Problems And Countermeasures Of The Cultivation Of Historical Materials' Positive Literacy In Senior High School History Teaching

In the gradual advancement of the new round of curriculum reform,the importance of the core quality of history as an important goal in the history teaching is increasingly prominent.As the basic accomplishment of the core quality of history discipline,the cultivation strategy of historical materials is a very concerned problem in current history teaching.At present,the development of empirical literacy of historical materials is still in the exploratory stage.In this paper,combination with the results of questionnaires and interviews,the author tries to put forward some of the historical data empirical literacy training strategy on the basis of analysis of the problem and hopes to give own humble power for the history of curriculum reform.This article is divided into four parts.The first part is the introduction,mainly including five aspects of content.The first is the origin of the research;the second is the definition of the concept and the theoretical basis;the third is the research summary;the forth is the research significance;the fifth remains the research idea,the research method and the innovation place.The second part focuses on the status quo of empirical literacy of historical materials.According to the principle of stratified sampling,the author chooses the students and teachers from six schools which are representative in Yulin,carries on the analysis of questionnaire survey,teacher interview and classroom record,and tries to analyze the problems existed in the empirical cultivation of historical materials in teaching practice.The third part is the analysis of the reason of the poor empirical literacy trainingof current historical materials.On the basis of analyzing the problems,the author explores the causes of the present teaching situation from the aspects of teacher's philosophy,the teacher's historiography and the teacher's knowledge structure,and further explains the reason by the presentation of the classroom case to points out the direction for exploring the training strategy of the empirical literacy of historical materials.The forth part is the countermeasure analysis,which is the main part of the thesis.Based on the analysis of the third part,the author puts forward four countermeasures and nine implementation strategies.The first is to update the teaching concept and to cultivate the positive quality of historical materials that teachers should make clear that there exists individual selectivity in history evidence,and the original meaning of historical materials teaching is the empirical study of historical materials.Secondly,to improve history teachers ' historiography and establish scientific teaching material view is also an important way to cultivate historical evidence.Teachers should understand the relationship between narration and historical evidence,with the critical view of teaching materials,and enhance the validity of logical argumentation while focusing on the history.In the course of teaching,teachers should make clear the theme of teaching,and rationally carry out teaching design that they should grasp the content of history teaching,form correct teaching target,analyze emotion,choose relevant historical materials and promote the effective implementation of historical materials teaching.Finally,to cultivate students ' evidence consciousness and construct critical thinking is the key of historical evidence cultivation that teachers should guide students to learn to distinguish and verify historical materials,and to cultivate students ' view of mutual evidence history on the basis of clarifying historical data "corroboration".By presenting the key historical details,the teaching scene is created to make the students experience history better.The final part is the conclusion,the author has made a further summary of the research topic and has carried on the reflection and the prospect to the historical material positive accomplishment cultivation.The innovation of this paper is from the perspective of the cultivation ofhistorical material positivism,taking Yulin's history teaching practice as an example,to vitalize and discuss two aspects of the real concept and the question in order to combine the theory and the practice.On the basis of the predecessors ' research,the author further expounds the place that the historical material positive accomplishment training still needs to be improved and puts forward the corresponding countermeasures to improve the history teaching quality.