Doubt is the beginning of wisdom, the beginning of thinking and the cornerstone of discovery. Cultivating students' problem consciousness can activate students' thinking and is the best starting point to cultivate students' innovative spirit. The new curriculum standard of junior middle school history proposes to cultivate students to be good at finding problems from different angles and finding solutions through active exploration. Therefore, cultivating students' problem consciousness in junior high school history teaching has become the core content of teaching. Teachers should let students learn to analyze events comprehensively with historical perspective and thinking, so as to find more problems and realize effective history teaching.

First, the role of cultivating students' awareness of problems

Cultivating students' problem consciousness is also called problem-based teaching method, which can fully reflect the subjective status of students and teachers. It can effectively improve the teaching effect and students' learning efficiency by arousing students' learning enthusiasm through teachers' questions, promoting students' positive thinking and expanding students' horizons through teachers' correct guidance and inspiration. The purpose of problem-based teaching method is to enable students to find, think and solve problems actively, and to pursue knowledge through thinking and inquiry, so as to master and use knowledge flexibly. It is an important way to realize effective teaching and an important means to improve students' ability to find, analyze and solve problems. The problem-based teaching method respects the individual differences of students, and all students can make corresponding progress and development through teaching. Teachers can ask different questions to explore the route according to students' mastery of different levels of knowledge, so that students can find their own learning methods. This can not only improve students' interest in learning, but also help students' personalized development, so that students have the ability to correctly acquire and process historical materials, make students realize the similarities and inherent laws between historical things, and exercise and improve their ability of analysis, synthesis, induction, comparison and generalization.

Second, the principle of cultivating problem consciousness in junior high school history teaching

1. Adhere to the principle of pertinence

In the teaching process, teachers should expand the difficulties and focus of teaching content, and guide students to ask questions in a targeted way by creating question situations for students. Only in this way can teaching be smoothly promoted and teaching objectives can be effectively realized. Starting from the focus of the textbook, inspire students to think positively, find problems and ask questions boldly.

2. Adhere to the enlightening principle

In order to let students ask effective historical questions, teachers should first do a good job of guidance and inspiration. Teachers should ask questions first. These questions cannot be answered directly from books. Instead, students need to actively think about finding the breakthrough point, ask key questions, finally solve the problems through analysis and exploration, and master the knowledge points they have learned, which not only cultivates students' questioning spirit, but also exercises students' thinking ability, mobilizes students' thirst for knowledge, and makes students have lasting motivation for history learning.

Thirdly, the strategy of cultivating students' problem consciousness in junior middle school history teaching.

1. Establish an equal and harmonious relationship between teachers and students and encourage students to ask questions boldly.

Because of the tense classroom atmosphere and most students are afraid of the teacher's authority, students seldom ask questions in class. Teachers can't simply measure and evaluate students' problems with right or wrong in the teaching process, which will only restrict the development of students' thinking ability and innovation ability. Teachers should respect every student and establish an equal and harmonious teacher-student relationship with students, which makes it easier to create a relaxed learning atmosphere for students and make them dare to ask questions. Teachers should really regard students as the main body of learning, and at the same time, they should not ignore the leading role of students. They should make classroom teaching truly democratic and provide students with enough time and space to speak actively and ask questions bravely. Teachers create a democratic teaching atmosphere, relieve students' psychological pressure, encourage students to express their opinions boldly and make them dare to ask questions.

2. Pay attention to the teaching of basic knowledge, and let students have the ability to ask questions.

In the process of learning, we usually think that the less knowledge, the more problems, but in fact it is poor. The more knowledge a student has, the more questions he has. When a student doesn't know a certain knowledge point at all, he doesn't have the ability to ask questions about relevant knowledge. Only when he has a certain understanding of this knowledge can he have the consciousness of asking questions. For junior high school students, their knowledge of history is very limited, and students need to know some general history before they can ask questions. Therefore, junior high school history teachers should start with expanding students' knowledge and enrich students' knowledge structure by collecting historical materials related to teaching content, so as to broaden students' horizons and better cultivate students' problem consciousness.

3. Prepare for teaching and give students more opportunities to ask questions.

History, as a subject with a large amount of information and complex contents, requires teachers to spend more time and energy to continuously expand their knowledge reserves and teaching skills, and make full preparations for teaching, so as to achieve better teaching results. When compiling lesson plans, teachers should not only consider the teaching progress and content, but also pay attention to cultivating students' comprehensive ability, and shift the focus of lesson preparation from imparting basic knowledge to cultivating students' problem consciousness. It is necessary to combine students' thinking mode and psychological characteristics, guide students to think actively through diversified ways, change students from passive acceptance of knowledge to active exploration of knowledge, gradually cultivate students' problem consciousness, try their best to tap students' potential, and lay a good foundation for students to ask questions independently.

4. Create problem situations to promote the formation of students' problem consciousness.

Good question situations can stimulate students' thirst for knowledge, effectively mediate the classroom atmosphere and make students' thinking more active. In the teaching process, teachers should pay attention to protecting students' ideas of seeking differences. In the face of students' strange questions, teachers should listen carefully, be tolerant and encourage students to ask questions boldly. In order to attract students' attention, teachers can use multimedia-assisted teaching to let students experience the process of discovering, understanding and solving historical facts, so that students can gradually form correct historical thinking ability and better cultivate students' questioning spirit. The problem of cultivating students is of great significance to students' history teaching. Junior high school history teachers should pay attention to cultivating students' problem consciousness, cultivate students into problem of juvenile who dare to ask questions, know how to ask questions and are willing to ask questions, let students experience and enjoy the fun of asking questions, master the correct learning methods through asking questions, and gradually form good study habits, so as to lay a good foundation for students' all-round development.

Author: Liu Yanhua Setting: Yitong Manchu Autonomous County Experimental Middle School.

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