Cultivation of creative thinking

"Creative activities can be seen as having a dual role. It has increased and opened up new fields and made the world wider. At the same time, it also enriches and develops people themselves, because their hearts can experience this new field. " It can be seen that cultivating creative thinking is an important channel to improve students' own quality and improve their personality development. The college entrance examination questions have the intention of testing students' creative thinking. For example, 1997 college entrance examination question 37, European family history records, draws the conclusion that "young people's sense of independence has increased"; Question 46, material analysis, understanding of the "westward movement" in the United States, etc. All these provide a broad world for students to create thinking. Therefore, history teaching in middle schools must break the limitations of traditional education, "set up creative desire, cultivate creative talents and carry out creative activities". How to implement creative education and cultivate creative talents?

(A) encourage questions, open up ideas, and guide students to ask questions from multiple angles.

Einstein said, "It is often more important to ask a question than to solve it." Asking questions is the beginning of students' thinking activities, which is conducive to inspiring students' creative potential. Therefore, teachers should encourage students, dare to doubt and dare to put forward extraordinary opinions. "If you are good at learning, you will be an official", and "If you have doubts about righteousness, you will get rid of the old and innovate". Confucius also said: "Listen to doubt more, listen to doubt more." He advocates universal doubt. The author pays attention to guiding students to ask questions in the following aspects:

1. closely follow the scientific nature of "asking questions" and actively inspire.

For example, while studying Renaissance, a student asked garibaldi to hand over the political power to Emanuel and asked: Revolution is only one step away from success. At the critical moment, garibaldi gave up power and destroyed the revolution. Why should history affirm him? The author praised the students' exploration spirit of "learning from thinking and thinking from doubt", and at the same time corrected their deviation in understanding. After all, garibaldi is a bourgeois revolutionary, and he can't be perfect, but he is positive about reunification. Although the regime was seized by King Sardinia, Emanuel followed the historical trend. Italy's development direction is the capitalist road of parliamentary system. It can't be said that the revolution is a complete failure, but there are more feudal remnants, thus helping students to dial.

2. Grasp the objectivity of "questioning" and strengthen rational guidance.

The novelty and uniqueness of asking questions are not all creative thinking. Teachers should guide students to base themselves on objective historical facts and make rational and bold imagination around their development process (or law). They should not ignore the reality for the sake of curiosity and put forward strange theories such as "Empress Dowager Cixi is a patriot" or "Lincoln launched a civil war, which destroyed the plantation economy in the south and the coexistence of various American economies, which was not conducive to American social progress". These conclusions are the result of subjective speculation divorced from objective historical facts. Therefore, teachers should prompt and give appropriate guidance in time, not only to help students establish a novel and unique consciousness of bold imagination, but also to help students establish a realistic orientation of rational and sober creative thinking, and gradually improve their creative ability in the internalization of thinking.

3. Dig deep into the creativity of "asking questions" and pay attention to the guidance of skills and methods.

Socrates said: "The problem is the midwife, which can help the birth of new ideas." All creation comes from the discovery of problems. Through active thinking, students extend from known information to unknown fields, and improve the quality of thinking in the combination innovation of knowledge. Teachers should be good at teaching them how to fish, and educate students to take the overall situation into account when asking questions, seek differences and innovate, and grasp the laws of thinking skills. For example, when studying the "Xi 'an Incident", the author inspired students to explore related issues from the perspective of global history, and the students asked in an active atmosphere: What major events occurred in Chinese and foreign history from 65438 to 0936? What are the characteristics of the international situation reflected by these historical events? What kind of political opinions (or attitudes) do various political forces show in the complex international environment? What is the historical influence of these political opinions? These questions are very creative. Starting from the overall situation, students pay more attention to the characteristics of the international situation and the changes of major contradictions in the world, which shows that their potential creative consciousness is optimistic.

(2) Change programs, enliven the atmosphere, create a positive environment, and activate creative consciousness.

Cultivating students' creative ability requires a good educational environment, including material environment (such as cultural relics, wall charts, related materials, etc.). ) is conducive to give full play to students' creative ability and psychological environment (such as mood, mood, interest, etc. ) Promote the development of students' creative intelligence. In teaching, the author noticed that:

1. Change classroom teaching procedures, stimulate students' independent participation and cultivate creative motivation.

According to the principle of openness in education, we should change the traditional teaching mode appropriately, open up a relaxed and democratic teaching environment, fully embody students' subjectivity, promote students to play a leading role in learning, and strengthen information exchange among students. For example, through discussion, discrimination, directing historical dramas and other forms, students can be induced to enter the role of learning, which can stimulate their independent consciousness and their interest in innovation. In addition, teachers also allow students to question the opinions (opinions and conclusions) put forward by teachers, and mobilize students to participate, such as guiding some students to support or oppose a certain viewpoint of teachers, so that students can express their opinions, think what people don't want, see what people can't see and do, thus optimizing students' creative psychological environment, stimulating their imagination impulse and novelty of association, broadening their thinking.

2. Let students walk into the "misunderstanding" in the friction of thinking and introspect since the enlightenment.

Students will inevitably make mistakes in creative thinking. Teachers should guide students to take risks and make mistakes. Pay special attention to guiding students to face up to their mistakes in exploration. No mistakes, no since the enlightenment, no updates. The "black box" of these thoughts is the golden key to open the door of creation. Teachers should be good at stimulating students' creative flowers with "misjudged cases". Teachers should not immediately give negative comments on students' mistakes in knowledge, conclusion and judgment. Teachers should give priority to inspiration, suggestion and reminder, urge students to continue thinking, recognize the source of mistakes, and leave opportunities for improvement to students themselves. While correcting the lag, teachers should promote students' since the enlightenment and activate their creative potential. If students' creative thinking exceeds that of teachers, teachers should be more open-minded and actively encourage them to help students' thinking achievements mature.

3. Strengthen students' practical exercises and provide them with practical opportunities.

Thinking is the internalization of action, and action is the externalization of thinking. Teachers should guide students to participate in exploratory practice activities, truthfully investigate, archaeological relics, model making, imitation of ancient paintings, etc. Let students use senses and perception, combine work and rest, and stimulate the innovative development of thinking. For example, when I instruct students to make the model of "Zhang Heng Seismograph", I only provide certain data, principles and shapes, and students can choose their own materials and molds to demonstrate their creative level. In addition, students are also required to make tortoise shells and animal bones models in Yin Ruins. Copy the Riverside Scene at Qingming Festival, Walking Map, Mona Lisa, etc. Investigate the old revolutionary base areas and write investigation reports; Edit and publish the history of mimeographed tabloids. Various forms of practical activities like this make students' multi-functional thinking play a role in practice and promote the development of students' innovative consciousness.

4. Expand the ability of information input and strengthen the thinking of "energy supply"

Teachers should aim at students' strong thirst for knowledge and creativity, be good at introducing a lot of extra-curricular knowledge, strengthen the supplement of information, and let students actively think and induce innovation in rich information. For example, I have subscribed to the magazine "History Teaching Reference for Middle Schools" for many years, collected the relevant materials of "Twenty-four History" (Zhonghua Book Company Edition) and a large number of other books and periodicals, and formed a small historical knowledge library for students. In the long-term "energy supply", students' creative thinking has made obvious progress. Some students' historical compositions can be seen from their own topics. Such as the re-understanding of Wang Mang, the temple economy in the Tang Dynasty, and the battlefield in China during World War I, etc. In teaching, I also compiled a lot of historical materials, which enriched the teaching content. For example, when teaching the earliest solar eclipse in the world, I quoted the earliest recorded material in ancient books, "At the turn of October, the sun died, there was food every day, and the cave was ugly", which broadened the knowledge level for students. In addition, I will take the order of textbooks and chapters as a clue to design material analysis questions with rich raw materials. Because the material analysis question is a comprehensive question type, with high knowledge, methods and thinking content, it needs a certain intensity of thinking quality in the selection of effective information. Therefore, increasing the capacity of materials not only promotes students' actual combat ability with live ammunition, but also stimulates students' subconscious awareness of creation. In addition, I also pay attention to the mutual penetration between disciplines, such as politics, geography, Chinese, fine arts and related natural disciplines, strengthen the cross-disciplinary system, promote the migration, integration and reference of students' thinking, increase information storage, and serve creative thinking.

(C) innovate, reform teaching methods, and strengthen the practical operation of innovative education.

There is no fixed method in teaching, but teaching can choose methods and teaching can also create methods. In the teaching of cultivating students' creative thinking, teachers should be brave enough to abandon the old traditional teaching mode, choose new teaching methods that are suitable for cultivating students' creative thinking, boldly carry out educational reform, innovate their own educational methods, take creative education as the main axis, and promote the research and investment of creative teaching. The author's method is:

1. Break the mindset and create a rebellious situation.

Teachers should be brave enough to break through the teaching routine, based on historical facts, use contradictory methods to the stereotyped historical facts, set up new situations, inspire students to break the mindset, dig out hidden problems in teaching, give them guesses, deducts and disproves, inspire their thinking and make them draw innovative conclusions. This is one of the important ways to find a new way of thinking and cultivate students' preliminary historical research ability.

2. Use perceptual materials to exchange ideas and stimulate students' divergent thinking.

Middle school students' psychology believes that students are curious about new materials and new situations. Therefore, in teaching, while enriching new materials, teachers should seize the initiative of students under the stimulation of novelty and guide them to the thinking movement track of "divergence-concentration-divergence-re-concentration". "The education of students exploring the future must be based on carefully selected teaching materials, so that they can firmly master creative thinking".

3. Induce analogy, decompose and combine, implement open guidance, and inspire students to generate inspiration.

In teaching, teachers should use various logical analysis methods such as induction, deduction and analogy to help students explore and discover new laws. Its method is either to put forward questions and assumptions about the learning content and design an exploration plan; Or exchange some historical events (for example, does Sun Yat-sen have the duality of bourgeois revolutionaries, and does Gandhi and Kemal also have this feature? Demolition (for example, the most essential feature of the bourgeois revolution is to remove obstacles to the development of capitalism. Take typical countries for disassembly analysis: Britain and France and other countries mainly overthrow feudalism; The United States focuses on overthrowing colonial rule and sweeping away the economic system of slave plantations) and grafting (for example, why did Sichuan have a "cross"? It can be attributed to the needs of economic development. Specifically, it is the combination of silk weaving, transportation and minerals. (1) The development of silk industry: silk in Han Dynasty and Shu brocade in Three Kingdoms; (2) The Shu Road is difficult to travel and the traffic is inconvenient; (3) There are not many metal minerals. (For example, the characteristics and historical position of Tang Wenhua can be divided into four small aspects: (1) overall prosperity; 2 eclectic; 3 leading the world; (4) far-reaching), reorganization (such as the "United Front" knowledge series of China's modern history, to understand the characteristics of each stage from the necessity, possibility and theory). Implementing open guidance in teaching can stimulate students' unconscious inspiration and help students to be active and deepen their creative thinking.

In short, teachers should fully grasp students' creative psychological needs and motivations, stimulate their creative passion, cultivate their creative consciousness and shape their creative spirit. This is one of the practical methods of quality education. At the same time, it is worth mentioning that teachers should also strengthen the cultivation of their own creative quality, constantly develop their own creative personality, improve teaching methods, make teaching full of creative atmosphere, tap students' creative ability, and make them truly become creative talents in the new century.