History is a past practice of human society, which cannot be repeated or experimented. People can only visualize abstract things, concretize generalized things, and use language to describe historical knowledge into pictures of life through visual teaching AIDS such as words, objects, pictures and movies, so that students can indirectly understand or perceive history.

Because of this, history has great creative space for developing students' imagination and cultivating students' thinking in images.

(2) Diversity of cognitive structure.

In the process of social development, the relationship between subjective and objective, internal and external causes, and cause and effect is very complicated.

Therefore, in the process of learning historical knowledge, the cognitive style is flexible. We should not understand historical events from a single angle, but should understand and think from multiple angles.

The diversity of cognitive structure has the characteristics of integrity, causality and development.

First, integrity.

History is the "footprint" left by human beings in a specific time and space environment, so learning history should be grasped from three aspects: time, space and people.

Human activities are worldwide, and no country can be independent of the world. Therefore, when we study history, we should broaden our horizons, examine and locate historical events in the world background, and form a three-dimensional and overall understanding of the historical development process.

B, causality.

Every change in society is the result of specific reasons.

Historical events do not exist in isolation, but have specific backgrounds and conditions, and there are interrelations and causality between historical events.

Revealing the internal relationship between historical events is one of the themes of history classroom teaching, and it is also one of the means to cultivate students' ability to correctly understand and understand history.

C, development.

History is a continuous process of carrying forward the past and opening up the future, and the latter process always innovates on the basis of the former process; Epistemologically, people's understanding is developing and deepening.

History classroom teaching should be forward-looking, cultivate students to sum up history and understand historical laws, so as to serve the reality and the future.

(3) the difference and flexibility of thinking mode.

The thinking of seeking difference is a reverse thinking of conventional directional thinking and an original way of thinking. It can break through the mindset, reveal the essential characteristics and internal relations of objective things, and create new thinking results.

This is a high-level thinking form, which is conducive to expanding students' thinking and improving their innovative thinking ability.

The flexibility of thinking refers to the ability of students to observe and analyze problems in different ways according to different situations and angles.

"History comes from evidence, and the history of evidence is consistent; Historically, the combination of history and theory is the most important feature of history discipline, and information processing ability is the most important ability of history discipline.

We should attach importance to the role of historical materials and cultivate students' ability to interpret historical materials in many ways, as well as the rigor of thinking and logic.

Follow the principle of combining history with reality and combining historical theory with historical facts, and emphasize the educational thought of "taking history as a mirror"

(4) Blending of disciplines.

History is a comprehensive discipline, involving all disciplines of nature and society, ancient and modern, Chinese and foreign, with rich and colorful contents, criss-crossing and interacting with each other.

In classroom teaching, we should grasp this feature, carry out interdisciplinary infiltration and integration based on history, broaden students' horizons, enrich students' knowledge and cultivate students' innovative ability.