On The Cultivation Of Evidence In Middle School History Teaching

With vigorously promoting a new round of new curriculum reforms,"Compulsory education history curriculum standard (2011Edition)"(hereinafter called "the standard") was promulgated officially by Ministry of education of the People’s Republic of China in2012. In "the knowledge and ability" of the course objective in the second part of "the standard", the cultivation of students’ ability to "the initial formation of a historical consciousness with paying attention to the evidence" is first proposed. This means that history teachers explain the basic knowledge of history, at the same time they should plan to train the students’ consciousness of evidence purposefully. As an important content of historical consciousness, evidence of consciousness can better establish the students’scientific attitude towards seeking the truth, make students develop independent learning methods, and improve the teachers’ history teaching methods and reform test patterns of history. In recent years, historians and history teaching experts and scholars pay more and more attention to the cultivation of students’ consciousness of evidence, put forward the strategies and ideas, and promote the research about evidence awareness training.Besides the introduction and conclusion, this article includes three chapters. The introduction devotes the significance of the study, research status, research ideas, research methods, innovation and shortcomings.In this paper, the first chapter outlines the connotation and meaning of historical evidence consciousness. On the premise of fully analysis of connotation of the historical evidence consciousness, the author discusses the meaning of cultivating the historical evidence consciousness from three big angles which are the historical discipline, curriculum idea and object and civic education.In this paper, the second chapter discusses the present status of developing students’ consciousness of evidence in history teaching. Through the questionnaire survey, this paper investigates into the situation of students’ evidence consciousness. On the basis of the results of the survey, this paper discusses the reason of the status quo which is the historical evidence of cultivating students’ awareness. The reason includes the teacher’s professional accomplishment, Textbooks, teaching evaluation and social psychological factors.In this paper, the last chapter mainly studies on the strategies of the cultivation of historical evidence in the middle school history teaching. This is also the core content of this article. This paper analyzes the strategies from the four dimensions which are the textbook compiling, classroom teaching and learning, method instruction and evaluation. The key points of the chapter include emphasizing the scientific use of images and data of evidence consciousness cultivation of value in the aspect of textbook compiling, trying the transition of the teaching way and method and teaching design in the classroom instruction, the highlight of the training form of students learning methods and the strategies of learning evaluation.The conclusion summarizes the above contents. This part discusses how to look on the cultivation of evidence in the middle school history teaching and the inspiration it produces. The study has important practical significance for the teachers’ teaching methods, design thinking in teaching and the students’ learning methods under the new round of curriculum reform.