On The Cultivation Of Historical Comparative Thinking Ability In High School History Teaching

Historical comparative thinking is a kind of logical thinking,which means that people use comparative thinking to look at historical phenomena,compare two or more historical phenomena,find similarities and differences,reveal the commonness and individuality,difference and connection,essence and law of historical phenomena.The new curriculum reform emphasizes "student-oriented",gives full play to the role of students as the main body,and enables students to actively participate in learning and actively grow up.Since the implementation of the new curriculum reform,great changes have taken place in China's education.Classroom teaching is no longer a backwater,teachers' educational concepts are constantly updated,and teaching forms are constantly innovated.The new curriculum reform aims at the growth of students,attaches importance to the growth of students' thinking and ability,and prepares students for lifelong learning.Under the new curriculum reform concept,the high school history curriculum standard also gradually inclines from knowledge to thinking and ability.The more the college entrance examination questions are tested,the more alive they are.At the same time,they pay more attention to the students' understanding of history and their thinking and ability.Comparative thinking is not only the beginning of thinking formation,but also one of the most important thinking in history learning.It is found that the examination of historical comparative thinking takes up a lot of scores in the history college entrance examination every year,which is also the fortress that students are hard to conquer in the college entrance examination.Because of the abstract nature of comparative thinking,it is a big problem for students to cultivate their historical comparative thinking,and also a challenge for high school history teachers.Starting from five parts,this paper makes a detailed and systematic study on the cultivation of students' comparative thinking ability in history teaching in senior high school.The first part is the introduction part,which explains the theoretical significance and application value of this topic,expounds the research status of related issues,as well as the objectives and research methods of this paper.The second part is the theoretical part,which summarizes the historical comparative thinking ability,focuses on the interpretation of the connotation and composition of the historical comparative thinking ability,analyzes the theoretical support of cultivating students' historical comparative thinking ability in senior high school,and discusses the practical significance of cultivating students' historical comparative thinking ability in Senior high school in combination with the needs of senior high school history learning,college entrance examination and students' growth.In the third part,the author extensively read and collated the literature,on the basis of reading the literature,combined with his own practical experience,summed up five strategies to cultivate the students' ability of historical comparative thinking,that is,to teach students comparative knowledge;to build a solid basic knowledge,knowledge system;to integrate teaching materials,create a situation of comparative problems;to focus on the transformation from methods to thinking;to expand students' vision To cultivate the ability of generalization.In the fourth part,the author takes the teaching design of the first course of the second compulsory course of the people's Edition "opening up the route of civilized communication" as an example to integrate the cultivation of the ability of historical comparative thinking into the teaching of the new course,and specifically explains how to implement the cultivation of the ability of historical comparative thinking in the teaching of the new course.The first course of "opening up the route of civilized communication" has a lot of comparative resources,which is to cultivate the students' historical comparative thinking Wei's good choice.In the last part,the author teaches "opening up the route of civilized communication" in two classes: the excellent class and the ordinary class.After class,by means of investigation and interview,the questionnaire is distributed in two classes.The questionnaire includes ten single choice questions.The questionnaire is collected and counted.Three students are interviewed in two classes to learn about the students In this teaching practice,the overall learning situation,at the same time,the teaching of two levels of class learning are compared,in order to provide feedback for the author,combined with the feedback information,reflection,summed up the practical teaching,training students' historical comparative thinking ability needs attention.This paper attempts to guide practice through theory,reflect on Theory in practice,and put forward some practical and operable suggestions on the basis of the combination of theory and practice to train students' historical comparative thinking in high school,so as to provide some ideas and directions for the future teaching of the author,and constantly improve the author's superficial ideas in practice.