A Study On The Cultivation Strategy Of Senior High School Student’s Historical Materials

In order to further promote basic education curriculum reform,the Ministry of Education initiated the revision of ordinary high school curriculum standards in 2013.On the basis of summarizing past valuable experience and drawing lessons from the excellent results of international curriculum reforms,the basic tasks of strengthening moral education and cultivating people in the history curriculum were clearly defined,and the five major core literacy objectives of the historical discipline were proposed,namely historical materialism,time and space concepts,historical evidence,and history interpretation and feelings of home and country.The evidence of historical materials is to determine historical facts.It is an important basic work for historical research and an important method and quality for learning history.Attaching importance to historical material positivism is the requirement of historical curriculum standards,it is the core method of implementing historical core qualities,it is an important method to promote the development of students’ historical thinking,and it is also an evergreen tree of the college entrance examination proposition.The training objectives of historical empirical literacy include the understanding of the concept,type,and value of historical materials at the knowledge level,the collection,organization,interpretation,and identification of historical materials at the level of competence,the emphasis on the value of historical materials at the level of values,and the pursuit of truth and literacy.In order to cultivate students’ empirical literacy in historical materials,teachers should enhance their own knowledge of historical theory,especially historical materials.In teaching,we should pay more attention to collecting historical data from many angles and create a situation to help students to experience the real history or to help them to establish historical evidence consciousness by questioning and solving doubts.In the teaching mode,we should give more consideration to the student-oriented teaching mode such as discussion method,historical materials study method and so on.The empirical situation of students’historical materials should be evaluated in multidimensional way in teaching evaluation.In addition to teaching strategies,students themselves should establish their own reading route map,learn to write history essays,pay attention to the living materials,museums and other historical materials around them,and make full use of them.