The Fact Cognition In History Teaching In Middle School

Recent curriculum reform put forward five core qualities of history,which point the direction for history teaching of middle school.How to put the theory into practice,and combined the history of literacy education theory with practice in history teaching?I think it will be the understanding of historical facts as the starting point of teaching,to cultivate students' subject core literacy requirements the penetration into the history teaching in middle schools,truly combining theory and practice,and use the theory to guide the practice.Draw lessons from the philosophy of science and the theory of historiography,about the definition and classification of facts and historical facts,in this article I divided the historical facts into "hidden facts" and "significant facts" of two different levels from the historical development process of the cognitive perspective.And analyze the feasibility and significance of this layer from the law of historical development of cognition,status of history teaching and the reform of college entrance examination.I thought it is the only way to cultivate students' core competence of history subject by history teaching in middle school.And the process of historical "explicit facts" teaching actually is the process of training the students' quality of "historical evidence",and the process of historical "hidden facts" teaching is the process of training the students' accomplishment to explain history.And when the students achieve transition from cognition of historical"explicit facts" to cognition of historical "hidden facts" they may have deepened the cognition of historical facts.And at the same time,they can improve their core competence and the ability of historical thinking.Although,I divided the history facts into different levels according to development process of history cognition,the ultimate goal is still to develop core literacy history.Make the historical facts as a starting point to explore how to train the core competence of students in practice.It is hoped that my research is instructive to the history teaching in middle school.