On The Cultivation Of Inquiring Ability In History Teaching In The Middle School

For a long time, affected by some traditional teaching notions in China, people tend to regard history, a quite philosophical discipline, as one relying mainly on memory. Thus many teachers lay most emphasis on giving historical knowledge, while they pay little attention to students' learning method, learning ability, emotional development and their formation of values; still less to the cultivation of their initiative spirit and practical problem solving ability. With the arrival of the "knowledge economy" and the stepping up globalization, cultivating students' inquiring ability and practical problem solving ability has become a universal trend. Nowadays, with the overall promotion of a new round of basic educational reform hi China, students are supposed to learn critically, to research, to probe into problems more actively under teachers' guidance.In attempt to adapt to the universal trend mentioned above, to find a better way to foster students' inquiring ability hi history teaching hi the middle school, to really implement the "New Course Standard", this paper does some preliminary research on the cultivation of inquiring ability hi history teaching hi the middle school through combining some new concepts in the cultivation of inquiring ability hi history teaching at home and abroad, some basic principles of pedagogy and psychology with the practice of middle school teaching.The paper consists of four parts.1. The present research conditions, the developing trend of the cultivation of students inquiring ability in history teaching in the middle school at home and abroad, as well as the meaning of the research.2. The principles and contents, hi the cultivation process, more importance should be attached to the cultivation of the inquiring awareness, skill and quality. And thesystematic principle, the process principle, the practicality principle, the open principle and the suitability principle are the principles that should be adhered to throughout the process.3. The approaches and methods, namely fostering the students' subjectivity and historical thinking; inspiring the interaction in class, launching specific inquiring activity; setting up an effective operating mechanism; offering good inquiring environment.4. The relations that should be paid close relation to: the relationship between the principal role of the student and the guiding role of the teacher; the relationship between the cultivation of students' inquiring ability and laying a good foundation of basic knowledge; the relationship between the in-class inquiring instruction and the specific inquiring activity outside class; the relationship between the cultivation of inquiring ability in history and other subjects.