The Research On Cultivating Students’ National Identity By Using Situational Teaching Method In High School History Teaching

With the fast pace of economic globalization is stepping up day by day,the competition of different powers becomes more intenst.There are more and more phenomena that Western hostile forces use the consciousness of "Westernization" and "division" to infiltrate the thoughts of Chinese teenagers in an attempt to split Chinese and damage Chinese interests.Therefore,it is of great urgent to educate teenagers about national identity.History curriculum,as a moral education and human development oriented curriculum,should shoulder the heavy responsibility of national identity education.National identity education is a kind of education that needs to stimulate emotions,and the core of situational teaching method is to stimulate students’ emotions,so it is suitable for national identity education.Situational teaching method is a kind of teaching method that via a variety of teaching methods to create a rich form of situations to make students’ inner emotions and teaching contents be better integrated in the created situations,so that the teaching contents can enter the students’ inner depths and help them better understanding knowledge,meanwhile the students’ inner emotions can burst out,therefore their mental development can be promoted.Through literature research,student questionnaire survey and teacher interview,it is found that situational teaching method can promote the interest,lower the level of difficulty and deepen the understanding in national identity education.At the same time,it is also found that the use of situational teaching method to cultivate students’ national identity in high school history teaching is not enough;the situational teaching method is not rich and flexible enough thus can not easy trigger students’ emotional resonance and thinking resonance;the use of life situation is insufficient,and students’ practical activities are relatively less.Both Constructivist learning theory and Situational Cognition and learning theory emphasize the importance of situational teaching.Based on these theories,this paper aims at the problems existing in the application of situational teaching method in national identity education.This paper proposes some strategies that,improving the effectiveness of situational teaching and promoting the internalization of students’ national identity from cognition to emotion;enriching situational teaching methods and promoting the development of students’ national identity emotion to rational thinking;using the life situation to promote students to generate national identity behavior in practice.Finally,the teaching case of the lesson“the bloody struggle of the whole nation’s and the victory of the war of resistance against Japan” in the “volume of the outline of Chinese and foreign history”(I)is designed,and the above strategies are practically analyzed with specific lesson examples.The combination of theory and practice,that hopes to provide not only theoretical reference for front-line teachers in national identity education,but also reference for front-line teachers’ teaching practice in national identity education.