A Study On The Cultivation Of Senior High School Students' Knowledge Of History

In the final analysis,the competition in the twenty-first Century is the competition of high quality talents,and the basic education curriculum reform is a powerful measure to promote the quality of education and improve the quality of the people.Paying attention to the cultivation of senior high school students' thinking ability and the ability of innovation is the key of the reform of basic education.In this request,the school' s history education is also more and more prominent on the training of senior high school students' ability history subject,and the ability to apply knowledge is one of the historical discipline ability.The application of knowledge can not only help senior high school students to solve the historical problems quickly and effectively,but also make the students adapt to the needs of the development of the society.Under the background of the new curriculum,the design of history college entrance examination is also gradually from the conception of knowledge to the conception of ability,and the forty-first problem of liberal arts synthesis is a new item to highlighting the ability of senior high school student.The forty-first problem of liberal arts synthesis has been appeared on the paper as a "finale" subject belonging to the subject of the history.The score is 12 points,playing a decisive role in the percentile of the paper.From 2011 to 2016,there were 6 similar questions of the forty-first problem of liberal arts synthesis,involving four types: the type of review question,the type of historical map,the type of revising the table of content,the type of the chart or the formula question.Making a comprehensive survey of the types,the forty-first problem of liberal arts synthesis has the characteristics of openness and innovation in the form of examination questions;the forty-first problem of liberal arts synthesis not only pay attention to the senior high school students' basic knowledge of history,but also place particular emphasis on examining the students' ability to explore and analyze the problems of history on the content of the examination.This is the implementation of the basic ideas and objectives of the new curriculum reform.But,through the specific analysis of the forty-first problem and the answers of senior high school students,the author found that the answer is not satisfactory.The author thinks that there are some problems,such as: do not use flexibly the basic knowledge,a non-committal attitude,the errors of history and other issues.The essenceof the problem is the lack of the senior high school students' ability to use the knowledge of history.According to the core problem and combined with my own teaching experience,the author puts forward six strategies to cultivate students' ability to use the knowledge of history: first,constructing the system of basic knowledge;second,paying attention to the relationship between the old and new knowledge;third,third,creating some situations to expand the scope of the application of knowledge;fourth,fourth,cultivating students' thinking ability by the historical data;fifth,setting up exercises;sixth,paying attention to students' self evaluation and examination.However,we should fully play the role of teachers and senior high school students,and the measures should be taken into consideration in the process of cultivating students' ability to use the knowledge.The above,is the focus of the study.Through the research of this study,I hope to further improve the ability of senior high school students in solving practical problems of history,to provide experience and reference for the teaching of history,and to make the best use of the curriculum reform of history.