The new curriculum reform brings more attention to "student-oriented" teaching and its relevant methods. Recently, "empathy" as a teaching method for history is therefore practiced widely in classroom teaching, but it faces some practical problems since it is not so standard or accurate as a teaching method. Following the steps of creating a scenario, gathering materials, exploring collaboratively and acquiring knowledge, this paper extensively studies a series of practicable problems experienced when "empathy" as a teaching method is applied in classroom teaching for history, and explores the ways and measures to solve these problems, so as to provide the ideas and basis for history teachers to better practice "empathy" as a teaching method for history.
