A Study On The Development Of Reverse Thinking Skills In High School History Teaching

With the rapid development of the information age,for high school students,facing the needs of the times and the development of education,it is not only necessary to acquire solid professional knowledge,but also to develop thinking skills.The ability to think backwards,as one of the important thinking skills of human beings,fits the requirements of quality education for the cultivation of students’ innovative spirit and practical ability,and is a profound expression of the novelty of thinking.Using reverse thinking to think about problems can overcome the stereotype of thinking and obtain different results.Cultivating students’ ability to think backwards in the teaching of senior secondary history plays a key role in the development of students’ innovative thinking and intellectual development,helps to bring into play the role of the main body of students’ knowledge,promotes students to explore multiple ways of solving historical problems,better interprets history through historical evidence,deepens the understanding of historical knowledge,and is of great significance to the cultivation of students’ core literacy.However,relatively little research has been conducted on the cultivation of reverse thinking skills in high school history teaching,and there is a lack of specific teaching guidance.The article is dedicated to this,and on the basis of research and studies,it combines the laws of chance and necessity,reality and possibility,regularity and selectivity in the development of history to explore relevant teaching methods and strategies that meet both the basic requirements for the development of the subject of high school history and the aspirations of the new curriculum reform for student training.High school students’ thinking has developed to a certain level,with the characteristics of reversibility of thinking,in high school history teaching,students’ evaluation of historical figures,events and phenomena need the support of reverse thinking,so as to comprehensively evaluate the process of history,the high school entrance examination history test questions in many places also highlights the importance of the development of students’ reverse thinking skills,these are for high school history teaching in the development of reverse thinking skills provide All of these provide possibilities for the development of reverse thinking skills in high school history teaching.Based on the importance and possibilities of the development of reverse thinking skills in high school history teaching,and in order to understand the current situation of the development of reverse thinking skills in high school history teaching,the article takes Kaifeng,Henan Province,as an example,and conducts interviews and questionnaires with some high school history teachers and students to collate data and analyse the problems of the development of reverse thinking skills in high school history teaching.On this basis,multi-faceted teaching strategies are proposed in relation to the actual situation of high school history teaching,including strengthening social aspects of guidance and security,enhancing teachers’ teaching quality,strengthening students’ training in reverse thinking,and establishing a reasonable assessment system.On the basis of considering students’ needs and characteristics,the article attempts to carry out a teaching fragment case design for the cultivation of reverse thinking ability in the text,with a view to providing reference for the cultivation of reverse thinking ability in high school history teaching practice.