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1、1History Teaching and Training Creative ThinkingAbstract: In todays atmosphere of the New Curriculum Reform to develop students creative ability and innovative thinking is the lesson of history is an important task. According to the law of the psychological development of students and understanding
2、of learning laws in the history of teaching creative thinking to develop students ability to put forward five points: First, design issues, to foster innovative thinking; second is the creation of scenarios, solve problems, stimulate innovative thinking of students; Third, the use of interest, to de
3、velop students creative thinking; fourth clue is the skeleton of historical knowledge is the key to the formation of innovation; 5 is an innovative reflection on the sublimation of historical knowledge. Keywords: creative thinking; design; history teaching Innovative thinking is creative thinking ab
4、ility is the highest level of thinking ability to peoples understanding of the depth, flexibility, judged based on sexual orientation is a high-level ability to apply 2knowledge, to develop students creative thinking is the New Curriculum main content, but also the core of quality education. In orde
5、r to better promote the development of creative thinking of students and cultivate their creative consciousness and creative thinking, teaching history in secondary schools to strengthen the training of thinking is not only important but also essential. At this point, I train students in creative th
6、inking on the ability to make a few observations. 1, design problems and to foster creative thinking Classroom teaching is the main channel of the completion of education and teaching, the main battlefield. Historical new lesson reform of the education goals more dependent on the penetration and imp
7、lementation of classroom teaching in the new curriculum ideas, we should train students to learn how to learn, learning to think must ask questions - analysis of the problem - to solve the problem of teaching methods In this process, the teacher of a problem questioner, as well as the guiding resear
8、ch questions, 3students become a real subject, and they are thinking, ask questions and solve problems. Design issues for teachers to be careful planning. 1. The question should be enlightening to stones throw surf. Mr. Tao Xingzhi once said: found Qianqian Wan, the starting point is a question; wis
9、e man asked a very clever, foolish man who asked a stupid. Asked the question whether to fully explain the importance of thinking and inspiration. Only right to ask the questions asked were clever, stimulating, so that a ripple strong desire for knowledge in order to stimulate students to enable the
10、m to let them go, and eager to produce a state of mind. This requires the design issues do not ask is not, right, what, etc. to determine a class of simple issues, so the students would feel empty, boring. The question must be asked the question whether the amount of thinking that can inspire studen
11、ts thinking spark. For example, the study of world history related to the contents of anti-fascist war, I have devised such a question: 1941 years in June against the German invasion of Soviet Union, Churchill 4issued a statement saying, We will do everything in its power to help Russia and the Russ
12、ian people, in the another radio address, he said I want to see the Germans being buried in the grave, but Russia would like to see lying on the operating table. Churchills remarks contradictory? How do you view this issue? What are your reasons? This way the two seemingly contradictory words of Win
13、ston Churchill put together asked the question whether the students have strong desire, anxious to know why, encourage them to think positively, and with what they have learned to fully express their views, play a multiplier effect. 2. The design problems to pay attention to hierarchy. Design thinki
14、ng to follow the law Youyidaonan, from simple to complex, step by step forward, layer upon layer of deep, progressive thinking to the students to seek knowledge step by a step towards a new height so that it getting better. If there is no a gradual process, one major difficulty encountered the begin
15、ning, the students can not answer, after reflection, is tantamount to a blow to students, is bound to crack down on student motivation 5and self-confidence, but also enable some students to produce thought disorder, the Hall the results of lessons can imagine. But this does not mean that the problem
16、 Gaode too simple to enable students to jump into the fruit-hop Zhai, innovative thinking can there be conducive to their capabilities. 3. Issues should be a certain degree of flexibility. Horizontal infiltration of various disciplines to enhance the current, while longitudinal studies of various disciplines and constantly in-depth, in order to develop students to think creatively, can be designed with flexibility in a number of issues that the pr
