First, give play to the role of non-intellectual factors in cultivating historical thinking ability.
In history teaching, we should play the role of non-intellectual factors, such as ambition, imagination, willpower and interest, which can provide a strong driving force for the generation of thinking power. The higher a person's ambition, the greater his learning motivation and potential; The richer the imagination, the more conducive to building a three-dimensional system of knowledge, and the more conducive to the expansion of thinking; People with strong willpower can consciously adjust their behavior, control their emotions and be good at determining their goals; Interest can stimulate students' thirst for knowledge. Only when students are stimulated by strong interest in learning can they have a strong desire to learn and think positively. Therefore, in history teaching, teachers can't simply regard themselves as the medium between textbooks and students, but must vigorously develop students' non-intellectual factors to ensure that every student has a strong interest in learning and a positive thinking consciousness. This is the primary link to cultivate the ability of historical thinking.
Second, create problem situations and cultivate thinking ability.
Thinking begins with problems. To mobilize students' thinking, we must introduce questions into the classroom. The higher the enthusiasm and urgency of students to solve problems, the more active their thinking will be. Therefore, in history teaching, teachers should ask all kinds of enlightening questions from the historical knowledge itself purposefully, planned and pertinently, and constantly create problem situations, so that students can be exposed to problems and their brains can be in a positive thinking state. Pay attention to enlightening questions and ask questions from different angles. We can ask questions from different angles such as comparison, analysis, synthesis, induction and reasoning according to several ability requirements in the exam instructions. For example, what is the difference between the Taiping Heavenly Kingdom Movement and the Boxer Movement? Seeking comprehensive induction: How many times did China's ancient economic center of gravity move south? What are their characteristics? The problem explained by reasoning: Neither the peasant class nor the bourgeoisie in modern China can lead China's democratic revolution to victory. What's the problem?
Third, use visual teaching AIDS and image language to arouse the enthusiasm and consciousness of thinking.
History teaching can't directly describe the content of teaching materials, so we should use more intuitive teaching AIDS, such as historical maps, text illustrations, imitation model teaching AIDS and so on. , so as to enhance students' interest in learning and the motivation to open up their minds. For example, when telling the story of the Opium War, we can first guide students to look at the illustrations in the textbook and ask them to point out which picture reflects that Britain will inevitably launch a war of aggression against China. Which picture can reflect the British aggression? Which picture reflects the corruption and incompetence of the Qing government? This can strengthen the intuition of teaching and develop students' thinking ability.
In history teaching, vivid language is used to visualize abstract narrative, which helps students to think from shallow to deep and develop their thinking ability in images. For example, in Battle of Red Cliffs, we can use the vivid words in Su Shi's "Red Cliff Nostalgia" to render the ancient battlefield Red Cliff, and simply draw a magnificent battle scene in monochrome. Then make the best use of the situation to promote students' thinking transfer, so that students can understand the background, process and historical role of Battle of Red Cliffs. Suppose Guan Yu killed Cao at that time, what might happen? Let students spread their imagination wings to discuss, which not only broadens their horizons, but also exercises their thinking ability about historical events.
In addition, the accurate use of language and a solid language foundation are also important conditions for cultivating subject thinking ability. Language is a tool of thinking, and thinking cannot be separated from language, which can promote the development of thinking. Students have poor ability to examine questions in exams. Problems such as insufficient generalization ability, unclear answers, disorganization and level confusion are mainly students' language ability. Therefore, in history teaching, we should pay attention to the following points: First, teachers should pay attention to narrowing the language differences between teachers and students, so that teachers' knowledge transmission and students' knowledge acceptance tend to be consistent, and students' thinking can be active. Secondly, we should understand some key languages in the textbook and guide students to do quantitative thinking. Such as iron farm tools, Niu Geng appeared in the Spring and Autumn Period, popularized in the Warring States Period and widely used in the Western Han Dynasty. The quantity represented by appearance, popularization and widespread use is very different. Thirdly, guiding students to think in the language they are most familiar with, and processing what they have learned into their own language, can often achieve the twice the result with half the effort. Therefore, passing the language barrier is an indispensable condition for cultivating thinking ability.