Trang 14 出问题以培养和发展学生的历史思维能力，而且还提到在教学中灵活使用历史材料和直观的工具，创造一个更生动、更直观的学习环境。 Trang 15 A Study on Improving the Historical Thinking Skills of Vietnamese High School Students by Adopting Chines
历史思维能力综述
一、关于历史思维和历史思维能力的概念
（一）历史思维的概念
In China, the concept of "historical thinking" is primarily applied in the field of historical philosophy, serving as a crucial component that bridges our understanding of how historians approach and interpret history This distinctive mode of thinking emphasizes the mastery and comprehension of historical events, fostering a unique analytical framework for the discipline Unlike other fields, historical research requires a specific methodology where historical events play a central role, as evident in the necessity to evaluate and analyze events based on their historical origins Furthermore, historical thinking extends beyond merely collecting and verifying information; it involves critically assessing and establishing connections between events, which is essential for understanding how the past influences the present and future For historians, this process of synthesizing, analyzing, and evaluating historical events through a critical lens is vital for exploring, interpreting, and constructing historical knowledge, while for laypeople, historical thinking enhances their understanding of the past and its impact on the modern world.
Historical thinking, as described by American educational psychologist Sam Wineburg (2001), is a complex process that requires students to "read between the lines" and "question the document" to place historical sources in their proper context Arthur Chapman (2018) emphasizes that this ability encompasses reading and comprehending historical materials, objectively evaluating information sources and events, and deeply analyzing historical issues while making comparisons and assessments within historical contexts Rüsen (2018) adds that historical thinking involves constructing and understanding historical narratives, recognizing the values and philosophies expressed in historical events, and employing unconventional ways of thinking about history Furthermore, Wang Jun, Huang Rong, and Wu Xinyu (2020) define historical thinking as the ability to understand and interpret historical events, analyze historical literature, evaluate historical themes, and connect history with contemporary issues Liu Zhen, Huang Xing, and Wu Jun (2019) highlight that historical thinking includes the capacity to comprehend and analyze historical documents and materials, interpret historical events, and formulate arguments about history.
1 张汉林 历史思维 能力研究[M] 北京师范大学出版社, 2023 : 46
2 Wineburg, S Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past[J] Temple University Press, 2001
3 Chapman, A Enhancing students' historical thinking through game-based learning: An empirical study in China[J] Computers & Education,2018, 118: 1-16
4 Rüsen, J The Development of Historical Thinking: Concepts and Abilities[J]//In A Dickinson, P Gordon, & P Lee (Eds.) Making Meaning in History: Learning, Teaching, and Curriculum in Secondary Schools Bloomsbury Publishing, 2018: 11-22
A study conducted by Wang Jun, Huang Rong, and Wu Xinyu in 2020, published in the Journal of Technical Education Research, focuses on the training of historical thinking skills among middle school students in history education The research emphasizes the importance of developing these skills to enhance students' understanding and engagement with historical content.
The exploration and practice of training historical thinking skills in secondary school history education have been discussed by Liu Zhen, Huang Xing, and Wu Jun in their 2019 study published in Higher Education Research Their research emphasizes the importance of developing students' historical thinking abilities to enhance their understanding of historical events and contexts By implementing targeted teaching strategies, educators can foster critical analysis and interpretation skills that are essential for effective history learning.
Critical thinking encompasses the ability to read and comprehend historical documents, objectively assess sources and events, analyze historical issues in depth, and differentiate, compare, and evaluate various situations and processes in history.
The concept of historical thinking, as articulated by various authors, encompasses a critical process of integrating, analyzing, evaluating, and interpreting historical events This process requires the collection and verification of information from diverse historical sources, an understanding of historical context, and the ability to assess and compare these sources Additionally, it involves recognizing the significance of events and individuals, appreciating different perspectives from the past and present, and acknowledging the connections between the past, present, and future Ultimately, historical thinking enables us to grasp the complexities of the past and enhances our understanding of its impact on both the present and future.
（二）历史思维能力的概念
History is not just a record of past events; it is a process of analyzing and evaluating the individuals and contexts related to those events Developing historical thinking is an essential skill that everyone should cultivate In the educational realm, historical thinking is a relatively new yet crucial concept that involves systematically assessing, analyzing, and understanding history This ability not only deepens our comprehension of the past but also connects the past, present, and future, providing us with a more comprehensive view of the world and our place within it.
Peter Seixas, in "The Big Six Historical Thinking Concepts," outlines six core concepts essential for teaching and developing students' historical thinking skills This significant research, conducted with Tom Morton and published in 2013, provides a framework for students and educators to approach, analyze, and understand historical events, figures, decisions, and contexts like historians The key concepts include Historical Significance, which helps students recognize the importance of historical events, figures, or places from past perspectives, and Perspective Taking, which encourages viewing the past through diverse viewpoints, including those of individuals who lived during that time.
（Historical Sources as Evidence）：指导学生如何使用历史来源作为证据来创建或
Evaluating an argument involves understanding continuity and change, which helps students grasp the developments and transformations over time Historical progress focuses on analyzing how societies and cultures evolve or regress Additionally, fostering historical empathy encourages students to understand and sympathize with people from the past, even when their perspectives differ from contemporary views Thus, teaching and learning history encompass not only the transmission of knowledge but also the cultivation of students' critical thinking, analytical skills, and deeper understanding of historical contexts.
Historical thinking skills are essential for students to develop as a psychological ability and characteristic, enabling them to effectively understand and interpret historical events These skills foster critical analysis, enhance comprehension of the past, and promote informed decision-making in contemporary contexts By cultivating historical thinking, students can connect historical narratives to present-day issues, thereby enriching their educational experience and fostering a deeper appreciation for history.
In their 2018 study published in Higher Education Research, Lu Wen, Cheng Yan, and Li Ming explore the development of historical thinking skills in secondary school history education The research highlights the importance of fostering critical thinking and analytical abilities among students to enhance their understanding of historical events By implementing effective teaching strategies, educators can significantly improve students' engagement and comprehension of historical contexts, ultimately contributing to a more profound appreciation of history.
2 Seixas, P., & Morton, T The Big Six Historical Thinking Concepts[M] Nelson Education,2013
Historical thinking is the way we engage with and understand the past from a philosophical perspective When discussing historical thinking skills in an educational context, we're exploring how to apply these skills to teach students to think like historians, analyzing and evaluating historical events This approach goes beyond teaching specific historical events, instead focusing on developing students' critical thinking skills to connect and contextualize events By emphasizing historical thinking skills, educators aim to enhance students' historical understanding, mastery of historical concepts, and application of these concepts to real-world situations This approach also enables students to acquire, critique, and analyze information from diverse historical sources, thereby improving their analytical and critical thinking abilities.
Historical thinking skills are built upon a foundation of historical knowledge, enabling individuals to apply this knowledge to solve real-world problems When discussing historical thinking abilities, we often refer to students, who are learners rather than creators of historical knowledge A student's capacity for historical thinking is inherently limited by the historical knowledge they possess Consequently, the expectations for a student's historical thinking skills are directly related to their level of historical knowledge.
Historical thinking skills enable individuals to systematically evaluate, analyze, interpret, and understand past events, figures, and contexts This ability goes beyond merely memorizing dates; it involves assessing sources, comprehending social and political backgrounds, and recognizing the complexities of human and societal evolution over time By fostering historical thinking, learners can view history not just as a sequence of events but as a multifaceted discipline that aids in understanding and addressing contemporary and future challenges.
Developing historical thinking is not about transforming students into history researchers or simply increasing their historical knowledge Instead, the goal is to engage students in the process of forming historical knowledge, fostering their critical and analytical thinking skills This approach equips them to become responsible citizens capable of independent thought and logical reasoning in defending their viewpoints In summary, while historical thinking holds academic value, it is primarily tailored to meet the educational needs of middle school students, acknowledging the limitations of their cognitive abilities, and thus serves more educational than academic purposes.
（三）历史思维与历史思维能力的关系