A Practical Study On The Introduction Of Psychological Historical Paradigm Into High School History Teaching

Psychohistory as now one of popular scholars focus on subject,not only had a profound effect on the historical research,but also to a certain extent,affects all aspects of the high school history teaching,in order to make best use of psychological historical research,promote the change in the way of teaching,so as to comply with the requirements of the new college entrance examination reform,promote the all-round development of students and lifelong development,complete high school history teaching in the 3 d object.The author in literature reading,teacher interview and personal teaching experience,on the basis of deepening the use of psychohistory paradigm research,summarized the practice of high school history teaching introduced psychological paradigm principles and policies,and practices,in practice to find problems and solving methods,to promote the psychological historical paradigm in the process of middle school history teaching reasonable utilization.This article is divided into four parts.Part one: the significance of introducing the psychological historical paradigm into the history teaching of high school.Interpretation,based on concepts of psychohistory paradigm with the marxist historiography paradigm relations are not opposite,and points out that psychohistory paradigm used in theory helps to promote the teaching reform of high school,make up for the inadequacy of psychohistory use,deepen the social functions of history,to help to help students complete the identity construction.Meanwhile,in practice,it enriches the content of history teaching,strengthens students' interest in history learning and cultivates students' historical core accomplishment,thus completing the framework of its own historical knowledge system and helping the history discipline to play its due role in its life path.Part two: an analysis of the present situation of introducing the psychological historical paradigm into the history teaching of high school.Based on the analysis of the questionnaire and the teaching experience and the interview with relevant teachers,the author affirms the prospect of the application of the psychological historical paradigm in high school history teaching,and points out the problems in the application,such as the insufficiency of available historical materials and the complexity of theories.However,based on the new curriculum reform concept and the current development of psychological history,the author comprehensively analyzed the feasibility of its application and provided a theoretical basis for the following analysis and application principles and strategies.Part three: the practical principles and strategies of introducing the psychological historical paradigm into the history teaching of high school.On the basis of the above theoretical analysis and practical operation,this paper analyzes the application principles and methods by taking the people's version of high school history elective: Chinese and foreign historical character evaluation as an example.Its use should adhere to the guidance of historical materialism,the authenticity of the selected data,the conclusion analysis of comprehensive,choice of content combination item,use the suitability of the principle,and in the practice should be preparation,implementation,feedback the three stages,in each stage has a corresponding practical strategy,to better to use psychological historical paradigm.Part three: the practice of introducing the psychological historical paradigm into the history teaching of high school.Based on people's version of high school history elective4 a first class project "qiangiu merits qin shi huang" as an example,the traditional teaching methods and teaching methods two methods using psychohistory paradigm respectively in different class teaching,and according to the reaction conditions,homework assignments from the student and the teacher listen to evaluation of comprehensive analysis using psychological teaching to students in a new perspective of historical research,to help them all-round understanding of historical figures,can achieve the desired effect.Part four: the problems that should be paid attention to when introducing the psychological historical paradigm into the history teaching of high school.On the basis of theoretical cognition and practical operation,the author analyzes that the application of psychological historical paradigm should adhere to the principles of specific problems,specific analysis and scientific interpretation,and constantly summarize the application,so as to improve the application and development of psychological historical paradigm in high school history teaching.