On The Cultivation Of Junior Middle School Students' Historical Consciousness

Think about learning is very important, learning from the problem. Independent thinking and learning in the study is precious. However, reflect on today’s history classroom, Students listen to the teacher that a torrent of talking quietly. This kind of teaching mode what teachers lead students’nose, causing students to become the machine that passive acceptance of knowledge.In this paper, through the cultivation of students’awareness of the historical issues to improve the students’ independent thinking and exploration of the spirit.The sense of history is the process of learning and exploring history, a mental state of confusion, contradiction, and curiosity about history, this state of mind forces itself to seek the true history. For the cultivation of junior middle school students’ consciousness of historical problems, the need for the reform of history teaching, the new curriculum standard encourages students to think independently, to cultivate the students to raise questions and to solve the problem. To cultivate students’ sense of history is helpful for students to form a comprehensive historical understanding:comprehensive views of history, a dialectical view of history, reveal the nature of history, understand the history of the development of the track and the development of the law. To cultivate students’ creative thinking in history can’t be separated from the cultivation of the consciousness of historical problems, but also in line with the connotation of quality education:the cultivation of creative thinking and practical ability.Through questionnaire survey, teacher interview and classroom observation, this writer analyzes the current situation of junior middle school students’ consciousness of historical problems and the existing problems. To cultivate students’ sense of history, we must first create a good teaching atmosphere and create a democratic and liberal teaching environment. To stimulate students’ interest in history learning is the premise of developing the consciousness of historical issues; interest is the teacher of learning, pay attention to the cultivation of students’ learning interest. Secondly, students should understand the rich historical knowledge through various channels. The more you know, the more you can succeed. Moreover, let the students master the effective way to ask questions. Give a man a fish and you feed him for a day. Teach him how to fish and you feed him for a lifetime. The history subject has its unique way of thinking, from the historical events and historical figures in the past to the reality can find problems in the context, can use a critical point of view on the history of the issue of controversy. To master the skills of asking questions to practice, from the prototype to the prototype oriented operation of the transition, and finally be able to skillfully put forward the problem. Finally, teachers should correct the students’ questions, don’t kill the curiosity of the students, and the classroom can be normal; reflect the student’s main body position, and can complete the classroom teaching goal. Teachers play an important role in the process of the cultivation of students’ historical problems. The teacher must have patience; encourage students to give students space layout inquiry work.