Exploratory Research On The Cultivation Of Logical Argumentation Thinking Ability In History Discipline

Arguments can be seen everywhere in social life,because anyone's views or thoughts are likely to be questioned or criticized,which requires rational arguments to provide real and sufficient reasons for themselves.At the same time,people's thinking also needs to be demonstrated.Any thought or theory that comes from thinking needs to go through rigorous argumentation,because only the thought or theory that goes through argumentation can be convincing and convincing.Therefore,anyone should have the ability to demonstrate.Demonstration is the concrete embodiment of logical thinking ability,which is also a kind of advanced thinking ability to defend one,s own views or scientifically judge others' views.High school is the golden period to cultivate students' logical thinking ability.Therefore,it is necessary to study the cultivation of high school students' historical logical reasoning thinking ability.This article is divided into five parts.The first part is the introduction,which mainly consists of eight parts:the reason of the topic selection,the significance of the research,the research summary,the research methods,the theoretical basis,the concept definition,etc.By sorting out the data,the author finds that there is little research on the cultivation of students' logical argumentation thinking ability in middle school history classes at home and abroad.The author studies the cultivation of logical argumentation thinking ability not only because the high school stage is the golden period for the development of students'thinking,but also because it is the requirement of the teaching objective of discipline core accomplishment and the essential.Research of cultivating the ability of thinking and a logical argument to implement the essence of quality education,in response to the subject core literacy course target's call,and adapted to the inquiry-based teaching concept,to carry out the innovative talent training requirements,conform to the history and the reality demand of reforms of the new curriculum,to meet the requirements of the new curriculum examination reform.The second part is to investigate the current situation of the cultivation of thinking ability in high school history Argument.The author mainly knows the current situation by issuing questionnaires to students and interviewing teachers.After investigation and analysis,find out the factors that hinder the cultivation of students' Argument's thinking ability,and carry out targeted problem solving in the exploration and research.The third part is the strategy research of the cultivation of logical argumentation thinking ability.The cultivation of logical reasoning thinking ability seems simple,but actually it is difficult to operate.Through the analysis of the questionnaire,the author finds that students lack the habit of independent thinking and dare not question or criticize teachers or textbooks.Classroom is the main place to student learning,to stimulate the students' thinking activity,the author proposed the creation of the speculative classroom according to the result,the demonstration of the three big classroom,explore the classroom strategies,and then further refine:speculative class to construct multidimensional dialogue mode,using the method of discovery learning,use class link three content for the study of error correction;The argumentation class USES the historical material textual research method,USES the typical question training,USES the classroom debate the form three contents to unfold the elaboration;The inquiry class explores the teaching mode of using questions skillfully,the situation of creating historical reasoning,and the form of creating historical experience.The fourth part is the method research of the cultivation of logical argumentation thinking ability.The logical thinking method is the method for students to discover the essence and laws of history.To a certain extent,the logical thinking method also forms the corresponding historical logical thinking ability,that is,the process for students to master the thinking method is the process of forming the thinking ability.Therefore,teaching students thinking methods such as analytic method,comprehensive method,comparative method,inductive method and deductive method is conducive to promoting the rigor,integrity,progressiveness,reasoning and organization of students' logical reasoning agility.The fifth part is the conclusion.According to the research results,the author introduces the research results and shortcomings of this topic,and puts forward the prospect for the cultivation of the thinking ability of historical logical argumentation,as well as analyzes the current problems facing the cultivation of the thinking ability of historical logical argumentation in high school.The innovation of this topic lies in the new research content and perspective:core literacy is the trend in the field of education in today's world,which is the deepening of curriculum reform and emphasizes the cultivation of key abilities.In the history teaching of middle school,the ability of historical thinking is the key ability of history subject.In the study of history,only with the aid of logical thinking can students grasp the essence and law of historical things and correctly understand historical things.Although there are many domestic studies on the"historical interpretation"or the cultivation of historical thinking ability,there are few studies on the integration of the core quality of historical interpretation and the cultivation of historical thinking ability,and even fewer studies on the thinking ability of historical logical argumentation.In general,the research content and research perspective of this paper are relatively new.At the same time,this paper is not empty talk theory,but theory and practice.However,there are few research materials on the cultivation of thinking ability of historical logical argumentation.Therefore,there are still many areas to be improved in this study,which will continue to be explored and studied in the future,in order to contribute to history education.