Innovation is a conceptual process, characterized by new thinking, new inventions and new descriptions.
Innovation is a unique cognitive and practical ability of human beings, an advanced expression of human subjective initiative and an inexhaustible motive force to promote national progress and social development.
If a nation wants to be at the forefront of the times, it can't be without theoretical thinking for a moment and can't stop theoretical innovation for a moment.
To realize the transformation from "Made in China" to "Created in China", cultivating creative talents is the key to the rise and fall of the national movement.
As a history educator, how to cultivate students' innovative spirit and strengthen their innovative consciousness?
First, create an atmosphere and cultivate innovative consciousness.
In the past, teachers blindly designed teaching methods and let students rely on "standard answers" to drill into the circle of teaching materials, which would make students have no opportunity to think actively and independently in their studies and imprison their understanding and spirituality.
Einstein once said: "A relaxed and free learning atmosphere is many times better than relying on rigid training, exaggerated authority and education for fame." .
Therefore, building a harmonious, equal, democratic, harmonious and relaxed relationship between teachers and students is the premise of cultivating students' innovative ability.
The student-centered and teacher-led education model in history classroom teaching endows students with greater freedom of thinking and behavior, enables students to enhance their independent consciousness, learn to think independently, express freely and evaluate themselves, and promotes self-development.
In a democratic, relaxed and harmonious atmosphere, people's creativity can be brought into full play.
For example, when telling about the outbreak of War of Resistance against Japanese Aggression, I first reproduced the scene of the Lugouqiao Incident with multimedia images, and combined with Jiangjunfen, Song and Mianyang to stimulate students' love for local historical resources, so that students can be infected through images, strengthen their love and hate, and then cultivate their desire for innovation.
Second, encourage students to question boldly and cultivate students' problem consciousness.
Problems are the starting point of scientific research and the key to any science.
Without problems, there are no ideas, methods and knowledge to explain and solve problems.
Therefore, the problem is the logical driving force for the accumulation and development of thinking methods and knowledge, and the seed for the growth of new ideas, new methods and new knowledge.
Asking questions is the beginning of students' thinking activities, which is conducive to inspiring students' innovative potential.
Einstein once said, "Asking new questions ... requires creative imagination, which marks the real progress of science.
"In teaching, teachers should always encourage students to ask why, why, and whether they can do that; Encourage students to ask questions from many angles, levels and aspects, not just books and books; Encourage students to express different views from others, dare to break the "convention" and dare to innovate, and guide students to turn the learning process into a process of discovering, asking, analyzing and solving problems.
Only by being good at finding problems and asking questions can we think about problems and seek solutions on this basis.
Without a strong sense of problems, it is impossible to stimulate students' cognitive impulsiveness and thinking activity, let alone stimulate students' innovative thinking and creative thinking.
Teachers can encourage students to dare to question the correctness of historical works and textbooks, evaluate historical figures and events, and even take the lead in questioning.
For example, when studying the Three Kingdoms, I first asked my classmates to introduce their stories about Cao Cao, and then let them evaluate them.
Many students are interested in the history of the Three Kingdoms and know something about The Romance of the Three Kingdoms.
Therefore, the evaluation of Cao Cao is mostly "treacherous" and "cunning".
Then I questioned the views of these students, thinking that they all looked at Cao Cao from the perspective of Liu Bei, not from the height of the historical development of the motherland, and asked the students to contact the historical knowledge before and after the Three Kingdoms to find evidence to prove that Cao Cao had made great contributions to the history of China.
The students immediately came to the party to express their opinions: some students affirmed that Cao Cao's unification of the north played a positive role in the recovery and development of the northern economy; Some students look at the history of the Jin Dynasty and think that Cao Cao laid the foundation for the unification of the Western Jin Dynasty. Some students believe that Cao is polite to corporal and good at employing people. Wei under his rule is the most powerful of the three countries and a hero.
Under the encouragement and guidance of teachers, students spread their thinking wings, their thinking ability and methods have been exercised, and the classroom effect is naturally good.
Third, do a good job in practical activities and cultivate innovative skills.
History teaching should not only learn historical facts in the long river of history, but also cultivate students' analytical ability of history and reality through the study of historical facts, thus cultivating students' innovative skills.
Instruct students to use historical materialism to analyze problems and master the methods of analyzing problems.
Cultivate students' ability to discuss and explain problems by using historical facts.
Learn to draw a general summary in the process of analyzing problems.
Teachers should cultivate students' thinking methods, summarizing methods and logical thinking ability, and learn to analyze problems and summarize the essence.
For example, when talking about the Cairo Declaration of World War II, we should emphasize that it was "the first international law that recognized Taiwan Province Province as an inalienable part of China". Through teaching, students can use their historical knowledge to attack the fallacies of "* * *" and "* * *" in today's society.
Using multimedia to display the historical data collected by teachers and students can present the old historical knowledge to students in the form of pictures, thus stimulating their interest in learning and feeling the charm of the historical sky.
Fourth, give full play to the advantages of disciplines and cultivate students' creative personality.
History course can help students understand various phenomena in real society, understand the historical and cultural background of different lifestyles, correctly appreciate the unique humanistic and historical landscape, learn to live and actively create a healthy and upward life.
Cultivating students' strong will should be the advantage of history.
Many great scientific and technological inventions in human history were created through the hard work and numerous failures of scientists.
In addition, by telling the stories of countless revolutionary martyrs' hard struggle, the China Revolution achieved success after numerous explorations and failures, which can shock and sublimate students' hearts and gradually have a strong will quality.
In short, the cultivation of students' innovative consciousness runs through the whole process of teaching, which is conducive to breaking the mindset, training the flexibility of thinking and developing students' intelligence.
As long as we change the angle and role in teaching, from simple teaching instructors to teaching activities, and cultivate students with scientific methods, students' innovative consciousness will gradually form and their innovative ability will gradually improve.