An Applied Study Of Memoirs In The Teaching Of High School History "Empathy"

With the implementation of the new round of curriculum reform,the understanding of the core competencies of the history discipline is becoming more and more in-depth,and the learning needs of students are becoming increasingly diverse.It is necessary to explore and utilize teaching resources that are easy for students to understand and accept.Under such conditions,college entrance examination questions adopt increasingly flexible and diverse propositional forms and historical materials,and the exploitable value of memoirs as a historical resource has also been paid attention to by college entrance examination examiners.At present,there is corresponding theoretical and practical experience in the teaching of "empathy" history,but there is still room for exploration and deep cultivation in the combination and utilization of other resources.In theory,as a resource that can be developed and utilized in the history classroom,memoirs,due to their situational constructiveness,have a certain connection with the teaching of "empathy" in history.Combining them with the teaching of "empathy" in history will be the direction of teaching innovation.And for high school students and high school history teaching,the "empathy" history teaching of memoirs has practical significance in gradually infiltrating and implementing the core competencies of the history discipline and promoting the ideal classroom under the background of "New curriculum reform and new classroom reform".By reading literature,distributing questionnaires,and conducting case studies,this paper discusses the concepts,theories,and compatibility of memoirs and "empathy" history teaching.Based on the actual survey results,practical application principles and strategies are proposed,and case designs and evaluation scales are designed to demonstrate the feasibility of "empathy" history teaching in memoirs.From this,it can be concluded that when teaching "empathy" in history in memoirs,the principles of flexibility,appropriateness,clarity,multiple arguments,and objective guidance are mainly upheld.The teaching strategy focuses on making good use of memoirs and promoting the occurrence of "empathy".Of course,there are mainly situations where the teacher’s own background determines the actual situation,there are differences in the students’ own situations,and there are limitations in the application of teaching content in the history classroom where memoirs are "empathy".However,there are also some memoir resources and descriptions that reflect "empathy" in textbooks,which requires teachers to fully pay attention to and utilize textbook resources,and apply memoir "empathy" in the history classroom in a reasonable and scientific manner in actual teaching.