High School History Teaching Research Based On "historical Interpretation"

Core literacy is on the integration and summary of three-dimensional targets,and because of that the requirement of new history curriculum reform becomes higher.Historical explanation refers to the attitude,ability and method of rational analysis and objective judgment on the basis of historical data and historical understanding.It is the requirement of the core competence of senior high school students.At present,the Ministry of Education and many historical education researchers,front-line teachers give countless interpretations of historical explanation of literacy,but most of the research results remain in the importance,necessity and implementation of the theoretical level,and has a little study of college entrance examination questions on historical interpretation of literacy.There are still few studies on the practical application of historical explanation literacy in high school history teaching.Therefore,based on the understanding and understanding of historical explanation,this paper explores the application of historical explanation in the history teaching of high school with the compulsory study of the“1911 Revolution".On the one hand,it can combine the research of historical interpretation literacy with the history teaching of middle school and let students a better understanding of the meaning of historical interpretation;on the other hand,as the carrier,it is good for the middle school history classroom teaching to seek the most appropriate,highly operational means of cultivation.The first chapter of this paper mainly summarizes the theoretical and practical significance of "historical explanation".From the philosophy,history,history teaching three different levels,the author analyzes the definition of "historical explanation" to strengthen the "what does history learn in the end?,and to form a correct cognition and understanding of the question;at the same time to understand the "historical explanation" in the five core of the key status to determine the direction of the development of history teaching in the new round of curriculum reform.And the author analyzes the practical significance of "historical explanation" in the history teaching of high school,combining with the development and generalization of the three-dimensional goal of core competence.The second chapter explores the theoretical research on the "historical explanation"and the history teaching of high school.By emphasizing the inherent consistency between "historical explanation" and the goal of high school history teaching,and the high degree of unity of teaching content,it emphasizes the importance of "historical explanation" in high school history teaching and the possibility of operation and realization.At the same time,The role of "people" in "historical explanation" is consistent with the concept of "people-oriented" in history education,which also embodies the cultivation of "historical explanation".It is an important way to realize the history education.Based on the understanding and understanding of the "historical explanation",the third part of the paper is based on the "historical explanation" under the history of high school teaching objectives and teaching methods to explore the current trend of high school history teaching strategies,and setting "1991 Revolution" as an example,from the teaching conception,teaching process of inquiry and teaching evaluation of three aspects,the author puts forward specific and detailed application measures.This paper puts forward some important points in the process of historical curriculum reform:the combination of historical narration and historical interpretation,and the teachers'intention should give way to the students' thinking.