Textbook is the carrier of knowledge, and the cultivation of ability starts from the foundation. Without comprehensive and accurate basic knowledge of history, it is impossible to cultivate ability. And the history textbook itself also contains some tacit knowledge. To dig out this knowledge, only when you are completely familiar with the textbook can you realize the true meaning. The excavation of tacit knowledge will play an important role in cultivating students' historical thinking ability. To cultivate students' historical thinking ability, we should not ignore textbooks, but also understand textbooks, read them carefully and read them deeply. Understanding means that students should understand some internal relations among paragraphs, sections, chapters, pictures and texts in textbooks, explore the extension and connotation of historical concepts, find out the causes of historical events, that is, root causes and specific reasons, external and internal causes, subjective and objective reasons, and understand some annotations. The essence of reading is to be good at summarizing. Deep reading is to excavate some tacit knowledge in textbooks and realize knowledge transfer. The answer language of hidden questions is often not the original words in the text. Therefore, it is necessary to choose some topics for students to practice according to the content of the text, and the training should run through the textbooks and classrooms, on the one hand, to extend the knowledge of textbooks, on the other hand, to further develop students' historical thinking. Don't blindly pursue the high, deep and difficult, and don't blindly dig up some content with too high theoretical requirements, too close to political lessons and random answers; The focus of material analysis training should not be those unfamiliar and difficult ancient Chinese. Otherwise, this practice will make candidates lack a systematic grasp of basic knowledge and get half the result with half the effort.
Second, give full play to students' subjective initiative, so that students can change passive learning into active inquiry.
In history teaching, we should pay attention to let students preview before class, let students list their own outlines, and find out the key points, difficulties and doubts in each class. The cultivation of thinking ability should run through the whole lecture, and the original statement teaching should be changed into demonstration and inquiry teaching, and the teaching of "what" should be changed into the teaching of "why". Pay attention to one question and ask more questions in class to cultivate multi-angle thinking ability; Reverse analysis of problems and cultivation of reverse thinking ability: compare and summarize similar items, cultivate creative thinking and comprehensive generalization thinking ability; Comprehensive analysis of historical figures and major historical events is divided into two parts, and the ability of historical dialectical thinking is cultivated. For some difficulties in the textbook, let students discuss boldly in class, learn from others' opinions and reach an understanding. Don't just instill answers into students, let alone let students think that teachers' answers are unchangeable truths, but encourage students to question authority, teachers, answers and topics. In particular, the questions and answers of some material analysis questions involve subjective consciousness, so that students can fully express their opinions, and then teachers can brainstorm. At the same time, students are encouraged to design their own test questions, give full play to their potential ability, and achieve the goal of cultivating high-level historical thinking ability. Don't turn students into containers that simply accept knowledge, let students listen in class; Don't give cramming exercises, and students are not allowed to question the "standard" answers. These practices are not conducive to the cultivation of historical thinking ability.
Third, promote the development of students' historical thinking ability and practical ability through discussion, debate and small papers.
1. Use "discussion" to stimulate students' historical thinking ability.
The discussion requires the cooperation between teachers and students. Under the guidance of teachers, students can complete some learning tasks by themselves, creatively solve problems in learning, make students truly become masters of learning, enhance their understanding and mastery of basic knowledge, and expand in breadth and depth. The specific ways to use discussion to promote the development of thinking are: conducting discussion, exploring and revealing historical laws; Discuss the essence of things from the individual aspects of the whole thing; This paper discusses the thinking method of combining various attributes of things into a whole, thus reflecting the outline or panorama of historical development.
2. Use "debate" to broaden the horizon of knowledge and develop students' divergent thinking ability.
Organizing debates in a planned and purposeful way is also a way to cultivate students' historical thinking ability. With the diversification of information media in modern society, traditional classroom teaching can no longer satisfy students' desire for knowledge.
With the advent of the seventieth anniversary of the victory of the world anti-fascist war, the media reported a lot of activities from all walks of life, and various commemorative activities were widely and persistently carried out, forming a global hotspot. We can organize a grade debate. First, draft a debate. Related to the background: Is World War II the inevitable development of history? About the result: the advantages and disadvantages of war to the development of human society and so on. Let the students organize spontaneously, choose the topic of debate and start the debate. This activity, which combines knowledge with interest, originates from textbooks, and moderately surpasses the contents of textbooks. It organically combines classroom knowledge with extracurricular learning, which stimulates students' interest in learning history, exercises their debating skills, greatly broadens their knowledge and cultivates their divergent thinking ability.
3. Use "small papers" to improve students' practical ability of combining history with theory.
Psychology believes that thinking activities are always linked with problem solving, and thinking activities can be divided into regenerative thinking and creative thinking. The thinking activities of middle school students basically belong to regenerative thinking. But with the development of middle school students' regenerative thinking, creative thinking has gradually begun to develop. This kind of creative thinking does not mean putting forward new viewpoints and conclusions about history, but that they can treat learning with the spirit of exploration and creation, conduct research in the way of exploration and creation, and think creatively about unknown historical events. On the basis of carrying out the second classroom activities among students, advocating writing small papers is such a kind of creative thinking training.
Fourth, improve students' analytical ability from three aspects: historical analysis, class analysis and concrete analysis of specific problems.
1. Ask students to look at problems historically and evaluate people and things with a scientific view of history. Without the historical background at that time, it is difficult to draw a correct conclusion by using standards to measure historical things. For example, comparing the middle school students' mastery of logarithm and trigonometric functions with the pi calculated by Zu Chongzhi, we think that Zu Chongzhi is not great, which goes against the historical way of looking at problems. Through daily emphasis and subtle influence, let students develop a pair of historical eyes.
2. Use the method of class analysis. This is not to apply the "class struggle as the key link" in the ultra-left period, but to guide students to stand on the people's side when analyzing historical issues, that is, to pay attention to the people's nature. For example, it should be affirmed that the reform or policy adjustment of the landlord class or bourgeois representatives was beneficial to the people's life and national development at that time. It should be denied that the Soviet Union signed a "non-aggression treaty" with German fascists at the expense of the Polish people. Yang Di's extravagance, corruption and abuse of power should be denied, but he presided over the construction of the Grand Canal and sent people to the Western Regions and Taiwan Province Province should be affirmed.
3. Guide students to analyze specific problems. For example, historical materials, you have to see the location and tips, understand the time, location, category and specific elements of materials, and fully extract effective information. Answer the questions word for word, read silently for three times, find out the key words and make an outline. Never answer a question at a glance. Otherwise, it is possible to answer "Russia" as "China", "Second Revolutionary Civil War" as "Second Revolution" and "Modern French Bourgeois Revolution" as "French Revolution". For another example, Marx's Bourgeois and Counter-Revolution said: "The revolution of 1648 and the revolution of 1789 are not revolutions of Britain and France, but revolutions of Europe". If we don't analyze it carefully, there will be misunderstanding, and we mistakenly think that "1648 revolution is not a British revolution", but it is actually a British revolution. Marx wanted to emphasize the international influence of the British and French revolutions.
Fifth, create a speculative classroom with discussion teaching to cultivate students' thinking quality.
Discussion teaching means that under the careful guidance of teachers, in order to complete certain teaching tasks, students are guided and inspired to express their opinions, debate and study on a certain problem in teaching through pre-design and organization. In daily teaching, teachers can use this method to lead the problem to a deeper level.
1. The general methods of discussion teaching include four aspects: (1) Teaching organization methods, such as carefully designing problem situations, creating a free, relaxed and equal teaching environment, inspiring and guiding thinking, and asking questions. (2) How to guide students to prepare and participate in discussions, such as how to guide students to clarify questions and choose arguments? How to collect information and provide arguments? How to express your views? How to grasp the center of others' speech? Wait a minute. (3) Enlighten and guide students' positive thinking methods, such as inspiring students to consider problems from different angles, guiding students to reflect on whether the previous discussion is off topic, inspiring students to discover the strengths of others, and guiding students to correctly evaluate historical figures or events. (4) Guide students to know themselves and know how to develop themselves. For example, guide students to fill out self-test forms, guide students to reflect in their own way of thinking, and teach students how to calm down and think about problems repeatedly.
2. The organizational procedures of discussion teaching are as follows: creating problem situations → asking questions → clarifying problems → assuming, analyzing and demonstrating → summarizing and evaluating (discussion preparation) (discussion process) (modification and transfer) implementation results and analyzing and discussing.
(1) According to the central question, create a thinking situation to make students feel that their thinking is illogical, confused about the cause of the problem, or inconsistent with the objective historical situation, thus stimulating students' initiative and enthusiasm in learning.
(2) Guide students to clarify the nature of the problem, collect and summarize arguments and arguments (historical facts) to form opinions, and at the same time consider other possible opinions, analyze their right and wrong and think about expression.
(3) Organize students to discuss, record the key issues in other people's opinions at any time, put forward their own opinions in time, analyze the previous discussions in time, guide students to pay attention to logic and science, inspire students to think from different angles, and lead the problems to a deeper level, thus revealing the laws of historical development.
④ Summarize and evaluate students' discussions, evaluate whether students' goals in knowledge and ability have been achieved, inspire students to summarize themselves, point out the problems existing in the discussion process, and propose corrective methods. You can also ask similar questions for students to answer, so as to test whether students have really completed the teaching task and guide the transfer of students' thinking ability.