Investigation And Research On The Current Situation Of The Cultivation Of High School Students’ Ability Of Thinking About Continuity And Change

With the promulgation of the new senior high school history curriculum standard and the continuous development of senior high school students’ thinking,the cultivation of ability to think about continuity and change has become an important content of history teaching.Cultivating students’ ability of thinking about continuity and change can promote students’ understanding of historical knowledge,improve students’ ability to analyze and evaluate history from multiple perspectives,develop students’ ability to think history and cultivate students’ core quality of history discipline,Taking the revolution and reform in the late Qing Dynasty as an example,to study the cultivation of the ability to think about continuity and change of senior high school students,it is necessary to interpret the contents of the revolution and reform in the late Qing Dynasty in the unified edition of senior high school history textbooks.The six major events related to the revolution and reform of the late Qing Dynasty in history textbooks can be interpreted from the perspective of continuity and change.These events reveal the continuation of political,economic,and ideological aspects,as well as changes in political,economic,ideological,and military aspects.Therefore,the revolution and reform of the late Qing Dynasty was a historical theme full of continuity and change,suitable for cultivating the ability to think about continuity and change.In order to study the current situation of teachers cultivating students’ ability to think about continuation and change during the late Qing Revolution and Reform,it is necessary to conduct a survey of teachers and students from three high schools in Yuzhou City,Henan Province.The questionnaire survey focuses on the perspectives of ability foundation,behavioral attitude,and outcome impact,while the interview survey focuses on teaching cognition,teaching methods,and teaching effectiveness.The surveyed data reflects some problems.From the perspective of teachers,these problems are that teachers’ teaching methods are single,and teachers don’t attach importance to the relationship between ability to think about continuity and change and core quality of history discipline.For students,these problems are that students are not interested in continuation and change,students cannot think about continuity and change in the context of time and space and students have poor analytical and explanatory abilities for continuity and change.The main reasons for these problems are: the abstractness of continuity and change,the lack of attention from teachers to student subjectivity,and the backwardness of teaching philosophy.Based on the interpretation of content of courses and the actual investigation,it is necessary to propose some teaching strategies for cultivating the ability to think about continuity and change.Teachers can use the timeline,focus on historical turning points,perform horizontal and vertical comparisons,create scenarios for questions and historical materials for teaching,conduct classroom and project summaries,and organize students to practice related college entrance examination questions and write small papers after class.Finally,a specific teaching case was presented.