Research And Practice On The Cultivation Of High School Students' Historical Evidence Literacy

In the opinion of Deepening the curriculum reform comprehensively and implementing the fundamental tasks of enhancing morality and fostering the talents,issued by the Ministry of Education in March 2014,the “Development of the Student Core Literacy System” was taken as an important link to deepen the development of the curriculum reform.As far as the history subject is concerned,the core competence of this subject refers to the comprehensive performance of the students' basic knowledge gradually acquired,key competencies and correct emotional attitudes and values,and unique qualities with the characteristics of this discipline presented through the history learning.General High School History Curriculum Standards(2017 Edition)promulgated in January 2018 establishes the core competence of history as the following five aspects: historical materialism,time and space concept,historical evidence,historical interpretation,and devotion to family and country.Historical material literacy,as one of the five core elements of the historical discipline,is in an extremely important position in the core competence system.Although the experts and front-line teachers have conducted some research on the “historical evidence” since the curriculum reform,those research are not closely related to historical teaching in the middle school.Therefore,the writer is ready to combine the core competence theory with the high school history teaching practice to explore the core competence' strategies of “historical evidence” in the real teaching process of high school,so as to improve students' abilities to learn history.In addition to the introduction and conclusion,this thesis contains four chapters.In the introduction part,the writer mainly states the reasons for the subject selection,the existed research of the subject,the main research methods adopted,and the innovation and limitations of the subject selection.In order to explore the strategies of cultivating high school students' competence for historical material,the related connotations should be mastered precisely.Therefore,chapter one is the basic part to define some related conceptions,where connotations of historical material and historical evidence are analyzed so as to serve the following thestudy.On the basis of the basic concepts in chapter one,in chapter two,practical significance of cultivating the competence for historical evidence is analyzed from three aspects: relationship between historical evidence and other competences;the requirements of the college entrance examination for the "historical evidence";problems existed in the process of historical competency training in high school.The chapter three is the core part of this thesis,which is concerned about the strategy of empirical material cultivation.In this chapter,the writer discusses the strategies of historical material literacy training from the perspectives of teachers and students.First of all,for teachers,the concept of education should be updated in a timely manner,and the awareness of cultivating the literacy of historical materials in daily teaching should be established.Secondly,teachers should consciously upgrade their professional accomplishments and constantly update their knowledge systems.Thirdly,reading ability should be strengthened and historical materials ought to be accumulated in the usual study in order to cultivate students' historical competence.Fourthly,apart from collecting historical materials from other channels,teachers are also supposed to put emphasis on teaching materials,make fully use of historical materials and cultivate students' competence for historical materials.In the end,teachers can also organize historical extracurricular inquiry activities to improve students' historical learning interest and cultivate students' spirit of inquiry and empirical methods.For students,the enhancement of the students' awareness of historical materials can be introduced from following five aspects.First,to guide students to learn historical materials from various ways;second,to guide students to learn to organize historical materials and distinguish the value of different historical materials;Third,to cultivate students' reading ability of historical materials in the teaching activities;Fourth,to guide students to critically think about historical materials;finally,to guide students to collect historical materials and use historical materials to form a new vision and improve their ability to explain history.Chapter four is the teaching design based on historical materials training.In this chapter,taking the "Xinhai Revolution" in the "Chinese and Foreign History Outline" as an example,the author has carried out the teaching design,and applied some strategies explored in chapter three into teaching practices to test effects of strategies implemented.