Research On The Cultivation Of Students’ Problem Awareness In Junior High School History Teaching

With the continuous development of basic education,secondary history education has undergone a transformation from "knowledge-based" to "ability-based",and finally formed the goal of "promoting students’ all-round development".The cultivation of students’ problem awareness in junior middle school history teaching is not only the starting point of middle school history education,but also the end point of middle school history education.This requires history teachers to bring into play the effectiveness of junior high school history teaching according to the individual characteristics of junior high school students and the nature of the history subject,and to take the history classroom as a breakthrough to cultivate students’ problem awareness.This paper focuses on the following aspects of research.First,the author uses the literature survey method to define the core concept on the basis of previous research.Problem consciousness refers to the mental state of students who have doubts after deep thinking when they encounter knowledge that they cannot understand and questions that are difficult to answer in their learning.But problem consciousness is not only a state of mind that is puzzled,but also a quality of thinking that is motivated by a strong desire to explore and a spirit of innovation,and that allows students to discover problems,think actively,and explore actively.In this paper,the historical problem awareness,that is,in the process of learning historical knowledge,students after deep thinking generate doubts,a strong desire to explore motivated by their initiative to think,actively explore,the pursuit of truth thinking quality.Secondly,the author analyzes many problems in the process of cultivating problem awareness among junior high school students through questionnaires and interviews,and some teachers are bound by traditional teaching concepts,teaching models and teaching methods to lack guidance in cultivating students’ problem awareness.Some students lack initiative in the process of developing problem awareness due to their passive learning attitude,lack of rich knowledge base and the limitation of single learning method.In order to effectively cultivate students’ awareness of history problems,the author proposes corresponding cultivation strategies,taking into account the problems and teaching reality: teachers should change their teaching concepts,update their teaching modes,teach students thinking methods,and guide students to actively investigate history problems.Finally,the author applied the strategies for cultivating students’ problem awareness to educational practice and used Lesson 16 of Chinese History,"The Tripartite Triumph of the Three Kingdoms" in the first book of Grade 7 of the Ministry of Education edition as a case study.It is expected that the research in this thesis can provide some reference for cultivating middle school students’ thinking about history problems.