Study On The Cultivation Of Historical Subjective Problem Solving Ability In Junior High School Students

With the development of the curriculum reform in elementary education,the history examination takes on the characteristics of knowledge and ability,and the students' problem-solving ability is improved day by day.Among them,as an important part of history examination,subjective questions are the key to evaluate students' ability to solve problems and their professional quality.Cultivating students' ability of subjective problem-solving in history helps to expand junior high school students' innovative thinking,improve their history achievement,and stimulate the motivation of learning history.Therefore,it is imperative to cultivate junior high school students' ability to solve subjective history problems.At present,the subjective questions of junior high school history are still mainly in the form of traditional short-answer questions and material questions,which are formulated by integrating the junior high school history curriculum standards,the department's edition of junior high school history textbooks and the history core literacy,the purpose is to examine the comprehensive ability of students in history subject.This reflects the historical discipline requires both basic knowledge and ability,the subject characteristics of the unity of subjective and objective.In order to understand the current situation of junior high school students in solving subjective questions of history,this paper starts from the two dimensions of students and teachers,by sampling teachers and students to carry out a questionnaire survey and exchange interviews,the main difficulties that junior middle school students face in solving subjective questions of history are irregular writing,unclear space-time relationship,single thinking in answering questions and unclear examining questions.The main causes are the students' subjective learning disorder,the confusion of basic knowledge construction,the difference of cognitive ability and so on,the lack of a targeted and systematic training method for students' subjective problem-solving ability is also an important cause of the predicament.Based on the subjective question of junior high school history of the requirements of students' ability,this paper through statistical questionnaire survey results and concluded communication consensus,it puts forward a multi-level strategy to cultivate students' willingness to solve problems,their ability to read and extract information,their ability to extract and apply knowledge,their ability to write and express,and their ability to reflect,and with the actual teaching in the case auxiliary demonstration history subjective problem-solving ability raise effect.