Cultivation Of Historical Chronological Thinking In High School

Sequentiality is one of the basic characteristics of history subjects.Possessing sequential thinking helps students to better study history subjects.How to cultivate students' sequential thinking is a very important issue in middle school history teaching.The "Ordinary High School History Curriculum Standards(2017 Edition)" stipulates the "space-time concept" that includes sequential thinking as one of the core literacy of history disciplines.In order to achieve the core literacy requirements of the history discipline for cultivating sequential thinking,the study of its training strategy becomes middle school history Urgent needs in teaching.As the most important and basic textbook in middle school history teaching activities,history textbooks have a special status and value in middle school history teaching.The unified edition of the high school history textbook "The Outline of Chinese and Foreign History" is about to be popularized nationwide.This article uses the "Outline of Chinese and Foreign History" as an example to develop sequential thinking analysis using history textbooks as a carrier.On the basis of expounding the concept and training significance of historical sequential thinking,the paper finds the existing problems through questionnaire investigation of the current situation of historical sequential thinking,and designs corresponding teaching case fragments based on historical textbook resources analysis,and proposes corresponding teaching strategies.Through research,we have gained further understanding of the following four issues.First,historical sequential thinking shows that students can understand historical events according to sequential order;master relevant time terms,etc.;understand historical continuity and changes according to time sequence;be able to use sequential thinking to make correct evaluations of historical things.The second is that the cultivation of historical sequential thinking is not only a clear requirement for the implementation of curriculum standards,but also an inherent demand for student development.The third is that the "Chinese and Foreign History Outline" contains materials for cultivating time-series thinking,such as timetable description methods,historical continuity and changes,evaluation of controversial historical figures,significant historical events,and so on.Fourth,the cultivation of historical temporal thinking can start from the improvement of historical temporal perception ability,such as cultivating self-consciousness and mastering the knowledge and skills of historical temporal expression;it can improve the understanding of historical temporal thinking,such as thinking about the relevance of history and reality,and summarizing historical development.Stage characteristics,master the method of combing historical clues;it is also possible to improve the ability to use historical sequential thinking by objectively evaluating the merits and demerits of historical figures,correctly interpreting the influence of historical events,and comprehensively analyzing the value of historical historical materials.This article explores how to use the content of "Chinese and Foreign History Outline" to cultivate students' historical sequential thinking through literature research,questionnaire,case analysis and other methods.