The Actual State And Training Strategies Of Historical Materials For High School Students

With the implement and indepth of high school history “New Curriculum Reform”,historical materials have blended in high school history teaching. “Apply historical materials to teaching” plays an irreplaceable part in the transform of teaching and studying methods. Students learn, study and explore history by historical materials, that is “Theory from history, history from demonstration”, so the students’ ability to read historical materials is essential. In this paper, the author summarize the works of researching historical materials at home and abroad, combine questionnaires and teaching practice, and inquire the problems in students’ ability to read historical materials and solving strategies.The paper is divided into four parts:Part I: Introduction. First, emphasize the importance in reading historical materials;then, introduce the point in subject study and the research status overseas and domestic.Based on this, the author’s own research idea and concrete methods are put forward.conduct concept definition in ability to read historical materials, and analyse the elements in this ability from three dimensions.Part II: Research and analyse the actual state of high school students’ ability to read historical materials. Research and analyse the actual state of high school students’ ability to read historical materials, analyse the actual state with multiple perspectives and dimensions; summarize the problems in students’ ability to read historical materials by collecting and analyzing relevant data.Part III : Strategy One in the ability training in reading historical materials.Students’ independent reading stays in a low level and they lack the depth of thought and viewshed width in reading, which limit their improvement in reading historical materials. After-class reading can broaden their reading, and help them develop good reading habits. The compaction and expansion in reading makes for their long-term development in reading historical materials.Part IV : Strategy Two in the ability training in reading historical materials.After-class reading should go hand in hand with classroom teaching. As for after-class reading, we should pay attention to the followings: combining after-class reading and classroom teaching closely; making the best of holidays; trying hard to win the support and cooperation of parents. There are several methods of improving students’ ability to read historical materials in class: first, interest is the precondition of reading ability training; second, teachers’ introduction is the beginning of reading ability training; third, the core is researching history and advocating inquiry-based reading;fourth, mastering approaches is the key to improving reading ability.Part V:Reflect on carrying out training strategies. The key to the training of students’ reading abilities of historical material is to ascertain. The part is to overall comment students’ status of implementation and then present relative teaching cases.Part VI : Epilogue. The ability training in students’ reading historical materials is a long course. Indicate the deficiency in this research. Be clear about the problems to be discussed and the direction of efforts.