First, the use of appropriate teaching methods to cultivate students' thinking ability
To cultivate students' thinking in teaching, we should pay attention to teaching methods and apply appropriate teaching methods according to the content and characteristics of thinking, so as to effectively develop students' thinking ability.
1. Arouse interest in ...
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. 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.
Guide reading
At present, most students' reading ability is not strong, and their analysis and generalization ability is weak, which requires teachers to pay attention to guiding students to read, choose typical content to explain important issues, and let students think in analyzing and solving problems. For example, in the teaching of world history, 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.
Set a difficult problem skillfully
"Thinking comes from doubt". Only when students have doubts about the problems they have learned can they ignite the spark of thinking. For example, when teaching the Xi 'an incident, students are asked to think: "What should Zhang Xueliang and Yang Hucheng do after arresting Chiang Kai-shek? Is it killing, closing or releasing? " This kind of questions can effectively stimulate the positive thinking of junior high school students and guide them to have a heated discussion. In the end, they not only helped students understand the great significance of peaceful settlement of the Xi incident, but also exercised their mental agility.
4. Vertical and horizontal links
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 18th Incident" and "July 7th Incident" and take the four 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 Russia's reform and Japan's Meiji Restoration made the two countries transition from feudal society to capitalist society. Similar vertical and horizontal connections have broadened students' thinking and trained their thinking breadth.
5. 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, when teaching the world history "France 1794- 18 14", we should first make students realize that the establishment of the first empire was the inevitable development of French history at that time. 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.
Compare similarities and differences
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 opposites of a historical event (such as. 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.
7. Class discussion
Organizing class discussion in a planned and purposeful way is conducive to cultivating students' creative thinking ability. During the discussion, students not only talked about their own views on the problem, but also expounded the reasons and basis of their understanding in this way, which played the role of active thinking, expanding thinking, inspiring each other and brainstorming. For example, when teaching China's modern history "The Emergence of Chinese National Capitalism", he organized students to discuss. 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. But also laid a foundation for understanding the related issues of the Reform Movement of 1898 and the Revolution of 1911 and the Communist Party of China (CPC)'s policy towards the national bourgeoisie in China.
8. Writing practice
Facts have proved that it is an effective way to cultivate students' dialectical thinking and creative thinking to carry out historical composition learning and essay writing activities. Students can fully mobilize the enthusiasm of thinking, often put forward some new ideas, expound some new ideas, fully display their talents and wisdom, and make their thinking ability reach a new height.
Second, attach importance to the teaching of historical thinking methods.
An important task of cultivating students' thinking ability is to teach students to think. Only by letting students truly master the thinking method of historical science can they effectively cultivate their historical thinking ability.
Historical materialism is a scientific world outlook and a scientific methodology. To teach thinking methods, we must first teach students the basic principles of historical materialism. When analyzing the reasons why Napoleon came to power in the French bourgeois revolution, a teacher said: "At that time, France was under the pressure of foreign intervention in the army, and the domestic royalists were also closely cooperating. The big bourgeoisie urgently demands the establishment of a strong military dictatorship to suppress people's resistance, defeat foreign interference in the army and prevent the restoration of the Wang Party. Knowing the domestic situation, Napoleon thought it was time to seize power, so he gave up his expedition plan and ventured back to China. The big bourgeoisie warmly welcomed Napoleon back to China and regarded him as the "savior", hoping that he would reorganize the corrupt and incompetent government by force; Arms dealers and financial bourgeoisie provided Napoleon with tens of millions of francs; Some troops from Paris joined him. In this way, Napoleon launched the "Fog Moon Coup" on1799+065438+10.9, and seized the political power, thus starting the military dictatorship of Napoleon's big bourgeoisie. " This analysis, which runs through the spirit of historical materialism, clarifies the historical background of the success of Napoleon's "Fog Moon Coup": on the one hand, under the threat of foreign military intervention, the big bourgeoisie needs Napoleon to defeat foreign intervention troops, prevent the restoration of the Wang Party and suppress people's resistance; On the other hand, it also clarified the material conditions for Napoleon to come to power, that is, arms dealers and financial bourgeoisie provided money and part of the army. Although this analysis is guided by historical materialism, it only teaches historical knowledge. Because the basic principle of materialism has not been clearly pointed out here, "the times make heroes." Teachers should continue to sum up: "To analyze what a hero can do, what he can't do, and why he succeeds or fails, we must analyze it from the situation or material conditions at that time. This is a principle of historical materialism, and the times create heroes instead of heroes. " In this way, the method of analyzing historical phenomena and historical figures is given to students, so that they can correctly analyze and explain similar problems when they encounter them again.
Secondly, in daily teaching activities, students should be taught some specific methods of historical thinking in a purposeful and planned way, such as analysis, synthesis, comparison, generalization, classification, etc., combined with the teaching of relevant knowledge. Once these methods are mastered by students, they will greatly enhance the scientific thinking, enable them to understand, master and apply what they have learned more effectively, and improve the level of active learning.
Third, in teaching, we should not only teach students the basic knowledge of history, but also show them their own thinking process and explain their own thinking methods of analyzing historical problems, so that they can master scientific methodology while mastering knowledge. For example, when teaching the question "the characteristics of the Taiping Heavenly Kingdom Movement, the Reform Movement of 1898, the Boxer Rebellion and the Revolution of 1911 and their historical lessons for future generations", we only need to find out what their respective characteristics are. The meaning of the word "characteristic" here is vague, and it is difficult to grasp its specific content at first glance. If we use analytical methods, we should think and understand from the nature, purpose, function and influence of these four historical events, as well as the historical lessons of their similarities, from their final results and what problems they explain: "All the above four struggles failed, and they failed to overthrow the rule of foreign imperialism and domestic feudalism, and failed to change the fate of China as a semi-colonial and semi-feudal society. This shows that in modern China, it is impossible for farmers, bourgeois reformers or bourgeois revolutionaries to lead the anti-imperialist and anti-feudal struggle to victory. The leadership responsibility of China's democratic revolution can only be borne by the proletariat. "
Third, several problems that should be paid attention to
In order to effectively cultivate students' thinking ability and improve students' historical thinking quality, classroom teaching should also pay attention to the following issues.
1. Timely and moderate
An important aspect of cultivating thinking ability is to open students' thinking. Confucius said, "If you don't get angry, you won't get angry." Therefore, only when students are in a state of "anger and frustration", that is, "thinking with your heart but not getting it" and "talking with your mouth but not getting it", is the best opportunity for students to "open their hearts and achieve words", and teachers should accurately grasp this point. In addition, the difficulty of inspiring thinking should be moderate, the measurement should be appropriate, and students should be appropriately stimulated to think positively, so that students can "jump up and pick peaches".
Step 2: Order by person.
Teachers should pay attention to the differences of each student (or each class) when cultivating students' thinking ability, because their personality characteristics, knowledge structure and thinking types are different and must vary from person to person (from class to class). In addition, it is necessary to follow students' cognitive rules step by step. The development of students' thinking is always from concrete to abstract, from individual to general, from simple to complex, and teachers should follow its "order" and guide it.
3. Feedback reinforcement
When teachers inspire students' thinking in teaching, they should pay attention to receiving students' feedback and make corresponding control and adjustment in time. This requires everyone to "look at all directions and listen to all directions" in class, listen carefully to students' answers and questions, and capture feedback information in time and accurately. Teachers should evaluate students' answers and questions in time, strengthen students' thinking operation and fully mobilize students' thinking enthusiasm. Teachers' proper praise or praise will actively strengthen students' thinking activities; Teachers' proper criticism or negation will enable students to correct their mistakes in the process of thinking.
Step 4 respect the theme
Dobro Lyubov (Russian Democrat) once criticized the teacher's ultra vires behavior: "If a teacher chews scientific materials so finely that students don't have to chew, just swallow what the teacher says. In this way, it is possible to cultivate apes who understand knowledge from students, rather than people who can think independently. " Therefore, in order to truly implement the dominant position of students' learning, teachers must give students more initiative in thinking and create opportunities for students to find problems and ask questions independently. Teachers should not deliberately suppress students' independent thinking and ignore teaching democracy in teaching, which will fundamentally deprive students of their right to think independently. On the contrary, only by developing teaching democracy and respecting students' dominant position can students become the real masters of classroom thinking activities.
Innovation is the soul of a nation's survival, development and progress, and an inexhaustible motive force for national development. Innovation is the direction of education development in the new era. Thinking ability is the premise and foundation of innovation ability. As educators, we will shoulder the sacred mission of cultivating innovative talents without hesitation, and strive to create a history classroom full of thinking vitality.