Research On The Teaching Of High School History Deep Reading Based On The Cultivation Of Critical Thinking

With the continuous deepening of the national education reform,developing the core literacy of the history discipline and cultivating comprehensive talents with critical thinking are the goals of the current history education reform.Critical thinking,as a kind of high-level thinking,can enable people to correctly identify information in a complex society,and rationally analyze and infer things based on the actual situation,thereby obtaining correct views.In high school,students’ thinking abilities gradually develop,and the history discipline has become an important position for cultivating students’ critical thinking due to its knowledge characteristics.Developing good critical thinking among high school students helps improve their problem-solving skills.Therefore,in history teaching,we should not only pay attention to the cultivation of students’ basic historical knowledge,but also pay attention to the cultivation of students’ critical thinking ability.This article explores the cultivation of critical thinking in the history discipline of senior high school students based on the concept of deep reading teaching.Firstly,the concept of critical thinking and deep reading teaching and the relationship between them are proposed.Secondly,through interviews,questionnaires,classroom observation and other methods,the current situation of critical thinking training of high school students was investigated and analyzed,recognizing that current high school students have a tendency to criticize and question,but lack critical thinking ability,and experimental teaching was designed and implemented.The author finds that deep history reading teaching can effectively cultivate high school students’ critical thinking ability.Therefore,this article starts with improving the ability of critical thinking in history,analyzes historical issues based on organizing,analyzing,and understanding historical reading materials,and emphasizes the selection of materials,question setting,discussion guidance,evaluation,and feedback in the teaching of historical in-depth reading,in order to stimulate students’ active participation and independent exploration,and guide students to actively participate,explore,and reflect on their own,To enable students to learn to question and think,conduct analysis and argumentation,and derive historical knowledge based on objective argumentation and reasoning.In the process of inquiry and argumentation,students’ cognition and skills are improved to cultivate their critical thinking abilities based on factors such as query analysis,reasoning and argumentation,and reflective evaluation.This paper also puts forward and implements the teaching design based on the deep history reading teaching concept.By developing the evaluation dimension table of critical thinking in history and observing students’ critical thinking behavior in history class,it is realized that deep history reading teaching can effectively improve high school students’ critical thinking ability,especially in the aspects of questioning analysis,reasoning and demonstration.