The Application Of Brainstorming In The Teaching Of Senior High School History

In the tide of the new curriculum reform of high school history teaching, the traditional teaching mode, the contradiction between the need of teaching method and modern teaching is to promote the innovation of teaching content and teaching methods of the transformation, and the "student-centered" teaching philosophy is now popular, which requires teachers to achieve the dominant position of students in teaching activities the better. To the development of students as the core, to cultivate the ability of creative thinking and the students to solve the problems as the goal. According to the current "ordinary high school history curriculum standard(Experiment)" can be drawn, to develop the necessary modern citizen’s historical consciousness, cultural quality and humanistic quality is the most basic curriculum, to provide the macro criterion for the senior high school history teaching in the new century, fully embodies the spirit of quality education. Based on the expansion of students’ knowledge of history, fully play the subjectivity of students, Pay attention to the students’ thinking in history, historical analysis ability training; pay attention to cultivate students’ history learning methods and enhance students’ interest in learning history; pay attention to the cultivation of students’ humanities quality; pay attention to the quality of teaching, improve students’ comprehensive quality has become the goal of the development of history teaching under the new curriculum idea.Along with the new high school history curriculum reform, high school history teaching has undergone profound changes, both the structure, historical knowledge of the arrangement of the chapters, or historical content selection is more close to the actual life, the new curriculum reflects the spirit of advancing with the times. However, from the reality of high school history teaching, too frequent the exam and boring classroom teaching method suppresses students’ thirst for knowledge, and not the time content of high school history curriculum reform reflected, the choice of teaching methods is obviously lagging behind in the new curriculum reform of ourhigh school history. Moreover, as a traditional subject learning in Senior High School Students, under the influence of exam oriented education slowly appeared some inefficient, curing teaching methods, lack of initiative and innovation, ignoring the independent thinking of students in the process of curriculum reform, did not reflect the concept of more Can not promote the teaching effect of the history classroom and the realization of the three dimensional goal. Therefore, optimize the teaching method, arouse the students’ learning interest, and change the way of students’ learning has very important significance.Brainstorming method(Brainstorming), also known as intellectual stimulation method, is a kind of creative thinking method proposed by Osborn created by the United States, it can be used to determine the problem, diagnose problems, propose possible solutions to the problem, and to determine which one of the most effective method of history teaching in high school using "brainstorming" can let the students inspired each other in the process of learning to help each other and improve together, to ensure students’ thinking in always actively in the learning process, the active state; the classroom teaching is a series of activities carried out by the student main body and the integration process. The high school history teaching, to promote the improvement of the traditional high school history teaching mode, implementation of the "student centered" philosophy of education has a positive effect. This paper focuses on the method of brainstorming in high school history classroom teaching in the use of research Study, the basic concept of brainstorming method, principle and the operation process of theoretical inquiry. Combining with the current I in high school history classroom teaching practice experience, the actual analysis of the necessity and feasibility of using this method, positive introduced a method to the high school history classroom teaching, practice teaching based on analysis of its positive significance of high school history classroom teaching and problems should be paid attention to in the actual operation, in the end this method application prospect in high school history teaching in the classroom were reflection and prospect.