There are a lot of moral and emotional materials in middle school history teaching. Through vivid historical figures and events, combined with relevant background, or questioning or comparison, correct moral feelings can be infiltrated into education and teaching. The author carries out moral education and emotional education for students from the following aspects.
First, combine historical facts to stimulate emotions.
In history teaching, we should dig deep into the educational materials of emotional attitudes and values collected by the government in disciplines, find out representative historical examples, put emotion into them, and then educate students with rationality. History has rich and colorful emotional education materials, and because of its authenticity, it is easy to arouse students' emotional resonance. Therefore, in the process of educating people with history, it is necessary to break the tradition, establish new ideas, supplement and re-integrate educational materials. For example, after being punished by corruption, Sima Qian wrote a great historical work, Historical Records. Fan Zhen published Deism in The Siege of Opponents. Cao Xueqin wrote A Dream of Red Mansions in poverty, disease and hunger. Li Shizhen, down-to-earth, worked hard and spent 27 spring and autumn periods writing Compendium of Materia Medica. Marx wrote Das Kapital in his Hunger and Cold, and so on. In pursuit of truth, science, art and progress, they exhausted their efforts after graduation. In teaching, the use of these examples can make the brilliant achievements of our ancestors strongly affect students' feelings, so that students can deeply feel the light of human rationality passed down from generation to generation, thus generating strong ideological resonance and being deeply educated in reason and emotion.
Moral emotion refers to the experience of whether people's behaviors, manners, thoughts and intentions conform to social moral behavior standards and social values. Including the following main aspects: distinguish right from wrong, punish evil and promote good, dare to take responsibility, dare to reform, conform to the people's hearts, love the country and the people, be faithful and so on. Teaching with typical cases of resisting oppression and aggression in history is very beneficial to cultivate students' good moral feelings. For example, Deng Shichang died fighting against foreign enemies, Chen Yucheng died heroically fighting oppression, Yue Fei's "loyalty to the country" and Liu Hulan's "greatness in life and glory in death" set an example for future generations. Their glorious deeds are excellent materials for moral and emotional education for students. In a word, there are a lot of concrete and vivid moral and emotional materials in history textbooks, and history class should be an important position for students' ideological and moral education because of its lively and colorful content.
Second, stick to life and feel educated.
Statistics show that students like history, but they don't like history classes very much. Why is this? In addition to many reasons that have been discussed, history is far from real life, and students can't get experience in their studies is an important reason. Traditional history teaching always hopes to train students into successors with rational thinking and historical responsibility through history learning. Under the guidance of this educational concept, students have accepted some "realistic" knowledge according to the requirements of society, but in fact they live a meaningless life that is strange to them. In this way, it is difficult for students to experience their own fun in learning. Students are just bored, boring and exciting. Students will only study there painfully and have no pleasant experience of real life. It is also difficult to carry out emotional education for students and improve the quality of history teaching.
The new curriculum standard puts forward that classroom teaching should pay attention to students' life world and life value, so our emotional education should contact history and reality, return to students' life world, enlighten students' spiritual feelings, let students talk about history in reality, see the law in experience and realize their ideals in life. For example, students can be organized to enter all walks of life through interviews, surveys and voluntary labor. And experience the working methods, responsibilities and obligations of workers, farmers, soldiers, judges, businessmen and other occupations; You can also experience the psychological activities, thoughts and feelings of parents, the elderly, children, disabled children and even beggars through activities such as love activities and transposition practice, so that students can gain the experience of social roles; You can also go deep into rural towns, rivers, mountains and rivers, industrial and mining enterprises, museums and so on. Through the visit, students can get the first impression directly, so that they can connect the abstraction in books with the intuitive image in reality, have a deeper understanding of concepts and evaluate various social phenomena more reasonably and objectively.
Third, experience actively and be good at expanding.
Historical facts exist objectively, but they can be explained. The so-called history includes historical figures, geography, customs, national politics and cultural life. Students should also have their own historical explanations, so that the emotional experience will be true and profound. In teaching, we should take students as the main body and encourage students not only to be bookish, but also to dare to express their opinions. But this is the students' own understanding, and the experience from the heart should be encouraged. In teaching, we can let students experience all aspects of thoughts and feelings by creating certain situations. For example: positive emotional experience such as happiness, comfort and happiness, negative emotional experience such as panic, anxiety, pain and fright, and experience the ups and downs of life from both positive and negative aspects; The experience of love and sympathy is an important aspect of students' complete personality, and it is also a very important emotional response of people. In order to enhance the understanding of the difficult development of China's national industry, students can be organized to watch the last episode of the TV series "Daranfang". Through the tragic fate of the protagonist, the difficult survival process of national capitalists is revealed, so that students can deeply understand the difficult situation of the real development of China's national industry in the 20th century, and also deeply realize that a person's success or failure is closely related to the rise and fall of the country, and his fate is bound to be linked with the fate of the country and the nation. As the saying goes, "if the country is not rich, the people will not be strong", thus encouraging young students to work hard to revitalize the motherland and the Chinese nation.
Under the situation of the new curriculum reform, the new historical curriculum goal clearly puts forward the three-dimensional goal of "knowledge and ability, process and goal, emotional attitude and values". Only when the history teachers in the new era skillfully combine these three aspects and penetrate each other can students gain a bumper harvest in mastering knowledge, cultivating ability and sublimating emotion.