High School Students Historical Thinking Skills Training Discussed

Historical thinking is the ability to develop the core subjects of history, historical thinking how to promote the development of high school students is related to the success of high school history education, history education theory and practice are important issues that must be addressed. In this paper, based on the theory put forward in history teaching the concept of historical thinking, historical thinking that is under the guidance of historical materialism and dialectical materialism based on historical data, the use of induction, comparison reproduce the past history of thinking, exploring its development the law of thinking activity. Chinas national high school history in the curriculum standards, the Shanghai high school history curriculum standards, the British National History Curriculum Standards, based on the proposed high school history of thinking ability of the basic requirements and principles. Research in practice the discipline of history, Qingpu District, high school history on the basis of thinking ability thats successes and shortcomings, and proposed countermeasures.Major success are: 1. Focus on teaching students the history of historical interest in the subject; 2, The re-integration of teaching, giving play to the history of general history and thematic develop historical thinking skills in the respective advantages; 3.Starting to focus on job in training students historical thinking ability of the unique features; 4.In history class, gradually carry out inquiry-based learning methods. 5.In the history of the exam-oriented students study the history of thinking.6. Beginning to expand the class, explore the lessons in the history of thinking ability the advantage.Deficiencies and countermeasures are: 1. Historical thinking ability in the absence of a complete history of thinking about training programs. For high school, High School students the specific circumstances, the corresponding course content and training objectives. 2.The school history curriculum is not perfect,it is not conducive to historical thinking ability of students. Basic courses recommended by the case-based, expansion-type, explor-type courses in all areas. 3. The science of teaching evaluation should be further improved. Proposed process evaluation and summative assessment should be combined.