以学生为中心的教学为越来越多的教育工作者所重视，在高中历史教学中尤其如此。本文将美国心理学会教育事务委员会工作组制定的《以学生为中心的心理学原则》中认定的心理学十四条原则在总体上纳入研究，并且作为高中历史教学设计中主体性的心理学原则。本课题结合历史的学科特性，将可行的以学生为中心的教育心理学原则进行整理，参照最新的国内外的相关研究成果，提出比较适合我国历史教学的心理学原则，为教师进行高中历史的教学设计做出参考。这些心理学的原则会按照关于学习实质的心理学原则、关于学生本身的心理学原则和需要特别注意的其它心理学原则三个大类进行探讨。学习本身的原则着重认知与元认知因素的讨论，讨论的内容围绕学习的实质和目标以及学习过程中的思维；关于学生本身的心理学原则着眼于动机和情感因素，内部动机和努力两方面的影响；需特别关注的其它原则主要是学生的个体差异，包括在学习中的个体差异和学习多样性是存在，学习的情境和社会环境对学生个体想影响因素。这些原则不是孤立的，是多个一起组成一个系统对教学设计产生影响。其实这已经在上面的教学设计中表现出来，某些设计实际上也是使用于其它的心理学原则，仅仅是为了文章的整体性而进行这样的结构安排。所以教师在进行教学设计时，如果希望以学生为中心为指导思想，不可简单认为每一个原则对应一种教学设计方式或内容。如何准确把握这些原则，让它们服务于教学设计考验着每一位教师的理论运用能力，希望本文是一个不错的尝试。通过本课题的讨论可知，以学生为中心不是一句观念上的话语，而是针对性地指在教学设计时运用与之相关教学设计思想，设计在学习过程中能够充分发挥学生主动性，可以根据自身的反馈信息来形成对事物的认识，成为知识意义的建构者，教师在这个过程中起到帮助和促进的作用。在本课题的理论研究中尝试将这些研究成果应用于具体的高中历史课程教学设计，也通过运用一线中学历史教师的教学案例及本人的教学实例，为本研究提供实践支持，在一定程度上检验理论对教学实践的效用，希望可以为高中历史教学设计提供有益的参考。本文认为，以学生为中心的心理学原则在许多方面确实可以应用于高中历史教学设计并且能够取得不错效果，但是在具体的操作中还要特别注重历史的学科特性，注重与其它方式的结合，并非所有的教学内容和环节都适合。高中历史教师要积极寻找与以学生为中心的心理学原则最契合的内容，结合起来进行教学设计。本文进行的尝试以及提出的建议也可以作为一种参考。但是本文有一个遗憾是没有将以学生为中心的教学设计到底在多大程度上可以对教学效果产生实质性的影响进行比较研究，这应该正是本课题可以进一步研究的空间和方向。

Student-centered instructing is more and more valued by educators in school history teaching in particular. The topic of the Work Group of the American Psychological Association Board of Educational Affairs to evolve a "student-centered psychological principles" recognized in fourteen principles into the study of psychology in general, and as the design principle in the subject of psychology with history courses of a high school. The practicable student-centered educational psychology principles to organize, discipline associated with the peculiarity of historical, refer to new achievements at home and abroad the latest research, put forward the principles of psychology teaching of our history is more appropriate for high school history teachers in instructional design make reference. These will be in accordance with the principles of psychology to learn about the real principles of psychology, about the student's own psychology principles and other principles that require special attention are three categories discussed. Focus on the principles of cognitive and learning itself metacognitive knowledge factors discussed details of the discussions around the nature and goals of learning and the learning process of thinking. Psychology principles on the students' own motivation and focus on emotional factors, both internal motivation and effort impacts. Other special principles include individual differences of students, individual differences in learning and learning diversity is present, learning contexts and social environment on the individual student would like factors. These principles are composed of a system together multiple impact on instructional design. In fact, this has been teaching in the design shown above, some of the design is actually used in other psychological principles, just to the integrity of the article and make such structural arrangements. While the teacher does instructional design, and want a student-centered as the guiding ideology, not to steal each correspond to one instructional design principles or content. How accurately grasp these principles, so that they serve the instructional design theory proficiency test of every teacher, and I hope this is a good attempt. By discussing this topic shows that not one student-centered discourse on the concept, but refers to the use associated with targeted instructional design ideas in instructional design, the design in the learning process of students can give full play to the initiative, according to feedback information to form their own understanding of things become meaningless construct knowledge, teachers and role play to help promote this process. Meanwhile, the research results of this study will try and use the latest research achievement. This study gets many helps from the history teachers of high school. To a certain extent, it could test theories on the effectiveness of practicing, and would provide a useful reference for the design of teaching high school history. This paper argues that student-centered psychological principles can be applied in many ways really high school history teaching design and can achieve good results, but also features a special focus on the history of the discipline in the specific operations, focusing on the combination with other methods, Not all are suitable for teaching content and links. High school history teachers should actively seek and student-centered psychological principles of best fit the content, combine instructional design. Try and recommendations of this paper can also be used as a reference. While, to some degree, I think it is regrettable that this article about which student-centered instructional design was not used to have a substantial impact on the comparative study of teaching effectiveness. And this is the space or direction what should be the subject of further research.