The Application Of Psychological History In Senior High School History Teaching

The new curriculum standard of high school history requires students to cultivate their historical thinking and thinking consciousness.It is no longer confined to the simple memory of history,but allows students' history learning to experience a process of perceiving history,accumulating history,and understanding history.In this process,teachers' teaching methods play an important role.They cannot simply stick to traditional teaching methods and need to inject new blood.The history of psychology rose in China in the 1980 s and 1990 s.As a method of historical research,historians provided a new perspective to study history and understand history.Psychohistory is a historical research method used to study history,but it can not be used as a teaching method in the classroom.Therefore,this article attempts to study how to apply psychohistory to history teaching to enrich teachers' teaching methods so that students can better understand the psychology of historical figures and historical groups,and thus more easily understand the behavior of historical figures or historical groups.And their impact.On the other hand,students learn to use psychohistory to cultivate their historical thinking,guide them to think actively,enhance their ability to analyze problems and solve problems,and they can mobilize their enthusiasm for learning history.This article intends to study the significance,specific methods,application principles,and considerations of the application of psychohistory in high school history teaching.In the process of applying psychohistory to history teaching,it mainly studies the application steps of case analysis,historical archive analysis,dream analysis,work analysis,and social environment analysis.This is important content for this article.And through these discussions,it is hoped that teachers will master new teaching methods and students will also learn new ways of learning history.