A Study On The Accomplishment Of "Historical Evidence" In Virtual Situational Teaching

In the context of the new curriculum reform,the virtual situational teaching method,which takes transposition thinking,fictitious characters and their stories,the role play and the fictitious historical data as the main manifestation,is active in the middle school history class,and presents the form novel,the interesting,is close to the student life,conforms to the student cognition and stimulating the students’ imagination,has the remarkable effect.In however,the wide application of virtual situational teaching method exposes such problems as partial situation content deviating from historical facts,lack of evidence consciousness in situational design,inconsistent with historical cognition law,exploration of superficial and false.With the emergence of the core literacy of "historical evidence",the cultivation of students "historical evidence" literacy has become one of the guiding principles of the current teaching of history subject.As a part of the history teaching in middle school,virtual situational teaching method will make a change under the guidance of the quality of "historical evidence",in order to remedy the loophole and perfect itself.Therefore,this paper gives some suggestions on the design situation from the point of evidence,the virtual component of the situation,the creation of the rich inquiry question,the supplementary historical materials,the encouragement of the students to create the situation,etc.It is hoped that these suggestions can solve the virtual situation teaching problem and carry out the requirements of the quality of "historical evidence" better.