Research On The Cultivation Of Historical Logical Thinking Ability Of High School Students

Historical thinking is the essential key ability of history learning and the formation of the core accomplishment of history discipline.Logical thinking is an important form of historical thinking,and historical logical thinking is a high-level rational thinking with strong historical discipline color.The internship experience in the front line of high school history teaching deepened the author’s understanding of the necessity and importance of cultivating students’ historical logical thinking ability,which is of great importance to the study of history.Therefore,the starting point and purpose of the writing of this paper is to cultivate the historical logical thinking ability of senior high school students,and it is expected that the research of this paper can be helpful to the front-line teachers.The body of this article consists of five parts.The first part is the introduction,which mainly consists of the research background and research significance,concept definition,the current situation of research at home and abroad,research ideas and research methods.In this part,it mainly expounds the background and significance of writing this article,defines the concept of historical logical thinking ability,combs the theory and practice research of historical logical thinking ability,and studies on the shoulders of previous people.The second part of the text is based on the second middle school in Fuyang City,the first to the third class students as the research object,take teacher interviews,classroom questions and answers,classroom observation,student test analysis,students after-school homework analysis and other ways,mainly to the students’ examination questions analysis,according to the historical logical thinking ability level of the four levels of the student’s answer level classified,supplemented by the student’s answer level data to support.In this way,we find out the problems of the cultivation of historical logical thinking ability reflected in the students’ historical interpretation,and analyze the causes according to the different problems that appear in four levels.The third part of the text is on the second part of the analysis of the students’ historical logical thinking ability in the current situation of problems and causes of the analysis proposed solutions,such as a variety of teaching methods to stimulate students’ interest;Restore the historical scene and zoom in on the historical details;Implement concept teaching and study historical cause and effect;Use the analysis to synthesize skillfully,seize the historical main line;Good use of thinking tense,dialectical evaluation of history;Use qualitative evaluation to promote the cultivation of thinking and so on.This part of the way is based on the cause analysis of the problems at all levels to solve one by one,in order to high school students to develop the historical logical thinking ability is helpful.The fourth part of the text is a practical test of the proposed strategy,taking the typical class high class of 19 as an experimental class,carrying out the internal control test of the class,and also analyzing the changes of the student’s historical logical thinking ability before and after the student’s answer,supplementing the comparative analysis of the previous data,and reflecting on the training process in this part.The fifth part of the body is the conclusion of this article.In this part,the author introduces the shortcomings of this paper in the understanding of students’ cognitive development,the hierarchy of historical logical thinking ability ability,the difficult standard of question selection,etc.,and also describes the innovations of this paper compared with previous research,and expects the longer to continue to supplement and correct the subject.