The Application Of Brainstorming In History Teaching In Senior High School

A) The research status of brainstorming and concept definition:Brainstorming is by American Alex Osborn is put forward for the first time in 1939, published in 1953 his book Applied Imagination first official referred to this concept. No matter how brainstorming, follow the principle of the four main: Freedom ideas, delay evaluation, comprehensive, the pursuit of quantity.Brainstorming method was introduced into China, more and more widely applied in the field of education teaching, but most of the teaching of brainstorming method research is still limited to traditional brainstorming method, and combining with the characteristics of specific disciplines. In the high school history teaching the application there is great gap.Brainstorming proposition is a kind of thinking, rather than a kind of propositional knowledge.Brainstorming is different from ordinary speech, discussion or debate. Brainstorming has innovative.Brainstorming in different countries, different departments and different conditions has in a slightly different way, but has the basic principles and steps. Whether you need according to the thinking process of criticism, divided into direct brainstorming and questions(reverse) brainstorming. According to the present in different ways of thinking, is divided into conceptual brainstorming and problem-based brainstorming.History of concepts in the high school history teaching has very important position, how to perfect the implementation of a combination, realize the conceptualization of history teaching, brainstorming will have a wonderful performance? This is the highlight of this research attempts to focus on depicting.In practice, different types of brainstorming in the teaching have different effect obviously.Brainstorming in different links in the form of what? Different in different link brainstorming will have what different? These questions waiting for further research, brainstorming in the high school history curriculum can be effective at the same time the implementation of the full resolution of historical data, to realize the true,the pursuit of history teaching, to cultivate the students’ history thinking ability? This will further in the study.B) The analysis of brainstorming method is suitable for the high school history teaching. 1, this is in accordance with all relevant psychology theory. Such as 1) Piaget’s cognitive learning theory; 2) Vygotsky’s theory of “Cultural–History” development; 3) Constructivism theory. 2, it is conform to the history and characteristics of high school history discipline. 1) Brainstorming is advantageous to the historical concept of learning. 2) Brainstorming is beneficial to the development of the history’s thinking. In brainstorming, thecognition of history learning from quantitative change to qualitative change is a process of the formation of cognitive conflict and the resolution of cognitive conflict. In brainstorming, through constant old knowledge link, through rearrange the combination, through refine, through question and then save the true,students achieve from that imitations of “from the history of the theory of” to that “from the history of the theory of” become the habit of thinking.C) The practice of brainstorming in the high school history teaching.1, The general implementation steps of brainstorming. 2, The instance analysis of brainstorming. 1) When teaching for import or in question, the application of brainstorming has an example: a fragment of “The Origin and Development of Roman Law”. 2)When teaching to explore, the application of brainstorming has an example: a fragment of “The Background of World War I”. 3) The application of brainstorming in summary feeling link, for example, has a fragment of“Feeling The Sino-Japanese”. 4) When reviewing, the visual result of brainstorming, for example, is in“Political Civilization”.D) The reflection of brainstorming in the high school history teaching. 1, Many views About the brainstorming in history teaching: 1) Through the way, concepts or issues, truly present the related information that in mind. 2) The real views of thought, are not only valuable of the right views, but also valuable of wrong views. 3) Thinking point of view is right or wrong, but there should be no good or bad, so,give it equality and respect to the thinking. 4) Let thinking become the normal, give students the space of growing thinking, give students the trust about the growth of personality. 5) Brainstorming has similarities with problem-based inquiry, also has more excellent characteristics. 2, The conditions of brainstorming in history teaching: 1) About the teacher’s preparation. 2) About the student’s preparation. 3) Which is unsuitable for Brainstorming.All in all, brainstorming completely can be used as a common method of teaching, can be practiced and popularized in the high school history class.