Research On The Application Of Mathematical Thinking In The History Teaching Of General High School

In recent years,my country's education reform has been continuously improved,the concept of quality education has been continuously promoted,and the society's demand for innovative talents has continued to increase.History,as a humanities subject,bears the important task of "educating people",and history teaching should also be innovated and reformed at the right time.High school history education has an important impact on students' values,outlook on life,and world outlook,and has an important role in the life-long development of students.However,current middle school teachers generally have conservative teaching thoughts and rigid teaching models.The high school history is relatively abstract,with many knowledge points,and is relatively boring.If you continue to teach knowledge according to the traditional "indoctrination" method,it is no longer suitable for modern education.Mathematical thinking,as a more logical thinking,can help students understand,think about,and analyze problems more rationally,and is conducive to the cultivation of logical and speculative thinking.The formation of mathematical thinking has a certain impact on other subjects and the growth of students.Can teachers use mathematical thinking to understand and solve historical problems across disciplines,stimulate students' enthusiasm for history learning,and help students achieve better results in history exams?The concept of STEAM education breaks the isolated relationship between disciplines,emphasizes the integration of disciplines,and organically integrates the content of science,technology,engineering,mathematics and other disciplines.Under the guidance of the STEAM education concept,history teachers can dig deeper into the textbooks,dig out the comprehensive knowledge of science,technology,engineering,mathematics,etc.hidden in the textbooks,and encourage teachers to use diversified teaching methods and methods to conduct history teaching.On the basis of helping students deepen the understanding of historical knowledge,cultivate students' logical thinking ability.Therefore,this article attempts to use mathematical thinking to understand and analyze historical issues.Based on the status quo of high school history teaching in some middle schools in Taiyuan,this article creatively applies mathematical thinking methods to the history teaching of Taiyuan No.49 Middle School and explores suitable for ordinary high school history.The problem of the new teaching model of teaching.This article is divided into five chapters to discuss the application of mathematical thinking in history teaching.The first chapter is an introduction.It mainly discusses the basis and academic value of the topic,and tells the reason and value of choosing mathematical thinking to analyze historical knowledge.The current status of research in this area,existing problems,innovations and other content.The second chapter,through questionnaires and interviews,describes the teaching status quo of general high school history teachers and high school students' history learning,and then analyzes the problems of "teaching" and "learning".The third chapter interprets the mathematical thinking methods and integrates the historical textbooks of the unified edition.The fourth chapter takes Taiyuan No.49 Middle School as an example to study the application of mathematical thinking in history teaching from two aspects: "teaching" and "learning".Chapter 5 is the conclusion,which summarizes and analyzes this thesis.