初中历史教学论文 历史教学中的思维品质培养（Thinking quality training in history teaching of junior middle school history teaching paper）.docVIP

初中历史教学论文 历史教学中的思维品质培养（Thinking quality training in history teaching of junior middle school history teaching paper） Cultivation of thinking quality in history teaching From the macroscopic point of view, history teaching includes historical facts, historical theories and historical methods. The three are indispensable. Historical facts are the foundation, and history is the soul, and history should include the teaching methods and the students learning methods. History is like a ship that completes the task of teaching history. Without it, it is impossible to reach the ideal shore. Years of teaching practice, made me realize that middle school history teaching attaches importance to develop students thinking, cultivate students thinking quality, thinking habits, learning enthusiasm and creative ability of students, is essential. This article talks about his own views on the cultivation of thinking quality in history teaching. First, the development of ideas, we should grasp what is it? Why? Explain what? Three questions In teaching, we should first solve the problem of what is, that is, lay a good foundation and do a good job in the teaching of the system of historical concepts. The concept of history is a comprehensive and accurate understanding of historical things from phenomena to essence and characteristics. It embodies the core content of historical things, reveals the nature and significance of historical things, and makes a general evaluation. Historical concepts include the concept of historical figures, the concept of historical events, the concept of historical phenomena, etc.. In the teaching, not only to the connotation and essence of the concept of history in-depth analysis, but also to the relationship between the various concepts of history analysis, guide students to grasp the concept of history system, formation of historical knowledge structure of organic links, and grasp the inherent law of stages in the process of historical development. Second,