In recent years, with the deepening of education system reform and the rapid development of new curriculum reform, many new and effective classroom teaching models have emerged. The appearance of these models has undoubtedly injected a fresh blood into teaching, and also brought a brand-new educational concept to our educators, which greatly promoted the improvement of teaching quality. However, I also found that if teachers only think hard about new ways of teaching reform and ignore students' active input and cooperation as the main body of education, then the classroom is still a mechanical process of implementing lesson plans, and students actually play the role of cooperating with teachers to complete lesson plans in the classroom. Many times, students can only act as "spectators" and "listeners" and are passive recipients.
As the ancients said, a teacher preaches, teaches and dispels doubts. Suhomlinski, a famous educator in the former Soviet Union, said: "The real school is the kingdom of positive thinking." From this perspective, inspiring thinking and cultivating students' thinking ability should be the main theme of classroom teaching. Now I will talk about some simple views on how to cultivate students' thinking ability purposefully.
First of all, the thinking characteristics of middle school students in history are clarified:
While formal thinking is gradually developing and maturing, dialectical thinking begins to take shape and develop rapidly.
The so-called formal thinking refers to extracting the essential attributes of historical facts through certain thinking methods on the basis of understanding historical appearances. What he reflects is the relative stillness of historical facts and the clear boundaries between different historical facts. This is a low-level way of thinking. For example, when talking about the peasant war at the end of Qin Dynasty, in order to guide students to think positively, the following questions were put forward: How did the peasant war break out at the end of Qin Dynasty? How did you overthrow the rule of Qin? What is his significance in history?
Dialectical thinking refers to the reflection of the unity of opposites in the essential connection of historical facts. It not only reflects the differences between historical facts, but also reflects the relationship between them; It not only reflects the relative stillness of historical facts, but also reflects their absolute movement. This is a higher level of thinking. For example, when studying the history of China, some high school students often ask such questions: Why not only affirm the positive significance of the Yuan Dynasty's unification of China, but also praise Wen Tianxiang's anti-Yuan spirit? Why is the nature of the China Revolution led by the proletariat after the May 4th Movement still a bourgeois democratic revolution? The process of teachers guiding students to analyze and understand these contradictory historical phenomena dialectically rather than metaphysically is the process of cultivating students' dialectical thinking.
2. With the development of regenerative thinking, creative thinking has gradually begun to develop.
Psychology tells us that thinking activities are always associated with solving problems. According to the nature of the problem to be solved by thinking, thinking activities can be divided into regenerative thinking and creative thinking. Although these two ways of thinking are different, they are interrelated and penetrate each other. The main task of middle school students' learning is to inherit the knowledge and experience accumulated by human cognition, so their thinking activities basically belong to regenerative thinking. As mentioned above, the problems raised and solved by teachers and students in the process of history teaching are all manifestations of regenerative thinking.
But with the development of middle school students' regenerative thinking, creative thinking has gradually begun to develop. The creative thinking here does not mean that students put forward new ideas and conclusions in the historical field, but that they can treat learning with the spirit of exploration and creation, study with the methods of exploration and creation, and think creatively about unknown historical events, which is relative. A few years ago, some middle school students in Shanghai fully demonstrated their creative thinking in short and pithy essays on learning history, covering a wide range of topics. Some students can raise different opinions. A student in the article "Seeing Talents from the Death of Tang Xing in Sui Dynasty" explained how Emperor Yang Di did not allow talented and knowledgeable people to be favored by flatterers. How did Emperor Taizong attach importance to, care for and make good use of talents? Finally, he came to the conclusion: "judging from the rapid demise of the Sui Dynasty and the prosperity of the Tang Dynasty, how important it is for talents to save the nation!" He analyzed the demise of Tang Xing in Sui Dynasty from the perspective of talents, which was not limited to textbooks and showed a responsible spirit of exploration. He didn't get it from teachers and textbooks, but his own ideas, which broke through the boundary of knowledge level as a middle school student and the scope of knowledge provided by textbooks.
Secondly, we should be good at using teaching materials to gradually cultivate students' thinking ability.
1. Digging the depth of teaching materials is the premise of cultivating ability.
Classroom teaching is the main position and way to improve teaching quality. Studying teaching materials and optimizing teaching scheme are directly related to the effect of classroom teaching. Therefore, it is the key to improve the teaching level to tap the essence and essence provided by the teaching materials. Excavating the inherent causal juxtaposition and historical development law in teaching materials is the premise to stimulate students' interest in learning and guide them to think deeply. I said, "In 907, Zhu Wen abolished the Tang Emperor and the Tang Dynasty perished." This historical fact, through the design and optimization of teaching plan, can dig the depth of teaching materials and cultivate students' thinking ability. The specific problems are: political clarity, developed production, social stability and strong national strength in the early Tang Dynasty. Why is it called in history? What kind of crisis happened in Tianbao period of Xuanzong in Tang Dynasty? What is the cause of this crisis? What are the direct consequences of the above crisis? Why is it a turning point from prosperity to decline in the Tang Dynasty? What other factors greatly weakened the ruling power of the Tang Dynasty? What event disintegrated the rule of the Tang Dynasty? What is the root and direct cause of the demise of the Tang Dynasty? What does this historical research give us? This teaching arrangement not only maintains the depth of students' thinking, but also strengthens students' study of the history of "prosperity-weakness-decline-extinction" in the Tang Dynasty, and has achieved good results and improved students' deep thinking ability.
2. Use charts to activate students' thinking and deepen their understanding of historical facts.
There are quite a few illustrations (historical maps, tables, portraits of representative figures, etc.). ) in the middle school history textbook. Making full use of them in practical teaching operation can not only overcome the psychological obstacles caused by boring and non-intellectual factors such as remembering historical names, place names, years, times and events, but also enhance the intuition, readability and appreciation of teaching materials, which is conducive to stimulating students' interest, activating students' thinking and helping students deepen their understanding and memory of teaching materials. There are two ways to use charts: one is to use textbook maps directly to deepen understanding. For example, there are eight illustrations in the section "Opium War" to guide students to understand historical facts according to the illustrations: Which illustrations vividly show the strength and determination of the people of China to resist aggression? Which illustrations reflect the nature of British aggression? What illustrations can illustrate the corruption and incompetence of the Qing government? In this way, vivid and profound, properly used, the effect is remarkable. The second is to make some maps as needed to create new artistic conception, deepen understanding and enhance intuition. For example, the trading port is one of the important means for the western capitalist powers to expand their commodity exports to China through wars of aggression and unequal treaties in China's modern history. There are five treaties concerning trading ports in middle school history textbooks, namely 1842 treaty of nanking, 1858 Tianjin Treaty, 1860 Sino-British Beijing Treaty, 1885 Sino-French New Testament and/kloc. So how to remember and understand? In my teaching, I designed the "coordinate" graphic method, which intuitively reflected the extension trend of the trading ports and the invasion forces of western capitalist powers from the southeast coastal Yangtze River to the inland. Self-made maps not only enliven students' thinking, but also deepen their memory and understanding of knowledge, with better results.
3. Cultivate students' independent thinking ability as a whole.
The integrity of historical knowledge is reflected by the establishment of historical knowledge structure system. Therefore, it is necessary to strengthen the teaching of historical knowledge structure, guide students to deeply understand the teaching materials, grasp the basic contents of the teaching materials and their internal relations, form a scientific and distinct historical knowledge network that meets the teaching requirements, reveal the basic clues and objective laws of historical development, and cultivate students' independent thinking ability. For example, the Versailles system, a comprehensive historical concept, must be comprehensively expounded by establishing a historical knowledge system in order to fully grasp it. 1. System structure: The Treaty of Versailles and the peace treaties signed by the Allies and the defeated countries Austria, Hungary, Bulgaria and Turkey together constitute the Versailles system. Second, the function of the system is to establish the ruling order of imperialism in the west. First, it changed the political situation in Europe; Secondly, it changed the political situation in the Middle East. Third, it changed the ruling order of imperialism in the Middle East and Africa. Third, the international organization that maintains the system is an international alliance controlled by Britain and France. Fourth, the influence of the system: the Versailles system implies many contradictions. The plunder of the defeated country deepened the contradiction between the victorious country and the defeated country; The uneven distribution of spoils aggravated the contradiction between the victorious countries; Sacrificing the interests of weak countries and nations has deepened the contradiction between colonial and semi-colonial countries and imperialism. The development of these contradictions had a far-reaching impact on international relations in the 1920s and 1930s. Through the study of Versailles system, students not only deepen the basic knowledge, but also strengthen the effect of knowledge structure.
On the whole, the study of historical knowledge is systematic, organized and focused, which is not only convenient for knowledge storage, but also convenient for knowledge extraction, which can effectively ensure the quality of history learning and improve the effect of history learning. At the same time, the process of grasping the structure, combing the clues, extracting the main points of systematic knowledge and summarizing historical knowledge is also a process of understanding, analyzing, summarizing and comprehensively summarizing the contents of the textbook, which is actually a process of cultivating thinking ability and is conducive to the implementation of ability training.
4. Cultivate the ability to combine history with theory.
To study history, the most fundamental thing is to learn to reveal the essence of history, understand the basic process of history, analyze historical events, evaluate historical figures, sum up historical experience and explore the laws of historical development by scientific methods under the guidance of dialectical materialism and historical materialism. This is the highest level of historical thinking ability and the highest requirement of historical discipline ability. Middle school history textbooks are compiled under the guidance of the basic principles of dialectical materialism and historical materialism, and the understanding of history runs through dialectical, historical, materialistic views and Marxist theories. Taking the bourgeois revolution in Britain and France as an example, the fundamental reason of the revolution is that feudal autocracy has seriously hindered the development of capitalism in Britain and France; Theoretically speaking, the revolution between the two countries is essentially the inevitable result of the contradiction between the capitalist productive forces and the old feudal production relations, and between the economic base and the superstructure; The rapid development of capitalism in the two countries after the revolution shows that the new relations of production established after the revolution have adapted to the needs of the development of productive forces and promoted their development. It is not enough to know and master these viewpoints. What is more important is to guide students to use the basic viewpoints of dialectical materialism and historical materialism, correctly explain historical phenomena and essence, comprehensively analyze historical cause and effect, expound the law of historical development, and master the basic methods to solve specific historical problems. For example, some people said, "If there had not been the change of Wei's family and the Northern Expedition of the whole army, the revolution of the Taiping Heavenly Kingdom would have been successful long ago. If Emperor Guangxu was the real power emperor, the Reform Movement of 1898 was successful. If Yuan Shikai died young, the situation before and after the Revolution of 1911 may be different. " These views are wrong because they only see the contingency of history and ignore the inevitability of historical development, and only see the phenomenon and fail to grasp the essence. One-sided exaggeration of the personal historical role of historical figures; Only by combining inevitability with contingency, phenomenon with essence can we grasp the essential relationship of historical things and reveal the true face of historical development. Because of the limitations of its small producers, the peasant class and the national bourgeoisie cannot lead the China revolution to victory because of their own weaknesses and compromises. Only in this way can students correctly use the class analysis method from a historical perspective, dialectically observe and analyze historical phenomena, organically combine history with theory, and achieve the unity of views and materials.
Thirdly, use a variety of teaching methods to mobilize students' thinking ability again.
In addition to our usual teaching methods, we can adopt more and more novel methods to broaden the information channels for students to acquire knowledge; It can also make classroom teaching relaxed and lively, and improve students' interest in learning.
1. Combination of literature and history
It is completely feasible to introduce Chinese teaching method into history classroom. Since ancient times, literature and history are interlinked, and the relationship between history and literature is the relationship between content and form. Any literary work is produced under a certain historical background, which reflects a certain social reality. Similarly, any historical content is recorded by literary form (a few are physical forms). Therefore, not only the historical expression can be used for reference, but also the literary methods must be used for reference. From Jia Yi's On the Qin Dynasty, we know the historical reasons for the demise of the Qin Dynasty and the great significance of A Dream of Red Mansions to the history of corruption in the Qing Dynasty. There are too many history and Chinese classes. Applying some Chinese teaching methods to history class can achieve good results. For example, guiding students to draw paragraphs around the chapters, sections and titles of history textbooks, divide levels, summarize the general idea, and write outlines and main points can effectively cultivate students' reading comprehension ability. Telling historical events and people, using narrative and novel expression techniques, according to time, place, scene and plot and other elements, or narrative, or discussion, or description, or lyrical, vivid and lively, can stimulate students' interest in learning. Tell historical reasons and results, analyze historical viewpoints, introduce historical scenes and historical relics, and use the methods of discussion and explanation to put facts and reason, so as to achieve clear views, sufficient arguments, rigorous argumentation and strong logic.
2. Confrontation discussion method
For a long time, how to organize and carry out classroom discussion has always been a difficult point in history teaching. Many teachers set up a cold classroom discussion scene, which led to the failure of the discussion or little effect. Inspired by the bombing effect caused by the college students' debate program broadcast on TV, I introduced this form into class discussion, which was very popular with students. Before each discussion, I design a topic that students are interested in, divide the students into two groups: for and against, and let everyone write a short paper or debate draft for me according to the meaning of the topic. After reading the explanation, I sent the manuscript back to the students to discuss in groups, complement each other and improve their views. The pros and cons each nominate four representatives to debate in the class. The procedure is as follows: express your opinions → debate freely → summarize. Finally, the teacher judges and analyzes in detail the gains and losses of the debate between the two sides. In the teaching of ancient world history, the topic of class discussion organized by me is "Comparison between Eastern Civilization and Western Civilization". The positive view is that "western civilization is not as good as eastern civilization" and the negative view is that "eastern civilization is not as good as western civilization". In the teaching of modern world history, I designed the topic "Who is the mainstream of history, war and peace", with the positive view that "peace is the mainstream of history" and the negative view that "war is the mainstream of history". This kind of discussion has the characteristics of competitive mechanism and is suitable for students. In order to refute each other, they read many books. The discussion was very lively and interesting. Often when the time comes, many people still have something to say.
3. Knowledge tandem method
The so-called knowledge series method is to seize historical clues. This clue is like the outline of the network. As soon as the outline was lifted, the basic knowledge was swept away. Historical knowledge generally consists of several basic elements such as time, place, people and events. These basic elements must be clearly explained in history class, which is the biggest difference between history class and other courses. These elements can evolve into basic clues of history, and relevant historical knowledge can be connected in series with these basic clues, just like beads. For example, take the passage of time as a clue to list the chronology of major events; Taking the transfer of space as a clue, history teaching is carried out according to a certain place, region or country; Taking human activities as a clue, an important historical figure (positive or negative) often runs through the whole era. The history of China's democratic revolution is almost inseparable from the names of Sun Yat-sen and Mao Zedong. Taking the development of historical events as a clue and explaining the reasons, processes and results clearly, we can know the rise and fall process of each historical phenomenon.
It can be seen that it is very important to grasp clues in history teaching. Teaching clues reflect teachers' teaching ideas, which are determined by teaching contents, teaching objects and teaching conditions. A mature teacher's teaching ideas must be very clear and orderly, in line with students' understanding level and way of thinking, and adopt different ideas to organize teaching according to different teaching contents.
4. Point-surface intersection method
To broaden students' knowledge, the most important thing is to find the right "point" and bring "face" with "point". The so-called "point" is the intersection of historical vertical and horizontal relations, that is, coordinates. In class, I often grasp a certain knowledge point and talk about today and the past, or talk about China and foreign countries, or talk about foreign countries and China. For example, when talking about a certain section of world history, I asked, "What is China like at this time?" Talking about the current Middle East peace talks, let's start with the history of Jewish suffering and several modern Middle East wars to help students distinguish right from wrong and introduce some bibliographies for students to borrow. This cross method greatly enriches the information of classroom teaching.
The teaching point of history class also includes some "hot spots" and "focus" problems in real society, which inspires students to think about these problems from a historical perspective. Some people may think that this will digress and go too far in history class. Actually, it is not. First of all, from a historical point of view, it conforms to the teaching principle of making foreign things serve China and making the past serve the present. Secondly, students pay more attention to practical problems, but they are also confused. If we can convincingly explain these problems from the reality of this subject and use the classroom to educate students, the effect will be self-evident. The point-to-surface intersection method in history class aims to enable students to acquire as much knowledge as possible in classroom teaching and make them integrate. Therefore, teachers are required to have a solid knowledge base. Bacon famously said, "Knowledge is power." There is an old saying in our education circle that "if you give students half a bucket of water, you have to have a bucket of water." Therefore, the accumulation of teachers' usual knowledge is very important. It can be seen that a teacher must learn first if he wants to teach. As a teacher, we should teach and learn from the old, and it is always a truth that teaching and learning complement each other.
5, reading practice method
The reading method in history class must not be underestimated. Key paragraphs are read by students individually or in groups, creating opportunities for students to take turns to answer questions, so as to enhance students' oral expression ability. In particular, give more opportunities to those students who are shy or have poor grades and affirm their answers in time. On the one hand, it can establish their self-confidence in learning, on the other hand, it can exercise their sense of language. Whether it's thinking questions in books or pre-designed exercises, we should leave some time for thinking, let students take turns to answer them, and then the teacher will summarize them.
What is worth mentioning here is that we are as sure as possible about the students' thinking results, and there is no need to ask them to follow the unchanging answers. As long as you can digest and absorb the textbook, organize it in your own language on the basis of understanding, and the central meaning is clear, you must praise it. If you only rely on rote learning but don't want to take the time to thoroughly understand the problem, you can only stay on the surface of understanding. So we should pursue well-founded words. In the practice of classroom teaching reform, I often appreciate and encourage students' enthusiastic answers. For example, in answering "Why is 22 BC1year important?" The Senate declared: Because this year ended the long-standing feud between princes and met the wishes of the broad masses of people. The students said, "Because the war is over this year, the world is peaceful and the people are rejoicing." I think the meaning is similar, so I'm sure. For another example, when it comes to "ousting hundreds of schools and respecting Confucianism alone", the original intention is to regard Confucianism as the orthodox thought of feudal rule, and other schools are excluded. The students explained: "The feudal society only respected Confucianism and excluded other schools." Literally or literally, you can say too much, so you still need praise.
When students' thinking results are often affirmed, students' self-confidence in learning history is enhanced, their enthusiasm for learning is fully mobilized, and oral communication in class also exercises students' courage and language expression ability. Facts have proved that as long as students' enthusiasm and initiative are mobilized, warm and lively scenes will often appear in our classroom, and our teaching objectives will achieve the expected results.
In short, Plutarch in ancient Greece said 3000 years ago: "The mind is not a container to be filled, but a torch to be lit." Only by making students more willing to enter the history classroom, cultivating students' autonomous learning ability, and making history classroom teaching "live".
Only in this way can history study truly become a torch to ignite students' wisdom! Only in this way can we really improve the efficiency of history classroom teaching.