Historical thinking ability refers to the ability to think by analyzing and reflecting on historical events. This ability includes an objective understanding of historical events, an analysis of the causes and consequences of historical events, and thinking about the influence and enlightenment of historical events.

How to Cultivate Students' Dialectical Thinking Ability

How to understand the cruelty and progress of one social system replacing another (such as slave society replacing primitive society); How to treat the decay and development of imperialism; How to analyze the destructiveness and constructiveness of colonialism; How to analyze the stumbling and progressiveness of history?

How to understand the violence and peace of the revolution (19 19); How to understand the diversity and selectivity of historical development (China did not go through a capitalist society, but jumped from a semi-colonial and semi-feudal society to a socialist society after the revolution) and so on.

If we look at it in a definite and linear logical way of thinking, it is difficult to find its reasonable core. If we take dialectical thinking as the guidance, we can solve its "historical mystery" So dialectical thinking ability is an important part of historical thinking ability.

Cultivate students' divergent thinking ability

Ask students to expand and expand their thinking around a historical event. For example, at the end of 19, Japan became an Asian power and got rid of the national crisis. Students can think about Meiji Restoration, the Sino-Japanese War of 1894-1895, monopoly formation, treaty of shimonoseki, the Eight-Power Alliance, the carve-up frenzy, anglo-japanese alliance, the Russo-Japanese War and so on. Deepen understanding and improve adaptability.

Cultivate students' creative thinking ability

Creative thinking is a novel and valuable thinking activity, which is inconclusive, highly mobile and persistent, and can clearly outline and solve problems. It is manifested in the thinking process of breaking the usual problem-solving procedure, recombining the established sensory experience, exploring the law and drawing new thinking results.

For example, a student refutes the historian's conclusion that Fang Boqian fled at the cold feet and was finally brought to justice, and thinks that the "plan" is simply unjust imprisonment, and quotes other materials to defend it, and draws the view of "re-understanding Fang Boqian in the Sino-Japanese War". This process is actually from mind to practice.

Finally, the process of creative thinking is deduced. It can be seen that in the process of creative thinking, students can give full play to their subjective initiative, break through the fixed reaction mode of problems, analyze and explore the phenomenon and essence of historical facts, find new incisions and draw new thinking conclusions.