Study On The Way Of Cultivating High School Students' Historical Literacy

Historical data is the basis of historical facts,and empirical empirical is an important method of historical theory.Historical evidence,as the unique thinking quality of historical learning,is an important bridge for understanding historical facts and understanding history.With the publication of "Ordinary High School History Curriculum Standards(2017 Edition)",historical evidence has officially become one of the core qualities of high school students who must possess a history discipline.Its connotation includes both the method of collecting historical data and its preliminary interpretation,it emphasizing the students' practical spirit of seeking truth from facts,which is a bridge to connect with other historical core qualities.Historical data is the basis for understanding historical facts,and empirical evidence is that students are rationally facing complex and complex social life.Therefore,it is necessary to train high school students in the empirical literacy of historical materials.This article mainly uses survey questionnaires and classroom observations to understand the current situation of high school students' historical empirical literacy training,summarized from the experience,summed up the problem,the following conclusions are drawn from the observation results: 1.There is not enough emphasis on historical empirical literacy.Although both teachers and students are aware of the importance of historical materials for historical learning,they do not fully understand the empirical evidence of historical materials.Some students will directly ignore their educational significance.2.Teachers can't integrate them into classroom teaching effectively.It includes both the limitation of practical time and the lack of effective training methods.It also includes the problem of teachers' lack of professionalism.3.Students are limited by their cognitive level.Due to different academic conditions,in the face of students with relatively weak foundations,it is indeed difficult to implement historical evidence teaching.The author also actively explores ways of cultivating literacy in the classroom within the scope of his or her own ability,and strives to embody the concept of empirical education in educational practice.Allow students to study the basic principles of "combining historical records" and "combining history with theory",through practice,conducted teaching reflection.Then based on the principle of empirical application of historical materials,combined with the new curriculum standard put forward the relevant requirements of historical empirical literacy,as well as the author's current status survey results and their own practical experience,put forward the corresponding general training approach: Establishing empirical awareness and explicit the connotation of historical evidence.A variety of ways to collect historical data.Classify,sort and identify historical materials.Guiding students to read and analyze historical data.Grasping the connection of historical materials and cultivating the ability of historical thinking.Logic inference based on historical data to cultivate scientific spirit.Teachers guide students to practice practically,combine historical evidence and practice extracurricular practice.The last part is based on some reflections and summary of the results of this study.The author hopes that this study will provide more ideas for exploring the cultivation of historical empirical literacy and provide some theoretical and practical lessons for related research.However,there are still many problems in the research process,and we hope to improve it in future research.