Psychological Conflicts And Teaching Strategies In Middle School History Learning

The core literacy of history requires that the history teaching methods need to make new explorations to promote the overall development of students.Due to the existence of interpretive thinking in the history discipline,there are a lot of psychological conflicts among students in history learning.If the psychological conflicts cannot be resolved,it will lead to the stagnation and degradation of development.At the same time,the psychological conflicts in history learning are an opportunity for effective teaching and a node for student development.This article discusses the creation and implementation of situations based on psychological conflicts in history learning based on the entry points of psychological conflicts in middle school history learning.This article is divided into four parts,the first part is the introduction,including the reasons for selecting the topic,research review,research ideas and research methods.The second part is about the introduction of psychological conflicts in middle school history learning.It discusses the types and characteristics of middle school history learning psychological conflicts.From the perspective of pedagogy,it is divided into cognitive conflicts,emotional conflicts and value conflicts.On this basis,the causes of psychological conflicts in history learning and their value in history teaching are analyzed.The second part further discusses the classification of cognitive conflicts in historical learning and discusses their teaching strategies.The cognitive conflicts in historical learning are divided into three aspects: cognitive knowledge conflicts in historical knowledge,historical viewpoints,and historical methods.The meaning of each aspect of cognitive conflict and its performance in the classroom,combined with the actual teaching requirements,create a cognitive conflict teaching situation and summarize the basic steps of the situation implementation,including the cognitive requirements according to the curriculum standards,taking into account the students ' Cognitive level and psychological characteristics create situations for triggering students' cognitive conflicts,and issues that should be paid attention to in the process of implementing situations.The fourth part discusses the teaching strategy of emotion value conflict based on history learning,introduces the expression of emotion value conflict based on history learning,analyzes its causes and harms,presents an example of teaching situation creation based on emotion conflict and value conflict,and summarizes the basic method of situation implementation.Finally,the conclusion part summarizes the research summary and reflects on the research in this article.