Use Of History In High School History Teaching To Cultivate Students Historical Thinking Ability Teaching Exploration

High school history education is the main task of the history of subject ability training, the key is to improve the students’ history thinking ability, so, how to promote the development of students’ history thinking ability? Solution of this problem is related to the high school history education quality enhancement, is the present domestic high school history education facing the major issue. Therefore, this article from the historical data and the cultivation of high school students historical thinking ability, the relationship between them from the following three aspects.The theoretical basis for the first part is the full text, it mainly from two aspects, first, why want to use history in high school history teaching to cultivate students historical thinking ability? This is because, in the historical data as the carrier of cultivating high school students historical thinking ability complied with the requirements of high school history curriculum reform, fully embodies the characteristics of history, can promote the development of students ability of history, the goal is to the all-round development of students. Second, explains the historical thinking and the concept of historical thinking ability. Points out that the historical thinking ability is based on marxist position as a starting point, using historical data to examine the phenomenon and the essence of the human social development, solve the problem of social history a literacy.The second part is the focus of this article, from the aspect of practice exploration and sums up some effective ways and methods to cultivate the students’ history thinking ability. First of all, from the historical logic thinking ability, summed up what is historical logic thinking, summarizes the use of historical culture historical logic thinking some methods commonly used. Then use historical materials, especially the image sources, more can develop the students’ ability of historical thinking in images, use the image sources, for example, can arouse the students’ interest in history study; Use of image historical material, through the construction problem situation, can inspire students’ thinking; Use image sources, through the historical scene of the real display, can trigger the minds of students; Use image sources, can cause student’s perception, imagination, association, in order to develop the students historical thinking in images. Then the paper USES historical data to cultivate students creative thinking. Finally discussed the use of historical data quality, how to cultivate the students’ history thinking that using the historical data, reveals the essence of history, cultivate students’ thinking profundity; Using the migration method, enhance the flexibility of students’ thinking; Choose the contradiction of historical materials, training students’ critical thinking; Combination of historical materials from different points of view, to cultivate students’ thinking of extensity. Through these methods, the high school history is logic thinking, image thinking and creative thinking can get effective training, students’ thinking profundity, flexibility, critical and extensity is able to improve and enhance.The third part on the basis of the theory and practice, summarize in the process of cultivating students’ history thinking about historical materials selection. Some principles, including the typical principle, diversified principle and the principle of authenticity as well as in the high school history teaching by using historical data that should be paid attention to cultivate students’ history thinking some questions.The purpose of the article is to make the high school students can flexibly use the historical data when learning the history and some specific thinking method to solve the problem of social history, the history of history in order to improve students literacy, causes the student to gradually form the correct historical consciousness. Thanks to finish the work, of course, with the help of mentors, on the basis of their own teaching practice, some reference to the experience of other teachers and teaching cases, and make an analysis and argument. In this process, there are some understanding and the understanding not mature, but hope to be able to make some attempt to render a little to high school history teaching.