Analysis Of The High School Students’ Historical Critical Thinking And Its Cultivating Mode

Critical thinking has attracted worldwide attention, and it hasinfiltrated into every stage of education in some countries. Although, it’slatter to research the critical thinking in china, on critical thinking theoryhas made significant progress in recent years. However, the application ofthe critical thinking teaching in the specific discipline is still in theexploration stage. This study aims to make history teachers learn abouthistorical critical thinking meaning, basic characteristics, significance ofthe cultivation of students’ historical critical thinking, restricting factorsof the cultivation of students’ historical critical thinking, teaching mode ofthe cultivation of students’ historical critical thinking.In order to causehistory teachers to cultivate students’ historical critical thinking seriously,and also hope to provide some help to teachers when they are teaching students’ historical critical thinking.The study explores the historical critical thinking of thedefinition, basic characteristics, basic structure, classification which aremainly through exploring the definition of critical thinking, basiccharacteristics, basic structure in this article. At the same time, we try tofind some factors which restrict students’ development of historicalcritical thinking from the Chinese traditional thinking, the traditionaleducation mode, egocentric thinking and so on. On the basis of these,we explore the basic conditions of the cultivation of students’ historicalcritical thinking which need critical reflective teachers, and open-mindtextbooks.The main part of the paper is the fourth chapter, we try toexplore how to put the historical critical thinking into the teaching ofhistory patterns commonly used which contains concept teaching,cooperative teaching, inquiring teaching, sources teaching. In eachsection, first, we make simple introduction about all kinds of teachingmodes; and then explore the various teaching modes to find factorswhich prevent student’s historical critical thinking development; At lastcombining with the case of history teaching in the classroom, we try tofind the best way to develop students’ historical critical thinking.