How to cultivate the ability of historical analysis and problem solving from multiple angles

The rich connotation and humanistic spirit of history discipline, as well as the characteristics of being based on reality, knowing the past and facing the future, determine that it can play an important role in cultivating problem consciousness. Without the difficulty of thinking, it is impossible to realize the active growth of the inner spirit of the educated, and it is not conducive to the cultivation of independent thinking ability. In teaching, it is of great significance to cultivate students' historical analysis and problem-solving ability in various forms and angles, gain strength from profound historical accumulation, form the habit of lifelong learning, form correct values, and become modern citizens with culture and social responsibility. First, make full use of knowledge structure, integrate knowledge, combine history with theory, and explore from history, so that students can learn historical wisdom and develop historical thinking ability. Bruner, an American scholar, believes that teaching the subject structure has four advantages: (1) Mastering the structure helps to explain many special phenomena and makes the subject easier to understand. (2) It helps to better remember scientific knowledge, because unless you put something into a well-structured pattern, you will forget it. (3) It helps to promote the transfer of knowledge and skills, thus achieving the purpose of analogy. (4) It helps to narrow the gap between advanced knowledge and primary knowledge. History is a comprehensive subject, which includes not only social aspects such as politics, economy and culture, but also natural factors such as population, resources and environment. Historical events and historical phenomena are interrelated, and the development of history is regular. We should use some philosophical thinking methods to understand and analyze historical problems, see the essence through phenomena, promote the transfer of knowledge and skills, and draw inferences from others to learn from each other's strengths. Therefore, when I analyzed the reasons for the cultural prosperity in the Song Dynasty, teachers and students cooperated and rearranged the teaching materials, and designed the following knowledge structure: politics: sharp class contradictions and ethnic contradictions (historical facts: coexistence with Liao, Xixia and Jin, frequent wars) economy: commodity economy development (historical facts: the appearance of "Jiaozi" in the Northern Song Dynasty and Zhang Zeduan's "Riverside Scene at Qingming Festival"), the reasons for the cultural prosperity in the Song Dynasty, and the prosperity of cities. Demand of the citizen class (historical fact: the Northern Song Dynasty broke the limitation of time and space) External relations: frequent overseas trade (historical fact: compass navigation in the Northern Song Dynasty) Ethnic relations: further integration (historical fact: frequent ethnic wars and the establishment of monopoly venues are conducive to promoting ethnic integration) Conclusion: Culture is a reflection of politics and economy. Social existence determines social consciousness, and social consciousness is the reflection of social existence. Through the re-integration of historical knowledge, the knowledge structure is constructed to enhance the integrity and systematicness of knowledge. In this process, the interaction between teachers and students, the combination of history and theory, and the theory comes from history, so that students can better master some basic philosophical theories and use these theories to solve historical problems, thus profoundly revealing the laws existing in historical phenomena and serving the development of students. It not only lightens students' memory burden and broadens their horizons, but more importantly, it enables students to learn historical wisdom, cultivate their innovative consciousness and practical ability, and develop their historical thinking ability. Second, make effective use of pictures in textbooks and study windows. Adhere to the principle of experience and interaction, and cultivate students' ability to find, analyze and solve problems from different perspectives. Suhomlinski, an outstanding educator in the former Soviet Union, said in his book Advice to Teachers: It is an important condition to arouse young people's unique interest in knowledge to let students experience an emotion of mastering knowledge by themselves. Without this experience of self-affirmation, you can't really be interested in knowledge. History cannot be reproduced, but history teaching can make students experience and feel through real pictures, make students have real and lasting interest in history lessons, and urge students to explore the internal and external relations of historical phenomena, study the relationship between man and nature, and understand the changes of ancient and modern times. In history teaching, we should give full play to the role of historical pictures, let students experience them personally, and cultivate students' ability to find, analyze and solve problems from different perspectives. For example, when talking about the establishment of a constitutional monarchy in the German Empire, please look at the pictures of the German Empire first. Ask the students to find out the German emperor William I and the Prime Minister Bismarck in this painting. Then ask the following questions. Question 1: "On Bismarck's birthday, the German Emperor William I gave this painting to Bismarck as a birthday present. If you are William I, why did you choose this oil painting as a birthday present? " Fully arouse students' interest in learning this part of the content. The students will find the answer soon. In this painting, Bismarck, the only person wearing a white military uniform, stands out in the center. Emperor William I of the German Empire gave this painting to Bismarck as a birthday gift in recognition of his important role as Prime Minister of Prussia in the process of German reunification. Question 2: "The characters in the picture are all wearing military uniforms. Why? " It shows that in the process of Germany's reunification, it mainly relies on the troops of feudal brave nobles. Question 3: "If you were a resident of Germany at that time, what method do you advocate to end the division and complete the reunification?" The students expressed their opinions, and after discussion and analysis, they finally came to the conclusion that Germany was a divided country at that time, and the only way to end the division and complete reunification was to adopt a revolutionary approach. Question 4: "Why did Prussia complete the task of German reunification? What is the ideological reason for German reunification? " Combining the contents of the German Reformation, students can understand that Martin Luther's Reformation made Prussia a a paradise on earth in Europe to avoid religious persecution at that time. By 1703, about 20,000 Huguenots had moved from France to Brandenburg to settle down, accounting for 1/9 of the urban residents at that time. These people are all skilled craftsmen or businessmen with certain capital. As a result, French industry and commerce suffered serious losses, while Prussia benefited from it. In addition to French immigrants, immigrants from other countries also poured in. Immigrants injected great vitality into its revival, which enabled Prussia to achieve economic recovery and climax earlier than other German states. Question 5: "Look at the pictures of Bismarck, the' iron-blooded prime minister' in the textbook, and understand that Bismarck is called the iron-blooded prime minister, mainly because he adopted the iron-blooded policy in the process of leading Prussia to complete reunification. So, how did Bismarck lead Prussia to complete the task of reunification? In what form was the German Empire proclaimed? What's the point? " The result is obvious: after three dynastic wars, the German Empire was proclaimed in 187 1, and Prussian King William I became the emperor of the German Empire. 187 1 Although the Constitution of the German Empire legally established the constitutional monarchy in Germany, the emperor and the prime minister are the central axis of the imperial state system and have great power. In the process of German reunification, it mainly relied on the troops of feudal Yong Ke nobles, and its military strength was also great. Therefore, the characteristics of the German Empire are feudalism and militarism. The German Empire was nothing but the expansion of Prussia. To enable students to understand the basic knowledge of the Constitution of the German Empire and the characteristics of the German political system and its historical role and influence. Inquiry Question 6: "Compare the similarities and differences between the constitutional monarchy of the German Empire and the French pacifism. Why can't the German Empire establish a democratic system like the United States? Why is it completely different from the British constitutional monarchy? " Finally, according to the content of this lesson, please talk about the performance of bourgeois representative system in the United States, Britain, Germany and France on some major issues, so as to better understand some political issues. Through the introduction of pictures, the establishment of the constitutional monarchy of the German Empire, the German Reformation, the French * * * peace system, the American democracy * * peace system and the British constitutional monarchy are combined, so that students can participate in the experience and stay in the environment at that time, so that students can deeply understand the diversity of human social development, and also skillfully lead to the ancient Shang Yang's theory that "the country does not rule the world, and it is not necessary to learn from the past". People realize that political change is the result of many factors in social and historical development, and it is a long and difficult historical process for human society to change from autocracy to democracy and from rule of man to rule of law. Make full use of pictures and other materials to cultivate students' knowledge transfer ability, make effective use of teaching materials and supplement teaching resources appropriately, and cultivate students' ability to find, analyze and solve problems from different perspectives, so as to deepen their understanding of knowledge in the process. Thirdly, by using vertical comparison between ancient and modern times and horizontal comparison between China and foreign countries, students are guided to think from a correct perspective, understand history from the perspective of the world and take the initiative to learn through complicated historical representations. Russian educator ushinski said: "Contrast is the basis of all understanding and thinking. It is through comparison that we understand everything in the world. " Practice has proved that creatively reorganizing and integrating teaching materials, through comparison, enables students to stand higher and see farther while exploring and understanding knowledge. (1) constantly absorbs new teaching trends, is good at excavating tacit knowledge in textbooks, and adheres to the principle of development. For example, in the teaching of ecological history, we should deepen our understanding of the humanistic spirit of people-oriented, kindness to life and concern for human destiny in history. In teaching, students are divided into two groups, and the relationship between man and nature is summarized from both positive and negative aspects. The positive side: Xunzi's nature is regular, and he uses it to control his own destiny; Laozi's inaction, let nature take its course; The discussion of the wise school about man and nature: Stoic people's adaptation to nature is the best life; The literary creation Silent Spring in 1960s made people realize that "human beings are also a part of ecological balance" and set off a modern environmental protection movement. Nowadays, in order to build a harmonious society, man and nature live in peace. Negative aspects: burning land, Great Leap Forward, industrial revolution and American westward movement destroyed ecological balance and environmental pollution. Through a comprehensive summary and analysis of historical knowledge, students learn to use the method of decomposition and combination to reasonably explain and summarize historical materials, and finally come to the conclusion that both in ancient times and in modern times, man and nature are interdependent as a complete system, and both the existence of nature and human beings must be based on each other's existence, which is a mutually beneficial relationship. Humans should not impose their will on nature, but should treat nature equally. Excessive use of nature will inevitably harm the interests of mankind. Serious environmental pollution and ecological crisis make human's living homeland worrying. Humans should realize the importance of ecological balance and adhere to sustainable development. At the same time, guide students to think further: in the face of the mistakes made by some developed countries in developing industry, whether a country with relatively late industrialization and urbanization should adjust its thinking, whether it should conduct a comprehensive and systematic reflection on its system and development model, and how to create a healthy and rich life under the premise of meeting ecological requirements. (2) It is also important to choose a unique perspective in history teaching. For example, compare the worship of God founded by Hong Xiuquan, the reform activities of Kang Youwei, the Renaissance in Europe and the religious reform. Hong Xiuquan combined Christianity with China's traditional Confucianism and peasant egalitarianism, and created a religion that worships God. Kang Youwei used Confucius to publicize the western bourgeois political theory; The Renaissance was carried out with the help of cultural and religious reforms in ancient Greece and Rome. These historical events not only reflect the compromise between the peasant class and the bourgeoisie, but also reflect the integration and exchange of national cultures from one side. By comparing these related historical events at home and abroad, students can be guided to think from a correct angle, to understand history from a world perspective, to broaden their historical horizons, to understand the past from a micro and macro perspective, to grasp the present and to look forward to the future. Fourth, to create a relaxed and friendly teaching environment, teachers should have a sense of humor, give students a sense of reality and history, cultivate students' sense of modern citizenship and social responsibility, and stimulate students' ability to explore and solve historical problems. Schools are places to train people, and they also shoulder certain social responsibilities. We should not only pay attention to students' academic development, but also cultivate students into people with good psychological quality and sound personality. Therefore, in class, teachers should allow students to develop their personalities and express their views freely. The focus of history education can't be confined to history subjects, and teachers should help students improve their humanistic quality. When talking about the content of a hundred schools of thought contending, I casually asked a question: "Which society does Confucius live in?" A large number of students replied in unison: "underworld." I can't help laughing. A great thinker and educator in ancient times was actually spoofed by students. I can't help feeling sorry for the students. On the other hand, students live in this era and have been exposed to many bad phenomena in society, so they should not be too demanding of students. I calm down, why not take this opportunity to have a special discussion? I told a story to the students with a smile. Confucius said, "If you don't travel far, you will travel well." Because of the backward traffic in ancient times, once you travel far, you can't go home for a year or so. If something happens to the parents when the children are away, they may not see their parents for life, which will cause lifelong regret. Today's traffic is developed, and the lesson that "parents don't travel far" can certainly be weakened. However, "parents don't travel far" doesn't mean that people should never leave their parents, but that they should keep stable contact even if they leave. The word "square" means there is a fixed place. In our current words, there is a fixed contact information. It can be seen that many ideas put forward by Confucius can still be a treasure house of self-cultivation The effective use of generated resources has greatly improved students' interest. Then I asked three more questions. Question 1: Confucius lived in a slave society. Compared with the socialist society we live in today, we can only say that he is backward, not black. In the slave society, there appeared two great thinkers, Confucius and Laozi, who founded Confucianism and Taoism respectively. Their thoughts have great influence in China and even the world until today. Why? Question 2: What remarks about them will we come into contact with in our usual study? What views do you agree with? Do you have any different ideas? Please tell me your reasons. Question 3: How do their thoughts help to form the fine character of the Chinese nation? This class has achieved good results with the active participation of students. After class, I also gave the students the following advice: If you want to know more about their thoughts and speeches, you can look them up through the Internet and the library. If you think these remarks are helpful to you, you can extract them as your motto. As student Tao Xingzhi said, "You have Watt under your pointer, Newton in your cold eyes, and Edison in your ridicule. Don't be too busy starting them. You don't have to wait until you take the steam wheel, light the lamp and learn calculus to realize that they are your pupils. " Respect students, understand students and play with them. In a relaxed and friendly teaching environment, students can get the happiness of reflecting on history and recalling historical wisdom, cultivate their sense of modern citizenship and social responsibility, and stimulate their ability to explore and solve historical problems. Laying a good foundation from grade one to grade three is the key to success. Knowledge is the carrier of ability. To cultivate students' ability to master historical analysis and solve problems from multiple angles, teachers must pay attention to helping students lay a good foundation. If the basic knowledge is not solid, it is water without a source and wood without a root. In the process, it will be greatly discounted. A journey of a thousand miles begins with a single step. Senior one should make overall plans according to the actual situation of students and cultivate students' ability in stages, such as making full use of the contents, topics and historical materials of textbooks to carry out targeted exercises and find out the hidden causality and regularity. Pay attention to problem-solving guidance and learning method guidance. From senior one to senior three, only perseverance and laying a good foundation are the keys to success. Cultivate students' historical analysis and problem-solving ability from multiple angles, and make students think actively. As teacher Feng said: "When thinking is active, the tree of thought will be deeply rooted in people's hearts;" When thinking is active, the evergreen tree of thought will surely bloom beautiful flowers and bear fruitful fruits. "