improve their ability to solve the historical question and realistic problem. Through integrating the knowledge of two fields to enhance the real strength that students cope with reality and to accelerate the students’ socialization; Help teenagers realize personal value and social value in the historical study and social life. In short, taking all kinds of strategies achieves "win-win situation" that all the "history education" and the learners get benefits.