Research On The Cultivation Of Cognitive Ability In History Teaching In Senior Middle School

In line with the new needs of the times and the new international education trends,China proposes a new educational requirement of “China's students to develop core literacy” and determines that core literacy is a must-have character and key for students to meet the needs of lifelong development and social development.ability.Cognitive ability,as the first of the four key competencies,is a comprehensive ability that includes independent thinking,logical reasoning,information processing,learning,language expression and writing skills.It is the core literacy of students in all stages and in all disciplines.Important abilities that should be addressed during the process.Cultivating students' cognitive ability in high school history teaching is of great significance to improving students' historical learning ability,improving lifelong learning awareness and ability,and improving the overall level of core literacy to meet future lifelong development needs.Therefore,the cultivation of cognitive ability in high school history teaching is a subject worth studying.On the basis of reviewing the literature on the cultivation of historical cognitive ability at home and abroad,this paper clarifies the research background and research significance.Through the generalization of the research status at home and abroad,it finds the shortcomings of the existing research and determines the research ideas and research of this paper.method.Taking the cultivation of cognitive ability in high school history teaching as the starting point,the core concept of "cognitive ability" is defined,and the four theories of educational psychology are used as the research guidance and theoretical basis.Through literature analysis methods,questionnaire survey methods,interview methods,practice observation methods and other research methods,we can understand the actual situation of high school students' historical cognitive ability training and analyze the causes of problems.On this basis,the author puts forward the principles and suggestions for the cultivation of cognitive ability in high school history teaching.Starting from the three teaching links of teaching design,teaching implementation and teaching evaluation,this paper systematically discusses the cultivation of high school students' history in history teaching with specific teaching cases.Specificcountermeasures for cognitive ability.First of all,careful instructional design is carried out in terms of teaching objectives,teaching content and teaching methods.Secondly,in the specific teaching implementation process,students' historical cognition ability is cultivated in a targeted manner by setting up a problem chain,conducting inquiry learning activities,and organizing debates.Finally,summarizing and evaluating in time after the implementation of the teaching,dividing the evaluation criteria of different cognitive levels and adopting multiple evaluation methods.Respect the individual differences of students as much as possible,comprehensively evaluate the mastery of students' historical cognitive ability,and gradually promote the development of most students.