The Theory Of Humanistic Education And History Teaching In Middle School Research

The theory of humanism education came into being in the 50 s and 60 s of last century,it developed on the basis of humanistic psychology.The humanistic educators believe that education not only enables learners to broaden knowledge,but also they can acquire the ability to learn in the process of learning.The purpose of education is "self creation","self discovery","self realization","learning how to learn and how to adapt to change",This objective can fully explores the development potential of the educated,however,enables them to have a complete healthy personality and finally become a self actualization person.These ideas of humanism education are all consistent with the concept of students as the main body,the development of students as the foundation,and the idea of the whole development of the students since the new curriculum reform of China since twenty-first Century.Therefore,it is necessary to introduce humanistic education theory into middle school history class.The purpose of this paper is to make a detailed interpretation of the theory of humanism education,it can analyze the characteristics of middle school history learning and middle school students' cognitive development,to combine the experience gained in the teaching and listening course in the middle school practice,and to put forward the history of humanistic education in the history of middle school by using the related viewpoints of humanistic education theory.Suggestions implemented in the teaching.The first part outlines the theory of humanism education,including the emergence and development of humanistic education theory,and summarizes the teaching concept,the view of teachers;students;the concept of evaluation on the basis of this theory.The second part discusses the necessity of the history teaching guided by the humanistic education view,mainly from three angles: the similarities between the teaching ideas of the new curriculum reform and the humanistic education view in training objectives,curriculum structure,curriculum implementation and curriculum evaluation.The relationship between the new teacher-student relationship under the new curriculum and the view of humanistic education theory.The development of history teaching in middle school.The third part is to analyze the characteristics of the development of middle school students' cognitive ability and the objectives.The cognition consists of perception,memory,thinking and imagination.Perception is the basis of human cognitive activities.It is an essential ability to explore students' problems in the Self-exploring Teaching Method.Memory is a function of human brain to accumulate knowledge and experience.The memory with emotion can maintain a long time in the human brain,which is conducive to the common development of the students' knowledge and emotion.This is accord with humanistic education advocated of the harmony and unity of cognition and emotion.It is essential abilities that thinking and imagination of student innovation activities.It is beneficial that grasp the characteristics of the development of middle school students' thinking and imagination to cultivate innovative students advocated by humanistic education.The fourth part based on the humanistic education concept,according to the characteristics of the cognitive development of middle school students,from the teaching content,teaching design,classroom organization and student evaluation of the four elements,put forward that the history teaching content of humanistic education should be close to the students' life,and make full use of the students' ability to perceive and memory.The teaching of history goes to life in class.Through the interesting and differentiated design of teaching content,we should give full consideration to the students' cognitive characteristics and interests,and promote the personalized development of students.By organizing autonomous and cooperative inquiry classroom,we can mobilize students' perception and thinking ability,and cultivate students' ability of independent learning and innovation.Through the students themselves make historical evaluation portfolio,cultivate students' thinking in a critical and monitoring way,and promote the all-round development of students.