Cultivation Of Critical Thinking Based On High School History Textbooks

Critical thinking determines the quality of history teaching,which is highly consistent with the core accomplishments of history discipline.High school history textbooks also pay attention to the cultivation of critical thinking.Therefore,"the cultivation of critical thinking based on high school history textbooks" is chosen as the topic.It focuses on the path design of cultivating students’ critical thinking based on high school history textbooks.Through the research,we have a relatively clear understanding of the following problems.The first is about the path of critical thinking.Starting from the process of critical thinking,analyze the thinking steps,design the thinking path,and guide the cultivation of critical thinking.Compared with the structural elements of critical thinking,starting with the process of critical thinking has more practical value.The Second is about the specific form of critical thinking in history discipline.The history discipline characteristics of critical thinking are to pay attention to the consciousness of historical problems,attach importance to the empirical nature of historical narrative,and pay attention to the speculative reason of historical interpretation.Its subject characteristics guide on the cultivation of critical thinking based on high school history textbooks.The third is the materials,about the cultivation of critical thinking in high school history textbooks.The critical thinking training material of the Outline of Chinese and Foreign History is divided into the narrative mode and the knowledge structure in form,and into examples and materials in function.Its narrative mode of "historical materials-historical facts-history theory" and the knowledge structure of "point-line-surface" show the critical thinking,such as the integration of history and theory,analysis and induction,and provide examples for the cultivation of critical thinking.At the same time,due to “the limitations” of history textbooks,it also provides materials for students to question based on the textbooks.The fourth is about the path design of cultivating critical thinking based on high school history textbooks.The first step is to raise historical questions,based on the narrative mode or the knowledge structure of the textbook.The second step is to go out of the textbook and conduct reasonable demonstration,including examining the quality of evidence,evaluating the inference relationship,examining the competitive conclusion,etc.The third step is to return to historical textbooks and make rational judgments about historical issues.Pay attention to the dialectical unity of fact judgment and value judgment,and pay attention to the joint construction of openness and innovation.