Abstract: Cultivating students' ability is one of the three major tasks in history teaching. Among all kinds of abilities, thinking ability is in the core position, which controls and restricts the development of other abilities, guides and regulates the application of other abilities, and is the basis of the development of various abilities. This paper mainly expounds from eight aspects: stimulating interest, guiding reading and skillfully setting questions. Cultivating students' ability is one of the three major tasks in history teaching. Among all kinds of abilities, thinking ability is in the core position, which controls and restricts the development of other abilities, guides and regulates the application of other abilities, and is the basis of the development of various abilities. Suhomlinski, a famous educator in the former Soviet Union, said: "The real school is the kingdom of positive thinking." From this perspective, inspiring thinking and cultivating students' thinking ability should be the main theme of classroom teaching. This is also the requirement emphasized by the new curriculum standard. So, how to cultivate students' thinking ability in classroom teaching? I think we should start from the following aspects: 1. Stimulating interest psychology holds that interest is the premise of seeking knowledge, and positive interest is an indispensable psychological quality for a person to acquire knowledge and develop his ability. Middle school students' interest is easy to stimulate, but it is difficult to maintain stability. To stimulate students' interest in history teaching, it is necessary to combine the characteristics of the subject with the characteristics of students' age. Young students like to listen to vivid stories, which is one of the psychological characteristics of middle school students, especially junior high school students. Vivid narrative methods can be used in teaching, or some historical stories can be appropriately interspersed in lectures, which are all effective methods to stimulate students' interest. However, due to the rapid development of dialectical thinking ability, senior high school students are not satisfied with the general historical process and historical phenomena. They are eager to understand the inevitable relationship between historical events and phenomena, and have a strong interest in many philosophical historical phenomena. Therefore, teaching should be vivid and profound, and historical philosophy and laws should be reflected in touching stories. 2. Reading guidance is aimed at students who are not good at reading and can't analyze and summarize. Some teachers attach importance to guiding students to read, choose typical content to explain important problems, and let students think in analyzing and solving problems. For example, in the teaching of the first chapter of world history in the former senior one, when talking about the disintegration of primitive society, considering its universal significance for teaching the formation of slavery countries in Asia and Africa in the future, students must clearly and firmly grasp the changes experienced in the process of disintegration of primitive society, thus forming a clear concept. The teacher asked the students to read this part of the textbook first, and asked them to analyze the content of reading: What happened at the end of the clan commune due to the influence of the improvement of productivity? What major changes did it undergo before it finally disintegrated? Under the guidance of inspiration, students have realized four major changes through their own analysis and synthesis, developed their thinking ability and stimulated their thirst for knowledge. 3. Cleverly set the problem "thinking from doubts", and thinking activities are usually produced by doubts. Only when students have doubts about the problems they have learned can they ignite the spark of thinking. When a teacher was teaching the Xi 'an incident, he asked his students to think: "What should Zhang Xueliang and Yang Hucheng do after arresting Chiang Kai-shek? Is it killing, closing or releasing? " Junior high school students are very interested in this kind of problem, which aroused their positive thinking, immediately launched a heated debate, and finally unified their understanding, thus not only helping students understand the great significance of peaceful settlement of the Xi incident, but also exercising their thinking agility. Another second-grade history teacher raised this question when talking about the Liaoshen campaign: "At that time, the troops of the Northeast Kuomintang were shrinking in Changchun, Shenyang, Jinzhou and their nearby areas. Where should the PLA attack the enemy first? According to Chairman Mao's instructions, Jinzhou must fight first. Let's think about it, why should we fight Jinzhou first, instead of Changchun and Shenyang first? " This question is to inspire students to understand Chairman Mao's strategic thought in Liaoshen Campaign, which is a question that students are eager to know but there is no ready-made answer in the textbook. Teachers ask students questions to stimulate their desire to solve problems, thus making students think positively. In order to make students open their minds, learn to observe problems comprehensively, grasp the interrelation between historical phenomena and analyze problems, and then grasp their essence, we should pay attention to vertical and horizontal connections in teaching. There are two ways to do this. One is a vertical connection with a country's history as a clue and time as the key link. For example, the "August 13th Incident" in War of Resistance against Japanese Aggression, we can link the "September 18th Incident", "November 28th Incident" and "July 7th Incident" and take the four incidents of Japanese imperialist aggression against China in 1930s as a whole. The second is to compare similar problems or similar problems between different countries at the same time with the problem as a clue. For example, the world history talks about Solon reform in Athens in 594 BC, which can be related to the initial tax mu of Lu in the Spring and Autumn Period of China in the same year; Another example is the comparative analysis of four important reforms that fundamentally changed the social system in Chinese and foreign history, which shows that progressive political reforms have promoted the development of social history. During the Warring States Period in China, the Shang Yang Reform of Qin State and the modernization of Japan made the two countries enter the feudal society from the slave society. 186 1 The reform in Russia and the Meiji Restoration in Japan made the two countries transition from feudal society to capitalist society. In this way, in the vertical and horizontal connection, students' thinking is broadened and their thinking breadth is exercised. Analysis and synthesis Analysis and synthesis are the basic processes and methods of thinking, and they are interrelated. In teaching, only by analyzing all aspects of historical phenomena in detail, and then grasping the whole, can we deeply understand the essence of historical phenomena and grasp the law of historical development. For example, in the textbook of high school world history "1794- 18 14", students should first know that the establishment of the first French empire was the inevitable development of French history at that time, based on the historical conditions that teaching material analysis Napoleon seized power to establish the first French empire. Secondly, we should analyze the contents of various political and economic policies adopted by Napoleon's regime one by one, and then comprehensively strengthen the bourgeois state machine, formulate codes to establish the legal system of capitalist society, encourage the development of capitalism, suppress the royalist party, strengthen the rule of workers and peasants and other related policies, and analyze the essence of the bourgeois military dictatorship of Napoleon's regime. Thirdly, analyze Napoleon's opponents and goals in the long-term foreign war, so that students can understand the justice and progress of his foreign war in the early stage and the injustice and aggression of his foreign war in the later stage. Finally, the domestic policy and foreign war are combined to draw a conclusion and make a scientific evaluation of Napoleon's historical position. 6. The study of comparative similarities and differences psychology enlightens people that comparison is the basis of all understanding and thinking. In teaching, we can compare interrelated historical phenomena, determine their similarities and differences, and let students understand the nature of historical phenomena. There are many methods of comparison, such as similar historical phenomena in one historical period (such as the characteristics of imperialist countries after entering the imperial stage), similar historical phenomena in different historical periods (such as the Meiji Restoration in Japan and the Reform Movement of 1898 in China), different development stages of a historical event (such as the New Culture Movement around the May 4th Movement), and two opposite sides of a historical event (such as the north and south sides of the American Civil War). The purpose of comparison is to find out similarities and differences, grasp the essence through phenomena, and make students have a more systematic and profound understanding of historical phenomena. Seven. Classroom discussion Organizing classroom discussion in a planned and purposeful way is conducive to cultivating students' creative thinking ability. Through discussion and even debate, students not only talked about their own views on the problem, but also expounded the reasons and basis of their understanding. Through discussion, we can activate our thinking, expand our thinking, inspire each other and brainstorm. A teacher once organized students to discuss the topic of "the emergence of Chinese national capitalism" in the modern history of China in junior high school. During the discussion, he inspired students to grasp the different attitudes of the national bourgeoisie towards imperialism, feudalism and the working class, and guided students to express their opinions with a large number of historical facts. Finally, the teacher summarized it. In this way, students have a deeper understanding of why the national bourgeoisie is revolutionary and compromising. The duality of the national bourgeoisie is both the focus and the difficulty of the textbook. Mastering it will lay a foundation for understanding the related issues of the Reform Movement of 1898 and the Revolution of 1911 and China's policy towards the domestic national bourgeoisie, so it is necessary to organize a discussion on this issue. 8. Writing practice has proved that it is an effective way to cultivate students' dialectical thinking and creative thinking to carry out activities of learning history composition and writing small papers. Students spread their thinking wings and soar freely in the boundless historical space in the composition with history as the topic. Many practices show that this kind of writing can fully arouse their thinking enthusiasm, and they can often put forward and expound some new ideas, fully display their talents and wisdom, and make the cultivation of thinking ability reach a new height. In short, as dobrolyubov (Russian Democrat) criticized: "If a teacher chews scientific materials so finely that students don't have to chew, they just have to swallow what the teacher says." A teacher who can only cram for the last minute, no matter how profound and complete he speaks, can't be regarded as a really good teacher. In this way, it is possible to cultivate knowledgeable apes from students, but it is impossible to cultivate people who can think independently. "Of course, it can't meet the requirements of today's society for talents. Therefore, in classroom teaching, teachers can not replace students' thinking, let alone omit these steps in order to catch up with the progress. Only by developing teaching democracy and respecting students' dominant position can students become the real masters of classroom thinking activities.