Reflective Teaching And The History Of Thinking Ability

Reflective Teaching is a booming theory thought in the development of the teaching education reform from the developed Western countries in recent years. It is a theory that regarded as making the actual student teaching effectiveness and promoting the comprehensive improving of the teaching .Before the New Curriculum, the middle school history teaching in the traditional mode focuses on the students ready-made conclusions knowledge, skills and methods of indoctrination .But it ignores training the thinking ability of students. In the state of teaching-oriented teaching and learning activities, students prefer to learn without making any effort, they do not tend to think by themselves independently which is not good for advancing the middle school students' Historical Thinking development and Innovation capabilities. On the contrary of the teaching experience, the relatively reflective teaching learns the essence reasonable composition from the modern pedagogy, psychology and teaching theories forefront which becomes the hot of various basic education researches.Reflective Teaching takes an attention on strengthening the reflection of the subject in the practice of history teaching, abiding by its main teaching objective law. On the one hand, it enables students to learn by themselves, therefore ,changing the mode of learning; On the other hand, emphasizes that teachers should learn Teaching alone, that is, development in teaching methods, further understanding the role and action of teachers in the new curriculum reform . Taking reasonable steps in the reform of the history teaching in middle schools can active classroom atmosphere and advance the efficiency of the teaching that gradually becomes an important way to develop the historical thinking capability.In the first section of the paper, it main discusses the status,the concept ,the features, and the methods of historical thinking ability. It is not only an essential core quality of the new generation but also a need of the historical subjects in the new curriculum reform ,meeting the urgent requirement of the development of the college entrance examination. Historical Thinking capability is a comprehensive thinking ability including two aspects: the image of thinking ability and the logical thinking ability.In the second section ,it detailes the rise and development of the reflection teaching; involved the content, features of reflective teaching and significance of implementing the reflective teaching. Reflective Teaching first proposed by Dewey, reflective teaching practice contains the initiative, feedback, regulation, the effectiveness. Implementation of reflective teaching help teachers turn into an expert which benefits the harmonious development between teachers and students, the accelerators of teachers professional growth; the perfect of classroom teaching objective defects. In the third part, based on the focus of the first part and the second part, it concludes the application of reflective teaching in the history thinking ability. This mainly contains three premises: the establishment of the awareness of the main parties in the teaching of history ; the understanding and tolerance of the subject in the equality dialogue ;the main parties has strong reflection ability . The cultivation of reflective teachers and students ,the establishment of open classroom teaching environment are the three main channels to increase the students historical thinking ability.Finally, the conclusion of the proposed thoughts and suggestions. Teachers should further strengthen studying the theory of teaching, keeping up with the times; strive to develop the ability of students to ask questions on the depth and breadth of the reflection .The school authorities should actively create an richer atmosphere on the reflection teaching activities. The training and development of History students thinking ability is a systematic project that needs the social, family and school all aspects of active participation.