The Study On Senior High School Students' Historical Explanation-Based On The Structure Of The Observed Learning Outcome

Five core qualities of history discipline,namely,historical materialism,historical evidence,historical interpretation,space-time concept and national feelings are puted forward in the 2017 edition of History Curriculum Standards for Senior High Schools.Among all kinds of accomplishments,historical interpretation not only provides necessary historical thinking and expressive ability for other accomplishments,but also is the ultimate self-recognition and fundamental embodiment of high school students to history disciplines.Therefore,it is particularly important to cultivate high school students' historical interpretation accomplishment.However,in the actual teaching process,the quality of historical interpretation is abstract,difficult to evaluate and difficult to implement.SOLO,as an evaluation method introduced from abroad according to the level of thinking,abandons the drawbacks of traditional sampling point scoring,can judge students' expressive ability and thinking requirements according to the students' answers,meets the basic requirements of students' cultivation of historical interpretation literacy,and provides a clear vision for evaluating the ability of historical interpretation literacy.Under the SOLO,the requirements of senior high school students' historical interpretation literacy are reconstructed into five levels,which roughly include the history that can distinguish objective history and interpretation;the ability to choose to use individual historical facts to put forward their own interpretation;the ability to choose to use relevant historical facts to put forward their own interpretation;the ability to choose to use multiple historical facts,and to establish the relationship between them from the whole.Put forward their own historical explanation;can analyze the problem from a theoretical height,so that the meaning of the problem itself is expanded,and put forward their own new explanation.At the same time,taking 42 questions in the National History Examination Paper of Wenzong II in 2017 as an example,this paperspecifically evaluates the ability of senior three students to interpret history,and explores the ways to cultivate senior high school students' interpretative literacy.