Evidence Awareness Training Study History Teaching

Since the21stcentury, with the development of knowledge economy, thecompetition of overall national strength which is technology talents and nationalquality oriented, becomes more intense. In order to adapt to meet the demands of thenew era, the new curriculum reform of basic education in our country has opened aprelude at the beginning of the century. In the new curriculum reform, middle schoolhistory curriculum is regarded as the basic course in humanities social sciences. It candevelop and enhance students’ awareness of the history, culture and the humanitiesaccomplishment, which is of great significance for students’ all-round developmentand long-term development. Under this background, middle school history shouldbecome a really discipline of cultivating people, serving for improving nationalquality.Evidence of consciousness is a kind of historical consciousness, also a veryimportant humanity accomplishment. It refers to the psychological state ofself-awakening and self-awareness of the importance and value of evidence inpeople’s daily life and social interaction. It is also the metal consciousness of people’semphasis on evidence and consciously using evidence when they encounter disputesor deal with controversies. In a society of democracy and rule of law, it is the basicquality for rational citizen to speak based on evidence. Developing students’awareness of evidence in the specific course of middle school history teaching is totake advantage of the teaching content and teaching process of the history discipline,to carry out the history education with “seeking the truth” as its core. This is ofpositive significance for improving middle school students’ historical analysis ability,developing rigorous thinking ability, enhancing innovation capability, and enhancingtheir civilization and quality of being modern qualified social citizens. Therefore, thispaper will study on the subject of cultivating students’ evidence awareness in thecourse of middle school’s history teaching. At the theoretical level, the main contentsare the explanations of some related concepts about evidence awareness’s cultivationand the analyses of its necessity, feasibility and significance; on the practical level, themain contents are some explorations of the strategies and methods for evidence awareness’s cultivation, together with analyses of some specific cases.This paper focuses on cultivating students’ awareness of evidence in the courseof middle school’s history teaching, which is divided into six parts as following:The first part is the introduction, which introduces the background and reasonsfor this thesis’s topic, combined with our current social reality, the new basiceducation curriculum reform and the social function of historical education, as well asthe current situation and tendency of the research on this topic.The second part is the analysis of the necessity and feasibility of this topic. Firstis the definition of the concepts of consciousness, evidence and awareness of evidence,then the analysis of fundamental basis and favorable conditions for cultivatingstudents’ awareness of evidence, combined with the angles of current educationsituation, students’ overall development, and new curriculum ideas.The third part is the analysis of requirements for middle schools’ history teachersin the process of cultivating students’ awareness of evidence. It should be said thathistory education has put forward new requirements for middle schools’ historyteachers, not only in ideology, but also in the teaching practice.The fourth part is some explorations on the methods and ways of cultivatingawareness of evidence in the course of middle school’s history teaching combinedwith specific cases, from two aspects of classroom and extracurricular. Classroomteaching emphasizes on ways, means, and efficiency, making history teachingcombine with history education well; in the extra-curricular activities, middle schoolsand history teachers should try to organize relevant activities to promote thecultivation of students’ awareness of evidence effectively and efficiently. This is alsothe main part of the paper.The fifth part is the brief analysis of some problems related to the cultivation ofevidence awareness that need to be paid attention in the course of middle school’shistory teaching, and mainly pointed out some mistakes prone to occur in the courseof teaching practice, which history teachers should consciously avoid.In conclusion, cultivating students’ awareness of evidence in the course ofmiddle school’s history teaching, not only embodies the objective needs of current social development in China, but also is decided by the requirement of newcurriculum reform that emphasizes on quality education and students’ humanityaccomplishment, which is a very important work and should keep being done in thelong term.