Research On The Cultivation Of Senior High School History Thinking Ability From The Perspective Of Core Literacy

Since the 21 st century,with the rapid development of economy,science and technology,mankind has entered the era of informatization,digitalization and intelligentization.The rapid development of science and technology and the rapid update of information have greatly changed the way of human learning and thinking,and put forward higher requirements for talent cultivation.The process of education and teaching should not only pay attention to the acquisition and accumulation of students' knowledge,but also pay attention to the training of students' thinking and the development of skills.High-order thinking ability,as a comprehensive ability based on a higher level of cognition,mainly refers to problem-solving ability,critical thinking ability and innovation ability,etc.,which is a necessary skill for learners to cope with the development of the new era.History has its unique subject characteristics,which plays an important role in the training of thinking and the cultivation of subject skills.History has its unique subject characteristics,which plays an important role in the training of thinking and the cultivation of subject skills.The History Curriculum Standards for Ordinary Senior High Schools(2017 Edition)(hereinafter referred to as the New Curriculum Standards)has clearly described the requirements for the cultivation of senior high school students' higher-order thinking ability in the course objectives,course contents and academic quality.Therefore,the cultivation of higher-order thinking ability is not only consistent with the requirements of the new curriculum standards,but also conducive to the implementation of the core quality of history discipline.The introduction is divided into five aspects: one is the reason for the topic selection;the other is the current research situation.By consulting the relevant literature on higher-order thinking ability at home and abroad,combing its connotation,training methods and evaluation methods,clarifying the background of this research;The third is the purpose and significance of the research;the fourth is the content and methods of the research;the fifth is the innovation of this article.Excluding the introduction,this article discusses the cultivation of high-order thinking ability in high school history teaching from six aspects.The first part mainly explains the four concepts of "core literacy","core literacy of historical discipline","high-order thinking" and "high-order thinking ability".Based on previous research and combined with the core literacy training goals of history discipline,this paper extracts the concept of higher-order thinking ability and its performance in history discipline thinking ability.Senior high school history subject thinking ability is mainly manifested in the following three types: "problem solving ability","critical thinking ability" and "innovative thinking ability".At the same time,the theoretical basis supporting the research of the subject is proposed,guided by Bloom's target taxonomy theory,constructivist learning theory,and deep learning theory.The first part mainly explains the four concepts of "core literacy","core literacy of historical discipline","high-order thinking" and "high-order thinking ability".The second part mainly analyzes the new curriculum standards,and interprets it from three levels of curriculum objectives,curriculum content and academic quality.Combining with the behavioral verbs in Bloom's cognitive taxonomy,understand the requirements and specific performance content of the new curriculum standard in the cultivation of students' higher-order thinking ability through the form of a table.It is hoped that this will enable teachers and students to observe and evaluate the achievement of learning goals and the development of higher-order thinking ability in the actual classroom with a relatively clear standard.At the same time,it can provide reference and reference for researchers who study the cultivation or evaluation of students' higher-order thinking in the future.The third part is based on the existing research in other disciplines,combined with the characteristics of the history discipline,adapted and formed the relevant questionnaires of high school history and higher-order thinking ability.Understand the current development of high-level thinking ability of high school students and the status quo of teacher training,and find that there are certain problems in the development of high-level thinking ability of high school students.At the student level,it is mainly manifested as: staying at a shallow level of learning,lacking knowledge reserves of subject thinking;solid thinking,lack of critical and questioning spirit.In addition,teachers lack in-depth understanding and systematic research on students,and students' high-order thinking ability has not been extensively and effectively cultivated.Most teachers have a certain understanding and understanding of higher-order thinking ability and its importance,but in specific teaching,the curriculum standards are not implemented in place,the teaching concept is lagging,the teaching form is single,and the effective teaching implementation strategy is lacking.These problems restrict the reform of high school history teaching and restrict the development of students' higher-order thinking ability.The fourth part is the exploration of training principles and paths.Based on the attribution analysis of previous surveys,explore three ways to cultivate students' higher-order thinking ability in high school history teaching.First of all,clarify the basic principles that should be followed in the cultivation of high-level thinking ability in high school history,ensure targeted design of classroom teaching that is conducive to the development of students' high-level thinking and skills,and effectively promote the improvement of students' thinking level.Secondly,based on the guidance of the principles of higher-order thinking ability training,optimize the design of classroom problems by basing on the curriculum goals;change the teaching concept to build a teaching method for the cultivation of higher-order thinking ability;through deep learning,develop higher-order thinking ability in the construction of knowledge route of.The fifth part is the strategy part,which is the main body of the thesis.Aiming at the problems existing in the development of students' higher-order thinking ability,combined with specific teaching cases,the following training strategies are proposed: First,build a solid subject foundation and promote the development of higher-order thinking ability.Second,ingeniously design classroom teaching problems that point to the development of students' higher-order thinking skills,such as: creating logical problems to clarify the historical context;creating comparative problems to improve the comprehensive ability of analysis and induction;creating speculative problems to explore critical thinking skills;Create open questions to inspire the development of innovative thinking skills;third,innovate classroom teaching methods and develop higher-order thinking skills.Use task-based teaching to improve problem-solving ability;use scaffold-based teaching to guide students to actively construct meaning.Fourth,create deep learning activities to activate higher-order thinking skills.The fifth part is the strategy part,which is the main body of the thesis.The sixth part is the conclusion part.It is a brief summary of the content of this article and the author's reflection and prospects on the research on the cultivation of high-order thinking ability in high school history from the perspective of core literacy.