Current Situation And Strategy Of Cultivating High School Students' Historical Comparability

With the implementation of the new curriculum reform of primary and secondary schools, the history education pays more attention to the cultivation of students’ thinking ability, especially in the senior high school. From "the ordinary high school history curriculum standard (experiment draft)" on "ability" statement shows, historical thinking ability appears as of historical facts analysis, synthesis, comparison, induction, generalization and other cognitive activities, and is closely related to and solve the problem. Among them, the "historical comparative ability" with its broad exploration perspective, mature history method has become an important component of high school students’ historical thinking ability. Cultivation of "competence of historical comparison" help middle school students form "through the ancient and modern, Chinese and foreign relation history knowledge system and the basic comparison historiography accomplishment. This is not only the inherent requirement of the new teaching mode implementation of middle school history educational circles, but also to adapt to the globalization development tidal current.This paper focuses on the formation of high school students’ historical comparative ability, and based on the empirical investigation, in order to cultivate high school students’ historical comparative ability to put forward practical strategies.Through the questionnaire survey the actual teaching situation of two different levels of senior high school, showed that the part of the teachers and students in distinguished history comparison problem situation, understanding history comparison, using the method of historical comparison, chooses the historical perspective, and regulation and Introspection of the history comparison process, there exist a lot of problems, analysis, the influencing factors mainly for the use of textbooks, classroom teaching, learning history, history teachers professional qualities and history of academic evaluation. Accordingly, the author draws the culture of high school students’ Competence Strategy:first, textbook use, should be integrated textbook content than the principle of creativity based on textbooks and highlight the activities and exploration in the history of nature column inquiry; second, classroom teaching should be adopted to explore to create historical comparison problem circumstances. The teaching mode of learning, and the choice of diversified teaching methods including historical comparative method, and the innovation of teaching design, implementation of history teaching; third, inquiry learning guidance in structure and type, problem situation clear history were investigated based on historical comparison, comparison, comparison and analysis of the mobilization of resources. The reason, draw a conclusion; fourth, academic evaluation should be aimed at the whole process of comprehensive evaluation of historical comparison Price, and the introduction of comparable material life history of the college entrance examination questions.