How to cultivate students' innovative thinking ability in junior middle school history teaching

Innovation is the soul of a nation's progress and an inexhaustible motive force for a country's prosperity. It is clearly mentioned in "History Curriculum Standard for Junior Middle School" that students should have initial innovative spirit, practical ability, scientific and humanistic quality and environmental awareness. It can be seen that cultivating students' innovative thinking ability is an important topic for our history teachers. Then, under the background of the new curriculum, how to cultivate the innovative thinking spirit of middle school students in history teaching? Based on teaching practice, this paper gives some opinions on this issue in order to seek advice from colleagues in education.

First of all, we should strive to create a democratic and equal classroom atmosphere.

Students' innovative thinking is not given by teachers, but the result of training in a suitable educational and teaching environment. Therefore, teachers should create a democratic and equal learning atmosphere for students. Every school should cherish and cultivate students' curiosity and thirst for knowledge, help students to study and think independently, protect students' exploration spirit and innovative thinking, create an atmosphere of advocating true knowledge and pursuing truth, and create a relaxed environment for students' endowment and potential. However, in the traditional teaching mode, teachers often only pay attention to their own explanation of knowledge in the teaching process, while ignoring the main role of students. In essence, teaching is a unified process of the integration and development of teachers' teaching and students' learning. In this process, teachers' "teaching" cannot replace students' "learning". Therefore, middle school history teachers should put down their condescending airs, don't regard themselves as the embodiment of authority, and convince people with facts and reasons instead of suppressing students' opinions. Even if students' ideas are bizarre, naive or even extreme, teachers can't deny them without thinking, blocking the door of students' innovative thinking, but inspiring and guiding them on the right track. For students who take the initiative to ask questions, we should strongly praise their spirit of daring to question. Even if there are some unreasonable elements in the questions, we should also see that they contain valuable innovative thinking spirit, encourage students to express their views and opinions boldly, and then the teacher will respond patiently and meticulously, so that students can feel that the teacher is taking his questions seriously. Respecting the opinions expressed by students will stimulate the enthusiasm of each student.

Second, consolidate students' basic knowledge and lay the foundation for their innovative thinking.

American futurist toffler said, "To gain strength today, you need knowledge about knowledge." What this says is: to innovate and develop, we must attach importance to basic knowledge. The basic knowledge involved in middle school history textbooks refers to people, events and other important historical phenomena in the process of historical development, that is, historical knowledge and theoretical knowledge. Among them, historical knowledge is the most basic knowledge, including background (reasons, conditions), time, place, people, process (content), evaluation (nature, significance, influence, function, experience or lesson, etc. Only by consolidating these basic knowledge can students build an innovative building and make discoveries and innovations. On the contrary, without these basic knowledge, innovation is like "passive water, trees without roots". Even if students' innovation sparks are stimulated, their innovation can only be at a low level and stop.

Third, seriously question and cultivate students' innovative thinking ability.

Problems are the key to thinking. Suhomlinski said: "Let your students see and feel what they don't understand, and let them face problems. If you can do this, it is half the battle. " History teachers should accurately grasp the difficulties and key points on the basis of in-depth study of textbooks; The problem should be novel, with a certain depth and breadth. For example, let's take the British industrial revolution as an example. If you ask "What is the cause of the British industrial revolution", it will not arouse students' interest and deep thinking, and at the same time students will be bored. Therefore, teachers should be good at capturing the training points of thinking, putting forward questions that can promote thinking activities, imperceptibly infiltrating thinking factors in problem design, stimulating students' ideological sparks and igniting students' desire for knowledge. The same question, if asked from another angle, will have different effects, such as: "The capitalist system is the premise of the industrial revolution. Why did the industrial revolution not start in the Netherlands, but in Britain, where the bourgeois revolution was later?" For another example, when talking about the "Xin Chou Treaty", we can ask: "Is it historical progress or retrogression that a semi-colonial and semi-feudal society replaces a feudal society?" To answer these questions, students must have a process of thinking and look for answers from the perspective of historical materialism, so as to find the excitement of students. If we can connect the problems, we can guide students to think deeply, explore and analyze, so that students can get enlightenment, broaden their horizons and effectively develop their innovative thinking ability.

Fourthly, cultivate students' spirit of challenging authority.

The ancients said, "Learn from your teacher and believe in it." Yes, it is really important for teaching, and many of us have never doubted it. However, this theory of educating students has really made students develop a psychology that books are the most important and teachers are the most important. They dare not doubt books, question books, challenge authority, and even worship authority as a god. We should know that any science is the result of human cognitive research and develops with the deepening of human cognition. Every great discovery in the history of science is a product of challenging authority. For example, Copernicus's "Heliocentrism" was the conclusion he reached after he doubted the "geocentric theory". Although we all know that "Heliocentrism" was not scientific, it was a great progress in history at that time, which violently shocked the scientific and ideological circles and shook the foundation of feudal theology. History is different from other disciplines, some historical issues are often inconclusive, and different scholars have different views. Therefore, there is no unique answer to the analysis and evaluation of historical events. This requires teachers to induce students to dare to challenge textbooks, pay attention to guiding students to treat every historical issue dialectically, and encourage students to make full use of their thinking ability to analyze and judge every historical event.

Fifth, strengthen the vertical and horizontal connection of historical knowledge and promote the development of thinking.

The relationship between historical facts is horizontal and vertical. As far as the historical development process is concerned, it shows all aspects of a certain historical stage (politics, economy, culture, etc. ) closely related, called horizontal contact; As far as a certain aspect of the historical development process is concerned, it naturally presents the inheritance before and after, which belongs to the vertical connection. Historical knowledge is in contact. Teachers should guide students to integrate isolated knowledge points into the overall development of history as much as possible, especially blackboard writing should adopt concise knowledge structure. Through contact, a three-dimensional knowledge system is formed in students' minds, which greatly enhances the effect of "knowing and reproducing historical knowledge".

In short, with the development of innovative education, teachers must adapt to the requirements of the development of the situation, change their concepts, teach democratically, protect their individuality, strengthen the research on the innovation and timeliness of classroom teaching, and cultivate students into innovative talents in the new century.