"Learning history can be wise", Bacon's famous saying is familiar; The new curriculum reform standard also clearly points out in the preface that this curriculum reform should let students learn wisdom from history and cultivate the humanistic quality that modern citizens should have to meet the challenges of the new century. So what is wisdom? How to cultivate students' wisdom in history teaching?

Wisdom teaching is a basic goal that we must firmly grasp in history teaching. Accurately grasping the basic connotation of wisdom is the starting point of our wisdom education for students. The word wisdom is interpreted as "the ability to distinguish, judge and invent" in Modern Chinese Dictionary. It is not difficult to see from this explanation that wisdom is a multi-dimensional ability system, not a simple skill in one aspect. For history teaching, it is to help students learn the experience of continuous innovation and development of human beings and learn the success or failure of human ancestors' survival, life and development. And based on the mainstream value standards formed in the process of human history, we make value judgments on the events and relationships between man and nature, man and society, and man and man in the real society, and then on this basis, we can "see the sage Si Qi, disdain and introspect." Cultivate correct attitudes and values towards life, and then blaze new trails in the process of adapting to and transforming society or nature.

Then, under the background of publicizing individuality, highlighting rationality and emphasizing development and innovation, how can the history classroom realize the cultivation of students' wisdom?

First of all, I think we should clarify two basic principles. One is to distinguish the goal of factual knowledge from the goal of ability. The former is called declarative knowledge goal, and the latter is called procedural knowledge goal. In the Dictionary of Cognitive Psychology, J.R. Anderson, a famous contemporary cognitive scholar, believes that declarative knowledge is the knowledge that individuals can directly state because they consciously extract clues. Procedural knowledge refers to the knowledge that individuals unconsciously extract clues, so their existence can only be inferred indirectly through some form of operation. The former mostly belongs to the knowledge that pays attention to memory and understanding, and most historical facts in history belong to this kind of knowledge. The latter includes two kinds of knowledge in history: one is wisdom skills. The second is cognitive strategy. Reflective thinking characterized by self-regulation is the core, which mainly refers to learners' control and choice of the direction, mode and method of their own learning or thinking, and needs understanding, reflection and experience.

The second principle is to help students realize their personal learning experience. History is influenced by time.

(1) Choose a group of boys to play soldiers and explain the role requirements in advance;

(2) Set three scenarios. First, bid farewell to these seven students as soldiers and encourage them to make more contributions; Second, the war is going on. Please ask a girl to read a letter from a distant classmate, which tells about the hardships and pains of the war and entrusts her classmate to visit her parents at home instead of herself. Third, after the war, four of the seven students came back, two were injured and the other three were killed. Soldiers wearing medals look heartless.

(3) Read the letter left by a soldier to his little daughter during World War I, discuss their feelings in groups, and exchange their understanding of the war in combination with previous activities. Through such experience activities, what remains in students' minds is no longer several sets of dry data.

Secondly, we can promote the development of students' wisdom by cultivating their thinking ability. Historical thinking power includes two aspects: one is historical thinking method, which mainly refers to specific thinking methods, such as the analysis and synthesis of historical materials, and the other is historical thinking mode. In addition, historical thinking in a broad sense also includes other types of wisdom. For example, there are many aspects of Confucius' wisdom, including the political philosophy of governing the country and leveling the world, as well as the philosophy of kindness, integrity and perseverance. To achieve these comprehensive thinking goals, we must change the previous practice of only attaching importance to cultivating students to master historians' thinking, but in turn promote students to become smart learners, attach importance to students' existing thinking, and especially regard historical experience and understanding as the key to realize historical thinking goals. Therefore, in teaching design, how to set up questions that can not only stimulate students' interest in learning history actively, but also stimulate students' motivation to master thinking ability, and enable students to experience and understand history has become a problem that history teaching must answer.

Thirdly, cultivating students' critical spirit is also an important way to cultivate students' wisdom. Watching the passage of time, understanding the philosophy of life, and then seeing through those seemingly perfect and reasonable but grandstanding remarks, or seeing the essence of change through countless phenomena, is another embodiment of historical wisdom. However, this kind of wisdom looks attractive, but the process of its construction requires teachers to make a little effort. First of all, history knowledge is vast, and most history teachers far exceed students in knowledge accumulation. From the students' point of view, when faced with a knowledgeable teacher, how lacking and ignorant they are, when listening to the teacher becomes a natural concept, students' initiative in learning and asking questions will be restrained. To change this situation, teachers need to be clear: besides attending classes, it is the central task of teaching that students actively construct their own ideas. Secondly, history is a discipline that attaches great importance to evidence, and rigorous historians emphasize "from history". But for middle school students, it is obviously not easy to ask them to "learn from history". Therefore, teachers rarely ask students questions, lest they make assumptions and doubts. So, how to cultivate students' spirit of questioning and exploring? The author believes that historical research is often a process of seeking truth and needs conclusive evidence to support the research concept. However, in addition to teaching people to seek truth, education is also a process of seeking goodness. Students should be allowed to spread their imagination wings and pay attention to the doubts they feel during their study, including the thoughts that pass by. Thinking begins with doubt, and doubt is the beginning of criticism. In order to make students form the habit of asking questions, we should pay attention to asking questions in the process of reading textbooks and listening to lectures. Especially in the process of attending classes, some students dare not ask questions, for fear that the teacher will be interrupted and reprimanded, and that students will laugh at their ignorance. Therefore, teachers should encourage students to ask questions and ask all students not to simply consider right or wrong, but to analyze the possible thinking direction of this question, even if it is a wrong question, and pay attention to the reasons why the question itself is wrong.

Cultivating students' wisdom through history teaching is a very important topic and a big one. This paper only talks about some of my own ideas based on my own teaching experience. In the future teaching, more thinking and exploration are needed.

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