A Study On The Cultivation Of Problem Consciousness In Historical Materials Teaching

The new national curricula reform encourages student joining into the teaching,exploring joyously, and promotes the students’ autonomous learning, cooperativelearning and inquiry learning. Exploration learning is to learn to find problems, askquestions, and then solve the problem, it is inseparable from the "problem", in otherwords, students should have the problem consciousness.Therefore, the author choose how to train the problem consciousness in historicalsources teaching as topic to investigate. Specific process is as follows:According to the current situation of national curricula reform for basic educationand the characteristics of history, the introduction part introduces the reason of selectedtopic, the research review and research meaning.The first chapter defines related concept of problem consciousness training：Firstly, the author defines the concept of "problem consciousness" and "historyteaching", Then I discuss the relationship between "history teaching" and "problemconsciousness", Lastly I want to search the theoretical basis of consciousness trainingfrom the historical epistemology, constructivism learning theory, discovery learningtheory.The second chapter mainly summarizes the importance of students’ questionconsciousness training in the history teaching, which is not only beneficial tostimulate students’ interest in learning history, cultivate students’ innovationconsciousness and ability, but also reflect the students’ subjective role and develop thestudents’ ability to survive.The third chapter generalizes the main show about problem consciousness incurrent middle school students on the basis of the previous research and theresearchers: Middle school students’ problem consciousness is weak; Students lack thecourage to ask questions and skill to solve problem. Also according to theperformance of the students’ question consciousness, the author analyse the reason: the bonds of traditional view, teachers and students information communion obstaclesand evaluation attitude, as well as the influence of teacher’s teaching way.The fourth chapter mainly summarizes the approaches and methods of questionconsciousness in historical sources teaching.The Fifth chapter briefly analyzes some problems which need to be aware ofabout problem consciousness training in the historical sources teaching, such aspaying attention to implementation of the basic knowledge, using of the historicalevidence scientifically and grasping the principle of the problem consciousnesstraining.