Research On The Teaching Of History Synaesthesia In Senior High School

Compared with other humanities and Social Sciences,history has the characteristics of basic and comprehensive.Anything happened in the past can be attributed to the category of history.Because of the comprehensive nature of history and the basic characteristics of methodology and world outlook,it is difficult to control the history teaching in senior high school,and it is easy to be disordered and boring.Under the contradiction between the requirements of literacy education and the "bottleneck period" of history teaching,the concept of history synaesthesia education is introduced as one of the ways to solve the contradiction.The so-called "Synaesthesia" is a circulatory reaction system dynamically generated by physiological synaesthesia,psychological transference and language synaesthesia,while the historical synaesthesia is to realize the systematic and venation interpretation of historical development by grasping the connection of historical development context,mobilizing thinking and emotion to construct context.The introduction of synaesthesia into high school history teaching has a solid theoretical basis.The theory of multiple intelligences founded by Howard Gardner,an American psychologist,is one of the Enlightenments to education.It has multiple expressions of key concepts,which provides methodological guidance for historical understanding.Gestalt psychology theory,which is derived from Kant's philosophy and German rationalist philosophy system methodology,mainly guides historical synaesthesia education from the sum of the whole and the part The theory of Situational Cognition originated from Vygotsky was developed on the basis of correcting the "information processing theory" of cognitive psychology and relying on symbolic operation method.It not only clarifies the social nature of historical learning,but also provides cognitive apprenticeship and "anchor breaking" teaching for multi-dimensional integrated learning Method and "interactive" learning method are three specific methods that can be operated.Through the methods of questionnaire,interview and classroom observation,some senior high school students in Yangzhou y middle school and Jingjiang J Middle School were investigated to investigate the current situation of using historical synaesthesia teaching in high school classroom.The survey found that there are the following main problems:first,there is a general tendency of dual thinking among senior one students;second,the basic of fragmentation of historical knowledge structure;third,there is a contradiction between design ideas and implementation strategies in teaching methods.On the basis of investigation and analysis of the data obtained,it is concluded that there are three main reasons that affect the teaching effect of history synaesthesia:the lack of historical thinking training,the lack of knowledge system venation caused by the "special topic" of curriculum compilation,and the lack of systematic teaching methods.In view of these findings,the corresponding countermeasures are put forward.In the history classroom teaching of senior high school,teachers should start with the synaesthesia of thinking,train the students' historical thinking,not only abandon the blind transplantation of the established history discipline,but also abandon the blind transplantation of logic thinking to the history discipline;start with the synaesthesia of knowledge,grasp the interpretation system and cognitive perspective of history with the unified view of history,and use the introduction to interpret the main purpose to pay attention to historical knowledge From the synaesthesia of methods,we have not only the key to the teaching of the synaesthesia of history,but also the base point of the synaesthesia of history,so as to realize the transfer of historical methods.