Discuss The Method Of "Empathy"in The History Of Teaching In High School History

With the implementation of the new curriculum reform, the new ideas and methods of teaching history in high school emerge endlessly. The core concept of student-oriented has embodied in teaching. The method of "Empathy" in the history of teaching has sprung up everywhere in recent years and is favored by numerous first-line teachers. The word of "Empathy" was introduced into education on history from western in the late of20th century. It is a kind of emotional experience as well as researching method and teaching method. The method of "Empathy" in history teaching refers to making the students watch the history in a historical scene, observe the then world from the angle of historical figures, think as the figures, and grasp the figures’thoughts, feelings, beliefs, motivations and intentions, etc. This teaching activity is called "to imagine the object by putting the subject into the object".Under the background of the implementation of the new curriculum standards and based on the theory of cognitive psychology, the method of "Empathy" in history teaching aims to promote the students’historical thinking ability. The process of implementing the method of "Empathy" in history teaching needs the teachers to use role play, or foil with language, or use the historical pictures and videos, or set problem situation to guide the students into the historical scene. So the students will consider problems like the historical figures, think as the ancients, and do as ancients. The method of "Empathy" in history teaching has inspired students’interests in learning history, enhanced the understanding of history, cultivated their team spirit of cooperation, strengthened their subject consciousness, and increased the student’s thinking ability of history. This method needs the solid historical data as the premise, the creating of situation as the basis, the active participation of students as the core, and teachers’ appropriate guidance as the necessary supplement.This thesis is divided into five parts. The main idea of introduction is about the origin and significance of "Empathy" in history and introduces the current academic state of the domestic and foreign research on "Empathy". The first part focused on the purposes of implementing the method of "Empathy" in history teaching of high school; the second part focused on the conditions of implementing the method of "Empathy" in high school. The third part discussed four forms of the method of "Empathy" in history teaching:role play, language foil, situation establishment, questions setting. The fourth part used the specific case of Great Depression and Roosevelt’s New Deal to discuss the application of Empathy in high school history teaching. The last part concerned the reflection of the problems existing in the process of "Empathy" in history teaching.