Analysis Of College History Questions And Teaching Strategies From The Vision Of Critical Thinkinge

In 2017,the History Curriculum Standards for Ordinary High Schools,formulated by the Ministry of Education,proposed five core qualities of the history discipline,which are respectively historical interpretation,space-time concept,historical materialism,historical evidence and family and country feelings.It seems that there is no mention of critical thinking,but in fact,each kind of quality can not be separated from critical thinking.Only by improving the skills and spirit of critical thinking can students effectively improve their historical core quality,Only in this way can we cultivate students’ good historical thinking ability.The college entrance examination is the most important way of talent selection at the present stage in China.Every historical examination question over the years is carefully designed and can stand logical scrutiny.Critical thinking skills are the necessary conditions for answering the questions.Therefore,it is of certain significance to investigate and study the application of critical thinking in the historical college entrance examination questions.The first chapter of this paper mainly defines the concepts of critical thinking and historical critical thinking and expounds the significance of learning historical critical thinking well.Then it discusses how the ability of critical thinking is reflected in the investigation of historical examination questions.It mainly summarizes the historical examination questions to investigate the students’ critical thinking ability through the exploration of the evaluation system of historical critical thinking and the ability requirements of the historical college entrance examination questions in the Examination Instructions,It is mainly reflected in the examination of students’ analytical ability,reasoning ability and evaluation ability.The second chapter mainly discusses the specific inspection form of historical critical thinking in the history test questions and the students’ answers to the history test questions.In the specific form of investigation,it is mainly interpreted in the form of case analysis of the history test questions.The author analyzed a series of history test questions in the national volume I(including the national volume B)from 2017 to 2022 using the three dimensions of investigation and analysis ability,investigation and reasoning ability,and investigation and evaluation ability,and found out how these three core abilities are specifically reflected in the test questions.Then,through the analysis of the test paper of a senior high school entrance examination in Ganzhou,we can find out what historical critical thinking ability problems exist when students answer historical questions.The third chapter is mainly to understand the current situation of students’ mastery of historical critical thinking ability and what problems teachers have in cultivating students’ historical critical thinking ability through questionnaires and interviews.Chapter IV To solve the problem.There are two purposes to solve problems.The first is how to improve students’ historical critical thinking ability in solving history questions.The ability here mainly refers to the thinking skills under the guidance of critical thinking,which is also the answer to the problems reflected in Chapter II.The second is how to comprehensively improve students’ historical critical thinking level,which includes all aspects of historical critical thinking,including historical critical thinking skills and spirit,and also answers the questions reflected in Chapter 3.There are also two ways to solve the problem,namely,how teachers teach and how students learn.There is no clear boundary between pedagogy.The focus of teachers’ teaching is also the focus of students’ learning.