On the cultivation of political thinking ability in senior high school

Introduction: In the process of political teaching in senior high school, teachers should play a guiding role and create problem situations through various methods, thus stimulating students' thinking ability.

in the process of political teaching in senior high school, it is particularly important to cultivate thinking ability. The improvement of thinking ability is of great help to improve students' political and ideological perception and grades. When students' political thinking ability reaches a certain level, the teaching quality of political subjects will also be greatly improved. Therefore, the cultivation of high school students' thinking ability must be put on the agenda. I have the following suggestions on cultivating political thinking ability.

First, create problem situations to stimulate students' thinking interest

Asking questions is the basis of thinking. Only when you have doubts can you think, and only when you think can you cultivate your thinking ability. The ancients once said:? Skeptics, the machine of enlightenment? . Mr. Tao Xingzhi also said? Thousands of inventions, the starting point is to ask? It's all the same. Therefore, in the process of senior high school politics teaching, teachers should play a guiding role and create problem situations through various methods, thus stimulating students' thinking ability. There are many ways to create problem situations, as long as students can ask questions independently. For example, using all kinds of media and auxiliary props, setting up intuitive images of doubt and arousing students' interest. Such as: explaining? What are the basic attributes of commodities? Teachers can show a bottle of mineral water, a bottle of tap water and a bottle of well water to guide students to think: the same drinking water can be used to meet people's physiological needs. Why do some people have to buy it with money and some don't? Why do you buy it with money, but the price is there? Cheap? 、? Expensive? What's the difference? Make students form a kind of psychology eager to acquire knowledge and look for answers with questions. In addition to using props, idioms, proverbs, poems, famous sayings and epigrams can also be often used when creating problem situations. These famous sayings and the like can add vitality to the boring high school political class, render a lively classroom atmosphere, and induce students to ask questions actively and think independently. Such as: telling? Specific analysis of specific problems? Can you refer to? Playing hard to get? Ask the students to explain their meanings. This process from quotation to explanation is a good start to arouse the enthusiasm of students' thinking. And then put forward the same? Catch? , why? Exhausted? 、? Lure? 、? Smart capture? What's the difference? Guide students to think, eager to find the answer. There are many examples like this, for example, when discussing the unity of opposites of contradictions, using? The quieter the cicada forest, the quieter the Tonamiyama? Such a poem.

Second, train a variety of thinking methods to guide students to think on the road

The above mentioned how to create situations to guide students to ask questions, and the next thing to do is to think about the answers to the questions. So, how to think? It is necessary to give students a correct understanding route, so as to find the direction to solve problems and explore knowledge answers. Let students learn and master the correct thinking of understanding the world from imitation and practice, and reduce blindness. There are several ways to train students' thinking ability, such as in-depth thinking method. The basic step of this method is to start from a doubtful point and find its answer, then take its answer as a doubtful point and find the answer again. In this way, from shallow to deep, from simple to complex, thinking step by step and in a hierarchical way is of great help to the exercise of high school students' thinking ability. For example, when explaining goods, students are not given a clear answer at first, but given a set of choices first: A commodity must be an item? 、? Goods must be products of labor? 、? Commodities must be labor products for exchange? To arouse students' thinking. Then ask the students to name all kinds of goods in the market, and then ask the students: Are academic performance, class honor and ideological quality commodities? Guide the students to compare the differences between them, so as to abstract? A commodity must be an item? The conclusion. Then, ask the students: Are all goods commodities? Why are air and river water not commodities, while gas and tap water are commodities? Guide students to compare the differences between them, so as to abstract? Must be a product of labor as a commodity? The conclusion. Finally, let the students look at the textbook and make clear the concept of goods. So interlocking, guide students to explore and pursue, and train students' thinking ability.

Third, broaden knowledge and enliven students' thinking

To cultivate the thinking ability of senior high school politics, the necessary condition is rich knowledge storage. Expand students' cognitive field of politics and enrich their knowledge to the greatest extent. Only in this way can students find the connection between all kinds of knowledge, thus being inspired, further thinking, triggering students' association and forming new views and opinions. Face-to-face education reform has been carried out at a rapid pace, and it is not easy for students to keep up with this speed. What's more, the political content in textbooks is basically a concept, and then a case is used to show it. This model can easily make students' thinking fixed in a framework and not updated. Therefore, it is necessary to broaden students' knowledge, develop students' ideas and cultivate their thinking ability. When students' knowledge level is broadened, they can say that the backwardness of the central and western regions is a problem left over from history. They should not only see their disadvantages, but also have obvious resource advantages. If the central and western regions are not economically developed, the development of the east will be seriously restricted, especially when it comes to the prospects of the central and western regions. Bad things become good things? Point of view, embodies the profound philosophy of contradiction transformation. During the discussion, some students also expressed their willingness to contribute to the development of the western region. By broadening knowledge and discussion, students not only understood the viewpoints in the textbook, but also cultivated their abilities and improved their ideological consciousness. The above three points are my suggestions on cultivating senior high school students' thinking ability in political science. Cultivating students' thinking ability can't be done in a day or two, which requires close cooperation between teachers and students.

References:

[1] Zhang Lili. On the creation of high school political classroom life situation [J]. New curriculum learning (middle), 211(6).

[2] Zhang Wenwen, Liu Peng. Exploration on the application practice of inquiry teaching in high school political education teaching [J]. Curriculum education research, 215(14)