Problems And Countermeasures In Cultivation Of Historical Interpretation Literacy In Senior Middle School

Historical interpretation literacy is a new goal of history subject in the new round of deepening curriculum reform.It is also a method and ability for students to study history,study history and understand history.It embodies the requirements of the curriculum for the development of students' ability,and requires students to master the basic skills of the subject,the quality of thinking in the subject,to carry out the training of the above-mentioned wisdom skills in teaching,to develop the students' ability of the subject,and to form a correct view of history.The introduction of interpretation literacy also reflects the characteristics of the history subject,and the subjectivity of the research is infinitely close to the historical objectivity.The attention of history teaching in middle school to the characteristics of the history course is conducive to breaking the single teaching mode.The present situation of rigid teaching thinking.In view of the academic research on the goal of historical interpretation literacy,the author,with the help of previous research results,attempts to combine cases,interviews and investigations from the perspective of teachers' teaching concepts.This paper puts forward the methods and countermeasures for teachers to change their teaching concepts and implement the goal of interpretation literacy.The first part is the introduction,including the content of four aspects.First,the question is raised;the second is the related research review,which involves "historical interpretation literacy" and "accomplishment goal";third,the theoretical basis,respectively,from the hermeneutics theory,Four aspects of knowledge transformation theory,learning theory,curriculum objective evaluation theory,to see the new changes in teaching ideas;fourth,research methods and significance,the main methods adopted in this study are: literature,investigation,case law three types.The second part focuses on the analysis of the connotation and structure of historical interpretation literacy.The abstract literacy goal is decomposed into practical sub-goals.It helps teachers understand the reasons why teachers feel powerless when implementing the traditional teaching concept to explain the literacy goal from the conceptual analysis.The third part,the author through the student questionnaire,understands the first line school to carry out the historical explanation accomplishment goal situation,through the teacher interview,understands the teacher to explain the accomplishment goal the understanding,On the basis of investigation,this paper analyzes the reasons why the goal of historical interpretation literacy is not good enough,and points out that the teaching idea and quality of teachers are the key to the problem.The fourth part,countermeasure research.According to the problems raised in the third part,how to change teachers' teaching concept and how to improve teachers' teaching accomplishment.The author,combining with relevant theories,tries to put forward three countermeasures,eight implementation strategies.It is the key for teachers to renew their teaching ideas.The new idea is used to break down and explain the goal of literacy,and the way to renew the ideas is in the theoretical study and practical teaching.Secondly,teachers' improvement of teaching literacy is the core.Developing historical materials teaching,understanding teaching,mastering the way of historical interpretation and developing students' skills of expression in the continuous study and research are of positive significance to the implementation of the sub-goals involved in the goal of interpretation literacy.It is the basis for teachers to find their own problems,to correct their own problems,to check their countermeasures,and to change their teaching ideas and improve their teaching literacy.