The Cultivate Of Critical Thinking Ability In West Australia's History Teaching In High School

With the new curriculum reform, the subject of teaching students critical thinking in the course is very important. However, at present, the study for critical thinking in our country is still in exploration and development stage, has not yet formed systematic theory and practice system. In particular, there is lack of documentation material combination with high school history teaching practice. For this reason, this article attempts to analyze how to cultivate critical thinking ability in history course of Western Australia high school, in order to put forward some proposals for high school history critical thinking ability cultivated in the new curriculum reform, with a view to better promote the curriculum development process.In order to clarify and resolve the issues, this article analyze from the Western Australia State high school history curriculum standards, along with such a thought:the history of Western Australia curriculum standards for critical thinking ability statement—how to implement this request on critical thinking ability of Western Australia history teaching in secondary schools—the evaluation requirements of Western Australia state history curriculum on critical thinking ability, in order to learn success and failure experience of Western Australia history teaching critical thinking ability and give some enlightenment for our new courses in the teaching of history. The full text is divided into three parts:The first part is the introduction, including first chapter, Focusing on doing up the study of critical thinking domestic and overseas, clearing up the concept and features of critical thinking; comparing our study of critical thinking's contents and composition with foreign and Western Australia's critical thinking ability of connotation for the sake of constituting the difference between them.The second part is "core theory",this is the research center of study, divides into three chapters.The second chapter focus on the stipulation in Australian Middle school history curriculum standard:including the meaning, what type is in the status as well as the function; How to carry on the raise to it, what are the cultivated ways? As well as result appraisal stipulation. While elaborating whether there refers to stipulation on critical thinking in our country Middle school history curriculum standard,and how stipulate, what are the differences.Chapter 3 is a core part of the article's, that mainly discuss how to cultivate the critical thinking in Western Australia middle school history teaching? what is the guiding ideology? What are the training approaches and what the results of the training? and how to evaluate it?The fourth chapter is also the article's highlight, mainly talk about how to evaluate the outcomes in WA middle school history teaching, what is the basic evaluation theory?The third part is"conclusion"West Australia and does other Western country in this aspect's operating mode or the successful experience, which give our inspiration. How should we better model? This a series of question's explanation depends on this chapter of analysis.In the end, the article examine the full text of the main content and logical structure of the view and point out the limitations of the study and follow-up research space.