Study Of High School History Teaching Situational Approach To Promote The Implementation Of Emotional Education

Entering the new century, with the rapid development of China’s economy, China’s education has made significant progress, especially among the new curriculum reform.. Since September 2004, some Chinese provinces took the lead in the new curriculum reform and the new entrance of the reform program, which is characterized by the center or the new curriculum, new ideas, new entrance. I, as a high school history teacher, teaching since 2010 since, feel this trend to reform the teaching of history has brought many new atmosphere in everyday teaching. In many of the teaching methods, the author is more popular as a teaching method often used is situational approach. Situational Approach refers to the teaching process, teachers have a destination or create a certain mood to introduce color to the vivid image of the subject specific scenarios to attract students to experience a certain attitude to help students understand the materials, and student mental function can be the development of teaching methods. The core of situational approach lies precisely stimulate students’ emotions. Situational Approach and emotional education in terms of both theory and practice, it is inextricably linked, both complementary and mutually reinforcing, are indispensable. Therefore, in order to promote emotional education situational approach is feasible, this teaching method can stimulate students ’interest in learning history, to improve students’ self-learning ability and learning efficiency, better train students on the proper shaping of history and emotion, attitude and values.The paper is divided into five parts. The preface to clarify that select the "situational approach to promote the implementation of emotional education," the reason of this research, the research status and related concepts of interpretation, analysis of the theoretical connotation of the subject. The first chapter, combined with education, psychology theory of "situational approach to promote the implementation of emotional education" in a theoretical explanation and demonstration of the necessity and feasibility of teaching methods. The second chapter, on the current situation of teaching high school history teaching to promote the emotional status of implementation of some sort of education and reviewed. The third chapter, by the author’s teaching practice in recent years, found in specific teaching practice, lack of situational approach with misunderstandings and emotional education. The fourth chapter, combining high school history teaching practice, combined with specific case studies, situational approach to promote the diversification of the creation and implementation of the method of emotional education in the new teacher-student relationship with life and relationships. Conclusion summarizes the contents of this study, reflection of the existence of deficiencies, and in teaching practice situational approach continues to facilitate the implementation of emotional education were discussed in the future.