Research Of Strategies To Improve Analytical Ability Of Historical Materials Among High School Students

With the in-depth implementation of new curriculum reform in high school history, itstext books are being filed and adjusted accordingly. The thought and perspective ofassigning questions in National College Entrance Examination has got more and moreoriginal as well. The historical analytical ability, target examined in national collegeentrance exam, has been prominently emphasized, accounting for a higher percentageincreasingly.In high school history teaching, properly and elaborately quoted scriptures as well ashistorical materials by teachers will not only enrich teachers’ teaching styles, contribute tothe updated teaching thinking and transform the teaching methodology, but help studentshave a more abundant access and new perspective to history, thus transforming theirleering ways and helping to develop a good habit of learning. What’s more, students areinstructed to select historical materials independently and then can have a better knowledgeof the figures and events and improve their ability to solve the related problems byanalyzing, comparing, integrating and distinguishing the materials further.Based on the present teaching situation and the writer’s working experience, thisessay is developed from the following three aspects. Chapter one focuses the necessity ofattaching importance to the ability of analyzing historical materials and the strategies tocultivate it. Chapter two talks about the problems of strategies applied by teachers who aredeveloping the students’ analytical ability. When teachers are choosing and applying theselected materials as the samples, they inevitably think the first impressions are strongestand the cited materials can prove the historical events. In addition, some teachers abuse thecited materials, thus getting lost and deviating away from the original aim to improve thestudents’ ability in this aspect. Other teachers overpressure the heated atmosphere amongstudents’ exploring activities in groups, ignoring the students’ reflective thinking in arational way and impairing their analytical ability of historical materials. In Chapter three:the first strategies of improving the students’ ability of analyzing historical materials: thestrategies of materials classification, which mean that different historical materials havetheir own values and ways of presentations as well, thus influencing the ways students’ ability is improved, its advantages and differences. In chapter four: the first strategies ofimproving the students’ ability of analyzing historical materials: the applying stategies ofthe analytical ability.It is believed that with so many strategies available, flexible methods can be appliedaccording to the teaching purposes and different qualities among different classes. I willdevelop my ideas from the following aspects: the position and angle (enlarge perspective,have multiple historical views and analyze the materials); context and puzzles (excavatethe historical materials, seek evidences, and understand the history); questioning andreflection (analyze and judge, criticize and doubt, distinguish historical materials).The cultivation and improvement of the analytical abilities among high schoolstudents is a systematic, continuous and accumulated process, where various approachesand methods are needed. Therefore, we the teachers need to reflect and conclude regularlyto achieve greater achievement and improvement.