Based On Historical Evidence Literacy In High School History Teaching Design Exploration

Ordinary High School History Course Standard(draft),which emphasizes the cultivation of students’ historical evidence literacy.Historical evidence literacy is one of the five elements of historical core characters which can reflect the character of history.At the same time,the evidence education of history is an important part of history education,which conforms to the nature of history teaching and the trend of curriculum reform.We want to cultivate students’ historical evidence literacy,which means to cultivate students’ attitude and methods to collect,analyze,demonstrate historical data and use real historical materials to reproduce the historical.Since the new curriculum reform,many experts,and front-line teachers are also actively exploring how to maximize the effectiveness of historical materials in the classroom.But at present in the history class,there are some problems in the use of historical materials.Therefore,a teaching design based on historical evidence literacy is necessary.Good teaching design is the precondition for the success of history course,so how to connection the actual teaching of the classroom and the historical evidence literacy is the question of this paper.This paper is exploring how to implement historical evidence literacy in the classroom.I hope that teachers can reflect ideas of concept which contain historical evidence literacy,so that students can learn how to obtain conclusion on the historical facts and combine the facts and conclusion actually.In addition,the paper summarizes the shortcomings of the teaching design of Roosevelt’s New Deal,and discusses some methods of cultivating historical evidence literacy、the problems that need paying attention 、 the challenges which brought by the professional development of history teachers.The paper is based on the cultivation of historical evidence literacy,and the contents of teaching design.At the same time,I use case analysis and literature access to analysis the question.This paper is divided into six parts about how to achieve historical evidence literacy in historical teaching practice.The first part is about the reason and background;The second part is the analysis of the connotation of the concept of historical evidence;the third part elaborates the necessity of the teaching design based on the historical evidence literacy.;the fourth part is the preparation of the teaching design,which is based on the aspects of the curriculum standard,、the teaching materials、 learner situation;the fifth part is the teaching design and analysis which is mainly based on history data,this part mainly takes the process of teaching design as an example,and records the course of teaching from the set of teaching objectives,the difficulties,the teaching process,the after-school reflection and the blackboard design.The sixth part is the thinking of teaching design,such as the teaching methods about historical evidence literacy、 teachers of professional growth aspects.The last part is a summary.