Chaoyang New World Chinese and English School Yang Jisheng

Thinking is an indirect generalized reflection of the objective reality by the human brain.

Thinking ability is a very important ability in the learning process. It controls and restricts the development of other abilities, commands and regulates the application of various abilities, and is the foundation of various abilities. In the process of history teaching, we must pay attention to the cultivation of historical thinking ability and put the development of students' historical thinking ability in the first place. This is the need to improve the efficiency of history study, adapt to the history college entrance examination, and also the long-term need to cultivate and improve students' comprehensive quality and benefit for life. What are the aspects of history teaching and how to train thinking? The following are my views on this issue.

First, the rigor of training thinking.

. History is an objective existence that has happened. The content of history is scientific and definite, so it can't be expressed at will. In the history college entrance examination, there is often a phenomenon of losing points because of inaccurate expression. For example, Qin's "state" and Qin's "dynasty" were mistaken, and the nature of 19 17' s "February Revolution" was expressed as "proletarian socialist revolution". In history teaching, whether it is a new lesson or a review lesson, we should pay attention to cultivating students' ability to think carefully and express accurately. This requires students to carefully understand and memorize the accurate expression of textbooks. First, we should emphasize that we should use historical terms when thinking and answering questions, and we should not make them up and change them at will. Second, we should pay special attention to the accurate expression of historical concepts and the quantitative and qualitative expression of historical phenomena, and pay attention to the restrictive terms used in textbooks to express historical facts. The former, such as the "slave plantation" economy in the south before the American Civil War, belongs to the "capitalist" economy and cannot be simply expressed as a "slave" economy; The Third Plenary Session of the Eleventh Central Committee of the Party formed the "thought" and "beginning" of the Party's basic line in the new period, and the Thirteenth National Congress of the Party clearly "summarized and expounded" the Party's basic line in the "primary stage" of socialism. The latter, for example, with the development of industrial revolution, bourgeois revolution and reform, the capitalism of European and American countries and Japan further developed, the capitalist powers strengthened their foreign aggression and expansion, and the "capitalist world colonial system" was initially formed in the middle and late19th century. 1At the end of the 9th century and the beginning of the 20th century, the colonial system of the capitalist world was finally formed. Another example is that the Northern Expedition "basically" overthrew the rule of Beiyang warlords; For another example, Roosevelt's New Deal could not "fundamentally" eliminate the capitalist economic crisis, but "to some extent" eased the serious damage of the economic crisis to the American economy.

Second, train the integrity of thinking.

Every historical phenomenon does not exist in isolation. It is related to historical facts before and after in time, to historical facts in other regions (or countries) in space, and to other phenomena in nature. First of all, we should inspire students' thinking from the perspective of comprehensive literature in teaching. History is related to the knowledge of political geography and other disciplines, so we should think comprehensively, which requires us to start our thinking from points and lines, so as to fully grasp and remember the historical knowledge we have learned. For example, if you study the first two chapters of world history, you can first point out to students the principles of political economy-economy is the foundation, politics is the superstructure, economy determines politics, and politics is counterproductive to economy. Then the chapter knowledge framework is constructed: the change of economic base (the emergence of capitalist industry and commerce in Europe) causes the change of thought (Renaissance and religious reform), the change of diplomacy and geography (the opening of new sea routes and the colonial expansion of early western European countries), and the change of politics (the Dutch revolution, the British bourgeois revolution and the reform of European feudal countries). The changes in the latter aspects in turn promoted the development of capitalist economy. Second, train students to think from a comprehensive perspective within the discipline, such as analyzing historical events from the background reasons, process content and the influence of results. To analyze the causes and conditions of historical events, we should think from internal and external causes, subjective and objective reasons, fundamental reasons, direct reasons and many other aspects, and analyze the influence of historical events from all aspects. For example, the background of the Opium War should be analyzed from China and the world, and China should grasp seven points: economy, politics, military, finance, class contradiction, ideology and diplomacy. Britain should also consider six aspects: economy, politics, military, ideology, science and technology, and diplomacy. The root cause of the Opium War should proceed from the nature of British capitalism, and the direct cause (British excuse) is China's action to ban opium; Third, strictly require and train students to be comprehensive and complete when thinking and expressing historical concepts and conclusions, and it is strictly forbidden to say half a sentence out of context. For example, the nature of the North American War of Independence is both a "war for national independence" and a "bourgeois revolution". The essence of Confucius' maintenance of Zhou rites is to maintain the ruling order of the "slave owners" class. Confucius' thought later became the orthodox thought of China's "feudal society", and "Confucian culture" became the most important part of China's traditional culture.

Third, the profundity of training thinking.

The profundity of thinking refers to the depth of thinking, that is, being good at grasping the essence and law of things and grasping the direction and trend of their development. In history teaching, we should be good at training students to find the most basic and core problems from complicated superficial phenomena, reveal the internal and essential relations of historical events, and understand the laws of historical development. The specific training methods are as follows: (1) From shallow to deep guidance, step by step; (2) Training students to make abstract generalizations on the basis of being familiar with historical facts; (3) Inspire students to see the essence through phenomena. In the case of mastering the materials, the historical phenomenon is deeply and rationally analyzed and pondered. For example, when studying the Meiji Restoration in Japan, students can be guided to analyze "1China and Japan in the middle and late 9th century are also facing a serious national crisis, and they are also in the late feudal society and have also carried out bourgeois reforms. Why did the Meiji Restoration succeed, but China's reform failed? Questions can urge students to review their historical knowledge and think deeply. For example, an example that helps students see the essence through the phenomenon: what is the relationship between a country that has embarked on the fascist road and its own national conditions? For another example, why is it easy for countries with serious feudal remnants to embark on the fascist road? Another example is the analysis of the development of commodity economy in Ming and Qing dynasties in the embryonic period of capitalism: (1) What is the relationship between the development of commodity economy in Ming and Qing dynasties and the foreign policies, politics and ideas of the Ming and Qing governments at that time? How do they interact? (2) Why did Europe enter the feudal society much later than China, but entered the capitalist era earlier than China?

Fourth, train the divergence of thinking.

In recent years, the comprehensive examination questions of liberal arts embody the principle of "following the outline, but not sticking to it". When we do problems, we often give new materials, create new scenarios, appropriately add some applied and ability-oriented problems, and emphasize the idea of ability, which requires that our historical thinking must be multidimensional and broad. Based on this, we must strengthen the training of divergent thinking. Divergent thinking refers to the free and extensive imagination and association around the core of contradiction, trying to find out the internal relationship between the elements of things, exploring the essential law of contradiction and looking for various possibilities to solve problems. The biggest feature of this kind of thinking is that it is unconstrained and unconstrained, and the thoughts are frequently switched. Divergent thinking is one of the contents of innovative thinking, and the process of divergent thinking is conducive to the formation of innovative thinking.

In teaching, students can be guided to ask, think and solve problems from different levels and angles by writing small historical papers, creating history and discussing and debating historical issues, so as to cultivate their innovative thinking ability. The comprehensive ability test of liberal arts requires students to "establish relations among the subjects they have studied according to the inherent logic and laws of things and their development, reorganize and integrate knowledge, and form an organic whole, so as to produce deeper ideological connotation in the process of knowledge blending and collision of various thinking methods" (quoted from "Introduction to High School Literature"). This requires us to base ourselves on textbook knowledge in general history teaching and cultivate students' divergent thinking. First of all, we should create an open and exploratory atmosphere with students as the main body in teaching, and encourage students to ask questions boldly, start thinking and express their opinions. Don't always emphasize that the teaching task focuses on high teaching density and tight time, so that students have no chance to think and express, but should give students more time and space to disperse their thinking. We can help students optimize their thinking from the following aspects: (1) Learn to migrate and adapt. For example, the repeated bourgeois revolutions in early Europe were due to the underdevelopment of capitalism and the weakness of bourgeois compromise. For example, China's failure in the Revolution of 1911 (immigration) and China's semi-colonial and semi-feudal society (flexibility) were special reasons. Second, learn to contact and associate. For example, after the war, Japan recovered and developed rapidly with the support of the United States, and fascist forces showed an upward trend in recent years. What is the relationship between the two? For example, the study of China's ancient and modern tax reform, farmers and land issues can be linked with the current "three rural issues"; Studying the Liaoshen campaign can be related to the current problem of "revitalizing the old industrial base in Northeast China". (3) Learn multidimensional and divergent thinking. For example, there is no comprehensive evaluation of teaching materials (such as the evaluation of "Westernization Movement" by People's Education Publishing House in 2002), and historians have different views (such as the expression of "the nature of the Taiping Heavenly Kingdom Movement" by People's Education Publishing House in 2002)

We should encourage students to boldly develop multi-dimensional thinking, or even think differently without focusing on books and books.