Research On The Cultivation Of Reverse Thinking Ability In High School History Teaching

With the progress of The Times and the renewal of educational ideas,schools pay more attention to the development of students’ thinking ability while ensuring the teaching of basic knowledge.Thinking ability refers to the ability to analyze,sort,synthesize and apply objective materials in a certain way of thinking to solve practical problems,which is the core of learning ability.As an important part of thinking ability,reverse thinking ability aims to explore the essence of things deeply through reverse thinking of existing ideas and conversion of perspective.It emphasizes the cultivation of reverse thinking ability in high school history teaching,implements the requirements of curriculum standards,helps improve students’ core quality of history discipline,builds a thinking perspective of "looking into the past from the present",and helps students form a comprehensive historical space-time framework.At present,there are few researches on the cultivation of reverse thinking ability in history teaching.Based on practical investigation,it is found that there are mainly two problems in the cultivation of reverse thinking ability in high school history teaching:student level and teacher level.At the level of students,the main problems include the basic knowledge is not solid,rigid thinking mode and lack of learning enthusiasm.At the level of teachers,the problems are single teaching form,solidified educational concept and lack of practical results.The emergence of these problems depends on the combination of internal and external factors.Internal factors,namely the reasons of students themselves,are determined by personal traits,which are manifested in the differences and deficiencies of learning ability,learning motivation,learning habits and learning objectives.The external factors,namely the external environment,are mainly affected by the comprehensive influence of teachers,society and teaching evaluation system,which are embodied in the limited cognitive level of teachers,the inactive cultivation attitude,the traditional teaching methods,the concept of "only score theory" under the exam-oriented education,the neglect of history subject and the limitation of teaching evaluation.Aiming at many problems in the training of reverse thinking ability in high school history teaching,the author comes up with a series of solutions for teachers’ reference.First of all,from the perspective of the connection between theory and reality,teachers should attach importance to the application of teaching principles and take the principle of gradual progress,the principle of development and the principle of inspiration as the theoretical basis of practical activities.Secondly,from the perspectives of teachers,students and society,specific strategies are put forward:teachers should constantly excavate curriculum resources and enrich teaching skills in the teaching process;students should strive to lay a solid foundation of knowledge,build a historical framework,take the initiative to build connections under the guidance of teachers,and form historical awareness;The society should change the inherent concept and perfect the evaluation system,so as to achieve the purpose of cultivating students’ historical reverse thinking.Finally,the history teaching process under reverse thinking is visually demonstrated by teaching examples,so that students can feel the characteristics of reverse thinking in class hours and unit learning.