A Study On The Types Of Imagination In Secondary School History Teaching And Its Pedagogical Applications

Historical imagination has been widely concerned by both academic and educational circles,but less research has been conducted on the classification of historical imagination and its application in history teaching.After entering the 21 st century,China has carried out a new round of basic education curriculum reform,and the current curriculum standards are constantly affirming the importance of historical imagination.At the same time,as textbooks are the main medium for students’ learning,it is imperative to use history textbooks as the basic basis to explore the imagination in history teaching.Therefore,this thesis takes the relevant materials in history textbooks as the carrier,and starts from the definition of imagination in secondary history teaching,the classification of imagination,and the study of the application of history imagination in secondary history teaching in three parts.First,the concept of historical imagination should be clarified.The concept of "historical imagination" is derived from "imagination" according to the characteristics of the discipline of history,but in the process of applying it,we should strictly distinguish between imagination in literature and historical imagination,which is the premise of historical imagination.Historical imagination should be based on the students’ knowledge and cognitive base,on the premise of the authenticity of the subject of history,on the basis of certain historical methods and theories,on the perspective of historical figures,on the construction of historical situations,and on the process of rational imagination of possible historical paths.Second,the classification of secondary school historical imagination is also an important issue to consider when using historical imagination in history teaching.Based on the cognitive level of students,secondary school historical imagination is classified into(1)literary narrative imagination,(2)imagination of divine entry into history,and(3)counterfactual imagination according to the function of imagination.Based on the basic content of history textbooks,a large number of examples from the textbooks are chosen to enrich these three types of secondary school historical imagination.Finally,in the part of teaching application,I combine my own teaching practice,taking lesson 9 "Qin Unification of China" in the first book of 7th grade history as an example,and apply the three types of imagination mentioned above to the teaching design of the lesson,in order to combine theory and practice,so that historical imagination can better play its practical value in secondary school history teaching.