提问之道:历史思维养成路径的探讨

How to Question?:A Discussion of the Approaches to Developing Historical Thinking

思维能力是在解决问题的过程中得以养成的,没有问题就没有思维。为培育学生的历史思维能力,教师须提出有效的历史问题。问题是历史探究的主导因素,更是激活学生历史知识的法门。为帮助学生探索新知,历史问题应具备开放性和真实性。此外,历史教师应着眼于历史思维的倾向与品质,提出唯有历史教师才能提出的"历史"问题。学生的历史思维能力,具体表现在时序思维、证据运用、历史理解和建立意义这四个方面。故此,历史教师可围绕这四个核心概念,建构关于历史思维能力的问题框架,引导学生的思维更加全面、谨慎和公正,更富有反思性和批判性。

Thinking ability is formed in problem solving. No question, no thinking. In order to culti- vate students with historical thinking ability, teachers should start with effective questioning on history.Question is not only the guide of historical inquiry, but also the way to activate students＇ knowledge. High-quality historical questions are open and true. In classroom teaching, history teachers should focus on historical thinking ability, and raise historical questions that only they can raise. Students~ historical thinking ability is manifested in thinking in time and order, using of evidence, historical understanding and historical significance. Therefore, a history teacher can construct the framework about historical thinking ability around these four core concepts, and guide the students＇ thinking to be more comprehensive, pru- dent and impartial, and more reflective and critical.