A Study On The Application Of Logical Thinking In History Learning In High School

In the new round of curriculum reform,we insist on "building people with moral character" as the fundamental task,emphasizing student-oriented,and in this context,focusing on students' autonomous learning has become one of the focuses.In the history education of middle school,the past that paid attention to the concept of history is not the most important.It is concerned with the learning needs and thinking styles of students.Thinking is the key link to promote learning results.According to a survey of 398 high school students in the middle school affiliated to Fujian Normal University,the cognitive history knowledge of high school students presents the basic concepts of obfuscating logical thinking,focusing on judgments of immediate thinking,and piece together to understand the logical evolution of knowledge.At the same time,there are uncritically extracting historical materials,lacking a deliberate examination of historical facts,and habitually "taking" historical events as logical errors of historical knowledge.This explains to a certain extent the need for high school students to embed logical thinking in historical learning.Based on the current level of history education research and the core literacy of history disciplines,based on the learning characteristics and cognitive logic of high school students,the author takes the secondary school affiliated to Fujian Normal University as a case study and systematically explores the application of logical thinking in high school history learning through practical investigation.The article combs the basic theory of logical thinking in middle school history education,mainly explaining the relationship between the academic characteristics of logical thinking and historical thinking and the necessity of integrating high school students' historical learning into logical thinking.Based on the current high-school students' uncritical criticism of extracting historical materials,lack of intentional testing of historical facts,and the habit of "taking" historical events as a logical misunderstanding of historical knowledge.The author correspondingly proposes the application strategy of logical thinking in high school history learning from three aspects:critical analysis of historical data,reasoning proof of historical facts,and knowledge construction of historical events.Finally,with the author's field knowledge in the middle school affiliated to Fujian Normal University in the past two years,I collected some first-hand research materials such as classroom cases,student assignments,and test evaluations that run through the entire history of student learning.History learning and students learn to form their own historical interpretations in the construction of knowledge.It analyzes the application effects of logical methods such as abstraction,generalization,comparison,classification,and synthesis in the history learning of high school students,and explores logical thinking in history learning.I hope that the logical thinking method is the best way to learn history in middle school.