Applied Research On “Empathy” Teaching Methodology In History Teaching Of Junior High

Teaching methodology of “empathy” of history refers to that learner shall observe history in the historical development and study history standing in the position of historical figures,namely teaching activity that “subject enters into object to imagine object”.As history is a kind of special discipline,its uniqueness reflects pastness of the past and unduplicatedness.Therefore,for students,history is something that is both far away and strange,and they can not observe directly historical events or figures.Meanwhile,history also has its boundedness.Students learn history just in the way that modern people regard the ancients.Restricted by subject and object factors,it is very easy to misunderstand knowledge and explaination of history.Well teaching methodology of “empathy” happens to solve the above problems.Based on constructivism,humanism and discovery learning,teaching methodology of“empathy” of history has formed its unique features-imagination,participation and emotion.It operates in four steps including creation of historical context,collection of historical records,sharing of research achievements and feedback of teaching evaluation.Teachers can guide students to “empathize” in the history by role play,story instruction,picture imagination and interpretation of historical materials.With main adoption of document research,case analysis and experiment,this article has analyzed feasibility and importance of the teaching methodology of “empathy” in history teaching by interpretation of connotation,feature and instructional theory of the teaching methodology.In addition,with unification of Qin Dynasty for practical exploration,it stresses operation process and detailed form of the teaching methodology and also put forth several problems which shall be aware of during teaching after class in the pilot class.However,it is seeking for the method about how to better apply teaching methodology of “empathy” in history class in junior high and combine with history discipline,historical education researchers and front-line teachers should cooperate to explore.