Research On The Application Of Mathematical Thinking And Methods In Junior High School History Teaching

In the 2022 version of the Compulsory Education History Curriculum Standard,interdisciplinary theme learning was proposed to combine history teaching with other subject knowledge and methods,expand students’ thinking,and develop their core historical literacy.Mathematical thinking methods themselves have universality and logic,and have many similarities with historical thinking.By using mathematical thinking methods in history teaching,it can sort out the development of history,organize complex historical knowledge,help to highlight key points and overcome difficulties,improve student learning interest,and enhance classroom teaching efficiency.In teaching,it cultivates students’ logical thinking and learning transferability,and improves their ability to discover and solve problems.Mathematical thinking methods have many benefits for history teaching and also have academic value for further exploration.This study,guided by the new curriculum concept and based on previous research and historical teaching practice,explores the application of mathematical thinking methods in junior high school history teaching.The paper is divided into four parts: an overview of mathematical thinking methods,a survey of teachers and students’ views on the use of mathematical thinking methods in history teaching,specific applications of mathematical thinking methods in junior high school history teaching,and a teaching design using mathematical thinking methods for the ninth-grade lesson on Roosevelt’s New Deal.The study aims to provide guidance and reference for frontline teachers.