On Historical Thinking In Middle School History Teaching

With the update education concept and curriculum reform, Conception has bee ome the teaching object of attention. As a kind of ability, Conception is written in the curriculum standard. History Conception is applied in the field of history of a special type of Conception form, which is a general and History Conceptio n uniqueness of organic integration.There are three stages of History Conception in our country. The first stage f ocuses on Conception. History teaching began to realize the importance of Conce ption in students understanding, but the Conception shows more discipline proble ms with the historical separation. The second phase of the object concerned is H istory Conception, the general thinking and historical disciplines organic integratio n. But mainly in the basic theory of Conception embody in the history of discip lines. The third phase of the object of concern is the particularity of the discipli ne of history, reflected in the study form the perspective of the discipline of hist ory unique History Conception.In theory, our exploration of the history of thinking matured. However, in th e actual teaching teachers are still unclear about History Conception. This is mai nly from two reasons. Firstly, History Conception does not form a unified view. Second, as the main basis for teaching, curriculum standards and textbooks do n ot make clearly defined. Therefore, on the one hand, the paper continues to expl ore the connotation of History Conception; On the other hand, this paper from t he standard curriculum, textbooks, and teachers’instructional design perspective t o analyze the history of high school teaching thinking. This paper is divided int o four chapters:The first chapter is the analysis of the connotation of historical thinking. The author first analyzes the general type (image thinking and logical t hinking) application thinking in the discipline of history, intended to illustrate the history of thinking is different from the perception and memory, it needs the op eration of the process and methods of thinking and logical thinking image to rev eal historical phenomenon nature. I understand the meaning, respectively, from fo ur aspects of historical thinking:the concept of time and historical thinking; evid ence-consciousness and historical thinking; historical value and historical thinking. Among them, the first two are the essential attribute of historical thinking and b asic connotation; the latter two belong to a higherlevel of historical thinking.The third part is from the perspective of the history textbook thinking. Text books, teachers teach and students learn the basis for the study of history textbo oks thinking of itself contains, on the development of teachers and students of t he history of thought is important.The fourth part is teaching design from the perspective of historical thinking. History belongs to the humanities disciplines. Knowledge of history teachers in t he transfer process, the most important thing is to pass historical thinking. In mi ddle school, the thinking of student is the result of the influence of teaching. Th erefore, the analysis of teaching design embodied in historical thinking for studen ts thinking of great historical significance.This paper selects the Opium War, for example to analyze the meaning and practice of historical thinking, because the Opium War is the beginning of mode rn Chinese history on behalf of a major event, and it turned to the future of Ch ina and the West, tradition and modernity intertwined. Both the junior high and high school, curriculum reform for before or after, the Opium War is an importa nt lesson section. Teaching design on this lesson a lot, you can refer the case is very rich, with operability. Therefore, in view of historical thinking to the design of this class can be found in different designs and traditional teaching. By explo ring the History Conception, I hope to provide guidance for the teaching of hist ory.