An Research On Logic Thinking Education In Middle School History Teaching

The level of thinking ablility plays a decisive role in a man's success. The new round of curriculum reforms place more empasis in educating Ss's competence in the learning process rather than instilling knowledge to Ss (short for Students) in a mechanic manner. Historical thinking has been considered as the core in the middle school history teaching. Logic thinking, as one of the abilities of historic thinking, is right the basis of the accuracy of it. Without rigorous logic pattens, thinking would be in a chaotic and ridiculous state. It is only by involving logic pattens in thinking activities that the essence of objects can be grasped, so that correct view of objective things can be achieved. This paper aims at working out the ways of how to develope Ss'historical logic thinking in the subject teaching, by conducting an analysis on the existing performance of logic thinking education in middle shool history teaching. This reseach employs the reseach method of positivism. The whole thesis is divided into three parts.The first part of this paper mainly works out the connotation of the historical logic thinking by reviewing its definition, method and quality. Namely, the historical logical thinking refers to human being's thinking activities which reflect historical rules in the field of history. It makes concepts as its cell, and some theories and abstract definitions as its materials. Developing Ss'historical logic thinking is to educate their historical logic thinking ability which includes the ability of analyzing, sythesizing, inducting, comparing and summarizing in light of historical facts and phenomenon; the ability of distinguishing between historical facts, forming correct historical concept, highlighting the intrinsic essence of the historical facts and observing and analyzing issues under the principles of the utilization dialectical materialism and the historical materialism; the ability of assessing and evaluating matter-of-fact in terms of major historical events and historical figures; the ability of interpreting historical materials and creatively addressing issues with the knowledg of previous theories.The second part carries on an analysis to the existing problems with the purpose of demonstrating the ways of how to develop logic thinking. This analysis starts from the observation of the present situation of history teaching in middle school. The main problems are as following: The school side attaches little importance to the education of historical logic thinking and denies the fuction of logic thinking in history learning; the history teaching method displays an rigid and monotonous picture and teachers'roles are overemphasized; Ss show passive attitudes towards history learning and do not take logic thinking seriously; Due to different knowledge foundation, will and perseverance, ideals and interest, Ss'logic thinking ability varies a lot.The third part of this paper put forward the methods and ways of how to develop historical logic thinking in middle school history teaching, offering an example for the history teachers in middle school. Above all, it is expected to improve teachers'quality so that they...