Research On The Cultivation Strategy And Evaluation Of Historical Comparative Thinking Ability Of High School Students

The 2017 edition of the "General High School History Curriculum Standard" requires "Students will further expand the horizon of history,develop historical thinking,and improve the core quality of history disciplines through the study of high school courses".The history education under the new curriculum reform pays more attention to the improvement of students' historical thinking ability and subject quality.The cultivation of the ability of historical comparative thinking is helpful for students to understand the essence through historical phenomena,grasp the commonness and individuality of historical things better,and learn to look at the historical evolution process from the perspective of dialectics and development.Therefore,training the comparative thinking ability of high school students is one of the key points of current history teaching.At the same time,in the process of training,teachers should also pay attention to testing the implementation effect,which is the requirement to ensure the quality of training.The cultivation and evaluation of students' comparative thinking ability in history teaching in high school is mainly analyzed from the following four aspects.First,analyze the importance and requirements of cultivating the historical comparative thinking ability of high school students.The acquisition of the ability of historical comparative thinking is helpful to cultivate the core quality of the history discipline of senior high school students.It is the need to consolidate knowledge and develop cognitive ability,as well as to meet the needs of college entrance examination evaluation.The ability of historical comparative thinking emphasizes that the cultivation should follow the guidance of historical materialism,the comparability of comparative objects,the comprehensiveness of comparative dimensions,the essentiality of comparative things and the epochal nature of comparative analysis.Secondly,the development of high school students' historical comparative thinking ability is investigated and analyzed by questionnaire.The survey took four exemplary high school schools in Kaifeng urban area as the survey object.The results showed that:most of the students can understand and compare the basic historical knowledge and have certain historical comparative thinking ability,but they still lack the grasp of historical knowledge,the initiative of comparison and the mastery and application of comparative methods.In addition,the ability of historical comparative thinking of senior students is significantly higher than that of junior students.Thirdly,it puts forward the training strategies and suggestions of high school students' historical comparative thinking ability.The training strategies of senior high school students can be divided into three parts: before class,during class and after class,and take the new teaching and review class as an example to make a specific interpretation.It is suggested to strengthen the cultivation of senior high school students' historical comparative thinking ability from four aspects: consolidating their basic knowledge,stimulating their initiative in historical comparison,teaching the method of comparative thinking and mastering the steps of comparison.Finally,this paper discusses the evaluation principles and approaches of historical comparative thinking ability of senior high school students.The evaluation of historical comparative thinking ability of senior high school students is not only a test of the training effect,but also the continuation of the training process.The evaluation should follow the principles of scientificity,diversity,effectiveness,development,etc.,and be mainly completed through three ways: classroom dialogue discussion,exercise test training and comprehensive practical activities.In short,the improvement of the comparative thinking ability of high school students in history will help to build a historical knowledge system and cultivate the core qualities of disciplines.We should fully realize the importance of training and evaluating students' historical comparative thinking ability,and improve a series of problems in the training process through continuous research and practice.