An Analysis On The Strategy Of The Story Teaching Method Engaging In History

Since the higher strategy of the story teaching method is "empathy",the possibility of "empathy" is discussed.In history teaching,the story teaching method is one of generally familiars.The so-called story teaching method is a learning method to complete the teaching task and achieve the teaching goal through the story."Empathy" teaching method is one kind of teaching method which emphasizes the historical thinking form of understanding historical events by putting the subject in the historical environment.Story teaching method and "empathy" teaching method have their own classroom teaching value,and they play different roles in teaching.However,one of the goals of the story teaching method is the history of "empathy",and the story itself also has the function of realizing "empathy".At the same time,in the teaching process and learning methods,the story teaching method and "empathy" teaching method have common points,which constitutes the correlation basis of the two teaching methods.On the basis of relevance,there are differences between the two methods.There are limitations in the use of methods alone,and there are shortcomings in the teaching.Therefore,the mutual assistance and mutual verification of the two teaching methods provide the possibility for the realization of combination.Both of them permeate and help each other in teaching function and learning method,and the realization of story "divination" requires students’ understanding of knowledge in order to further explain historical phenomena.Because in the actual teaching,the use of story is not suitable for all types of classroom,the investigation and research on the current situation of story "empathy" history are carried out,and the deviation between theory and practice is analyzed.Because of the problems that hinder the realization of better effect in the story teaching,we should find a practical solution to the realization of "divine" history in the story teaching,and for the limited time in the classroom,improper use of stories will interfere with the teaching progress,which requires attention to the standard of story use in practice.According to the different ways that teachers and students narrate,there are certain principles and ways for stories to enter history.Such as reliable source,short form,decent content,profound meaning,and functional effect.Teachers should pay attention to the operation of design and language.Students should pay attention to text comprehension,story time and story selection.The teacher’s control over the students’ storytelling should not be neglected.We should grasp the actual strategy to the realization of "divine" history in the story teaching,that is,in terms of teaching skills and literacy,attention should be paid to the improve the teaching skills of history.In terms of teaching mode,we should build a classroom centered on understanding.And think about the enlightenment of this teaching mode for educational activities.In terms of teaching habits,we should build a learning community of teachers,students and harmonious interaction between teachers and students.In the actual classroom operation,it is necessary to apply the differentiated value of the story to different teaching links to serve the "empathy" history.However,Different types of stories require specific guidance to shape students’ cognition.The historical details create a historical environment of "empathy".The virtual situation created by the story leads to the scene of "empathy".Therefore,the combination of story teaching method and "empathy" teaching method can provide a new way to explore the story teaching mode and further improve the content of history teaching.