Discussion Of The History Sequential Cogitation Of The Senior High School Students

Cultivating the history sequential cogitation ability is one of the new curriculum reform. Currently, few of the scholars focus on improving the senior high school student’s history sequential cogitation. Therefore, there is on definite scientific definition to the history sequential cogitation. So this thesis mainly interprets the history sequential cogitation from the narrow sense and broad sense through combining the relevant experts’ achievements with the curriculum standard’s requirements. The narrow sense mainly refers to historical era and historical stage, while the broad sense consists of history and time, cause and result, vicissitude and continuation as well as historical introspection. History sequential cogitation has many advantages: helping students use historical time term accurately; analyze the history process scientifically; a good knowledge of history vicissitude, and distinguish past, present and future, evaluating history objectively.Taking Yan’an High School students as the research objects, this thesis finds out some problems exist in high school class. Firstly, the overall level of the students’ history sequential cogitation ability is low. Secondly, students have no clear about the historical era and historical stage. Thirdly, they have no enough ability to cope with the historical events comprehensively. Fourthly, a majority of the students have a difficulty in studying historical reasons and results as well as historical vicissitude and continuation. The above phenomena prove that the students lack the ability of integrating historical events, for they may feel confused about the sequence of the historical events or can’t remember the historical events comprehensively. Finally, they are used to evaluating history with current view.According to the previous mentioned, this thesis puts forward some suggestions to make a reference for the latter researchers.First of all strengthening the use of teaching tools. “Time axes” can help students grasp the time sequence of historical development and “Gan Zhi Compass” can make the students accomplish the transfer from christian era to Gan Zhi era easily.Besides, diversifying students’ memory method, such as pithy formula memory, homophonic memory and information induction.What’s more cultivating students’ history sequence cogitation in class, such as encouraging students to adopt logical induction method, combining historical introspective method with the past social value to analyze historical figures and system. Finally, paying more attention to the exercise of history sequential cogitation.Due to the limited time and energy, it is no doubt that this thesis has some defects.Consequently, a further study still be urgently needed.