Practical Research On High School History "thinking Classroom"

As a new round of curriculum reform keeps deepening,the newly revised standards and textbooks for history class in high schools have been on trial.Historical education focus more on the goal of education and the cultivation of core competences in students and stresses the improvement of students' abilities to solve real problems through applying knowledge comprehensively.Meanwhile,there are also changes in teaching methods.The thesis is based on the “thinking-type classroom” teaching theory of Prof.Lin Chongde and Prof.Hu Weiping and takes the direction of new curriculum reform as the objective and combines the author's personal experience of using new textbooks in an educational internship in carrying out in-depth practice and research on the teaching mode of “thinking-type classroom”in high school history classes.The thesis is divided into four parts.Part One is Introduction,reviewing the research status-quo at home and abroad from the three following perspectives: the importance and methods of thinking cultivation,the proposition of “thinking-type classroom” and the construct of “thinking-type classrooms” for history classes.It introduces the research significance,content and methods of this research subject before elaborating relevant concepts and theoretical foundation of this research subject.Part Two introduces the value of practicing the teaching mode of “thinking-type classroom” in high school history classes from the perspectives of the feasibility and necessity of practice.“Thinking-type classroom” can be practiced in high school history classes because of the requirements of new curriculum reform,new textbooks and new College Entrance Exam for the development of students' thinking and the gradual maturation of thinking development in high school students.“Thinking-type classroom” takes the thinking activities of students as the core,which can effectively stimulate students' motivation in thinking;it stresses the basic idea of forming two subjects——teachers and students——in classrooms;the classroom closely centers on the teaching objectives of curricula.It can effectively help accomplish the cultivation of core competences in history subject,and stresses diversified evaluation systems;it focuses on the process and reflection of knowledge exploration,takes note of the enlightening characteristic of questions and guides teachers to pay attention to the process of knowledge formation.Part Three introduces the practical strategies of “thinking-type classrooms” for high school history classes.In the lead-in part,teachers can stimulate students' interest in learning through this mode,so as to introduce new lessons;in the teaching process,teachers can produce cognitive conflicts through creating problem situations,arouse students' active thinking and emphasize the effectiveness of interactionbetween teachers and students and that between students.They can also combine the characteristics of historical materials in the subject to cultivate students' abilities of exploration through education with strengthened methods;in the part of teaching summary,students shall guide students to summarize the acquired knowledge and methods to construct thinking in the form of mind map.The mode of “thinking-type classrooms” also stresses the reflection and summary of teachers;in the part of application transfer,the application of the mode aims at training students' thinking qualities and helping students to grasp the basic methods of creative thinking.Part Four analyzes the practical results of “thinking-type classroom” for high school history classes through the experiment and presentation of class examples on“thinking-type classroom” during the author's educational internship.Through comprehensive analysis by applying the three ways of evaluation of classroom observation,questionnaire analysis and scores in exams,it is concluded that applying the mode of “thinking-type classrooms” in high school history classes proves effective in cultivating students' interest in history and their abilities of independent thinking and exploration.This mode has transformed the weaknesses of traditional classrooms.It is beneficial to the training of thinking abilities and qualities in students,and capable of achieving the cultivation of core competences in history subject,so as to promote students' lifetime development in an all-round way.