Research On The Cultivation Of High-Order Thinking Ability In Junior High School History From The Perspective Of Conversation Wheel Transformation

The complexity of history determines that the study of history is destined to be a process of higher-order thinking development.Whether it is the continuous innovation of the new curriculum concept of middle school history,or the high-level cognitive demand for talents in the new era society,etc.,it indicates that the cultivation of higher-order thinking is no longer limited to the teaching of high school history,and the cultivation of high-order thinking ability of junior high school history will and has become a mainstream direction for the development of history teaching.However,through the questionnaire survey of teachers and students,it is found that in the teaching of history classrooms,both the interaction between teachers and students and the cultivation of higher-order thinking in history are in a relatively rigid state.The main reasons are that teachers lack professional guidance for higher-order thinking in history,lack of guidance on effective teaching methods,students’ one-sided cognition of history subjects,and imperfect evaluation mechanism for higher-order thinking ability.Therefore,if history teachers want to achieve the teaching goal of cultivating the higher-order thinking ability of junior high school students,it is necessary to conduct in-depth research on more efficient and high-quality teacher-student conversation interaction strategies,in order to provide practical reference and thinking for junior high school history teaching.This paper uses the literature research method to review the existing research in academia,clarifies the definitions of teacher-student conversation wheel and historical higher-order thinking in this paper,identifies Bloom’s educational goal classification,scenario learning and deep learning as the theoretical basis of this paper,and points out the scientific and feasibility of the research through the relationship between the analyst’s talking wheel and the historical higher-order thinking ability of junior high school.This paper uses the case analysis method to explore the strategy of the wheel to cultivate the higher-order thinking ability of junior high school history.Based on the four perspectives of history teachers’ speech wheel acquisition,conversation wheel maintenance,conversation wheel end and speech wheel feedback,this paper lists the history teaching cases of junior high school edition for analysis.First of all,through teachers’ contextualized history teaching to obtain classroom conversations,including creating contextualized introduction to stimulate students’ curiosity about history,presupposing historical issues to guide students to deep learning,creating a contextualized learning environment for reflecting on historical events and characters,and cultivating students’ critical thinking in history.Secondly,through classroom questioning to maintain the wheel,including the use of diversified questioning methods,clever structured and inferior historical questions to enhance students’ historical logical thinking and problem inquiry awareness.Third,by guiding students to summarize to end the wheel of a certain knowledge section,including the use of mind maps,connecting life and current affairs,and classroom tests to cultivate junior high school students’ historical information integration ability and historical evaluation and reflection ability.Finally,through teachers’ differentiated history teaching,feedback is carried out,including reasonable answers,timely feedback,and differentiated answers,so as to promote the improvement of all students’ personalized higher-order thinking ability in history.The last chapter of the paper lists two complete case studies of the new course and the review course,and concludes that the cultivation of high-order thinking in history should be combined with the core literacy goals of history,pay attention to the interaction between teachers and students’ thinking,the review course of large units should be reasonably arranged for group learning,and the teacher’s wheel strategy should fully consider the learning situation and analyze the specific situation.This paper creatively proposes to combine the teacher-student conversation wheel transition with the higher-order thinking of junior high school history,innovates a new method of cultivating higher-order thinking ability in history in terms of research content and direction,and expands a new path of junior high school history teaching strategy.Due to subjective and objective factors,this article still has many limitations in terms of content and details,including but not limited to the inevitable overlap of the acquisition,retention,end and feedback of teachers’ speech wheels in practical application;There is no analysis of the guidance of history teachers in the specialization of higher-order thinking;There is little research on creative thinking in history,etc.,and it requires deeper inquiry.