The Research Of "dialogic Teaching" In The History Of The Development Of Critical Thinking Skills Of High School Students

The new round of basic education reform is in full swing, swing, it requires us to be more from the perspective of the development of students to construct classroom. Promote a very important element is the development of their students to develop independent thinking and the ability to discriminate learning problems, students learn independence, initiative and creativity to guide students’ self questioning, reasoning and practice, which made themselves rich personalized color ideas and concepts. This article is based on exploring the new curriculum reform in the context of how to change the traditional mode to high school history class implementation of the "dialogue teaching" as the core, create a free learning environment to meet the learning needs of students, to guide students to think, in thinking and recognizable sublimation process to achieve thinking to form a correct scientific worldview and history. In this paper, the current practice of starting high school history classroom, integrated use of literature research and theoretical research methods, the "dialogue teaching" the history and development of the relationship between high school students critical thinking skills of systematic analysis and discussion.The full text is divided into five parts:The first part is the preface, mainly a combination of the status quo of today’s high school history class to ask questions in order to overcome the drawbacks of traditional teaching, requires construction of "dialogue teaching" in high school history class, and research status of this topic were briefly described and analyzed. Significance of this research is that through the implementation of "dialogue teaching" to encourage students to reflect on various historical issues and debates, continue to think in the debate, review and innovation, so as to promote students’ historical thinking ability to enhance and promote the sustainable development of learning to be able to adapt more rapidly changing needs of the current social development.The second part is an overview of "dialogue teaching" and the history of speculative capacity. Elaborate connotation "dialogue teaching", form and function as well as the history of the development of students’ critical thinking skills of understanding, and the relationship between "dialogue teaching" and the development of students’ critical thinking skills in history, "dialogue teaching" how to develop students’ critical thinking skills historical issues analysis, to find a theoretical basis.The third part is "dialogue teaching" application case histories to improve teaching critical thinking skills. In some cases teaching high school history class, for example, describes the use of "dialogue teaching" classroom teaching to guide students on some of the issues related to discrimination, summed up the history of this mode of thinking ability of students to enhance the role and achievements.The fourth part is the Training Strategy "dialogue teaching" critical thinking skills of middle school history. Describes the history of the student Thinking Ability "dialogue teaching" to train and develop students’ creative strategy research on the history of thinking ability of students debate the question of history sentenced capabilities.The fifth part of this subject some thought and outlook. The main course of this research thinking in how teachers should play a role and status of "dialogue teaching" issues arising in the process of reflection and improvement.