Research On The Dilemma And Coping Strategies Of Emotional Education In Senior Middle School History Teaching

Since the 21 st century,with the rapid development of China's economy,the economic scale and foreign exchange have been expanding,and the demand for talents has become increasingly diversified.At the same time,China's education has also made great achievements,especially since the 18 th National Congress of the Communist Party of China,the pace of new curriculum reform has been significantly accelerated.With the gradual progress of the new curriculum reform,people's educational concept is constantly updated,and more and more people realize that emotional education plays an important role in cultivating high-quality talents with all-round development.In the process of education,emotional education is to guide and shape the inner psychological factors such as people's emotion,personality,attitude and values,master the quality of correctly regulating emotion,improve the positive inner experience,so as to improve the teaching effect,achieve the teaching goal,and make the educatee develop harmoniously in the aspects of cognition,emotion and action.In this way,emotional education has become an important issue in the new curriculum reform.With the promulgation of the new high school history curriculum standard,the requirements of emotion,attitude and values in the previous teaching objectives are more specific and clear,which gives us a new understanding of the important role of emotional education in the process of education.It is an educational problem that can not be ignored to cultivate students' emotional quality in history teaching.The content of history teaching in senior high school involves politics,economy,military affairs,diplomacy,culture,social development and many other major fields,which contains rich emotional education resources.The purpose of historyteaching is not only to let students understand and master historical facts,but also to let students see the essence and rich connotation of history through historical facts,so as to understand the significance of history to the development of real society,and finally promote the healthy development of social ideology.In order to improve the comprehensive quality of students and promote their all-round development,we must strengthen the emotional education in the history teaching of senior high school.In view of the phenomenon that "knowledge is more important than emotion" in the current history teaching in senior high school,this paper expounds the difficulties and coping strategies of emotion education in the history teaching in senior high school through the contents of five chapters.Firstly,it expounds the concept of emotion and emotion education,and analyzes the significance of emotion education in high school history teaching.Then,taking the middle school in the north of Zhongjiang County where the author is located as an example,through the investigation of the current situation of the implementation of emotional education in the history teaching of high school,this paper analyzes the difficulties of the implementation of emotional education and the causes of the problems.Secondly,on the basis of the above analysis and discussion,it expounds the necessity and feasibility of implementing emotional education in high school history teaching,and provides basis for solving the dilemma of emotional education in high school history teaching.Finally,this paper focuses on the coping strategies of emotional education in high school history teaching.The author divides the content of emotional education in high school history teaching into four aspects: family feelings,aesthetic ability and cultivation,labor spirit and practice,health concept and consciousness.Among them,from the aspects of national identity,rational patriotism,social responsibility and globalization consciousness,this paper analyzes its educational content and implementation strategies,so that students can establish a sense of integration of family and country,cultivate their patriotic feelings and enhance their sense of historical mission.Based on the characteristics of history and the requirements of college entrance examination,this paper analyzes the response strategies from two aspects: the ability to evaluate historical figures and the ability to appreciate literature and art,so that students can set up a correct standard of value evaluation and improve their aesthetic taste and humanistic quality.For the emotional education of labor spirit and practice,the authorelaborates from the perspectives of paying attention to and affirming the wisdom of the working people,establishing the equal professional concept and cultivating the consciousness of creation and innovation,so that students can form the consciousness of cherishing the achievements of labor,paying attention to the working groups and establishing the glory of labor.In terms of health concept and consciousness,it focuses on the analysis of how to use famous historical figures,important ideas and related traditional culture to cultivate students' awareness of improving their physical quality and establish a healthy life concept.However,there are still many problems in the current emotional education in history teaching.We must change the teaching concept,improve the quality of teachers and improve the teaching evaluation methods.In the specific teaching practice,through creating the situation,deepening the experience,stimulating the interest and other methods,cultivate the students' healthy aesthetic taste,shape a sound personality,cultivate a strong will,and form a sense of historical mission and social responsibility for the country and the nation.