Research On The Application Of Historical Debate In The Cultivation Of Historical Interpretation Literacy

Historical debate is essentially a product and concrete manifestation of multiple historical interpretations.The use of history and contends in the cultivation of historical interpretation literacy can create an interactive process and a stimulating situation of education.It can conform to the students' rebellious psychology and desire for knowledge.It can be based on the era,environment,position,perspective,identity,level,Factors such as experience,emotions,and personality explain the“endless dialogue” between historians and historical facts,between the present and the past.Not only that,the teaching of history and debate can also lay a historical interpretation process from the teaching situation,teaching materials and teaching methods,as well as critical thinking,divine thinking,evidence thinking,time series thinking,holistic thinking and value thinking needed to nourish historical interpretation.And to promote the personalization of students and the socialization of students to play the role of historical interpretation in real life.This paper cuts through the perspective of cultivating historical interpretation literacy.It focuses on the current situation and inadequacies of the use of historical contends in the history teaching of middle school.It mainly discusses the concept and type of historical debate,and on this basis,deeply analyzes its literacy in historical interpretation.The application value,application principle and application path are also based on the "Anti-Japanese War" lesson as an example to make corresponding practice and summary.In the aspect of the cultivation of core literacy,innovative use of historical contends to implement the cultivation of historical interpretation literacy,and then with historical interpretation as the starting point,committed to the overall "fostering" of the core literacy of the historical discipline.Through the author's research,the application of historical contends in the cultivation of historical interpretation literacy is drawn.On the top level,the core literacy concept of literacy cultivation and discipline integration based on educational perspective should be established.At the middle level,it is necessary to plan the macroscopic design covering the teaching of historical controversy from the requirements of curriculum standards,teaching objectives and teaching methods.At the grassroots level,we must practice the classroom teaching steps around the contention of the debate: first,present the historical debate and the problematic chain,create new problem situations for the students in the classroom,and advance the teaching steps;then,in the interaction between teachers and students,Teachers demonstrate questions,define concepts,read historical materials,logical reasoning,and discriminate the process of reflection,so that students can master the methods of dealing with historical contends in imitation;finally,put forward practical problems,and urge students to arguing purely on the methods,thinking and debate Ability to apply real-world real-world problems,effectively train and improve students' thinking quality and key ability to explore problems and solve problems.