Research On The Strategies Of Historical Materials Teaching In The Senior High School

The most striking change in the senior high school history curriculum standards of the 2017 edition is to propose the core accomplishment of the history discipline as a curriculum goal.Among them,the empirical literacy of historical materials requires students to collect historical materials,study historical materials and use historical materials.From the macroscopic point of view,the presentation of the empirical literacy of historical materials has guided the teaching and learning of historical materials in the first-line history classroom.In view of the previous research results on the empirical literacy of historical materials.By means of questionnaire survey and interviews to some teachers,the author pays attention to the gap between the teaching of some first-line historical materials in Guangxi Province and the goal of the cultivation in empirical literacy of historical materials.This article is based on the empirical literacy of historical materials of academic performance level thinking about the strategies of teaching historical materials to narrow this gap,in order to promote the realization of the objective about the empirical literacy of historical materials.This article is divided into five parts,the first part is the preface,it is mainly made up of the following aspects of the content: The introduction of the reasons for the topic;Defining relevant concepts;Reviewing the research on relevant content at home and abroad;Introduction of the research methods and significance and so on.The second part focuses on the analysis of the objectives and related requirements in historical materials teaching under the empirical perspective of historical materials based on the interpretation of the level of academic performance of empirical literacy ofhistorical materials.This paper ponders its new requirements for the teaching of historical materials.For example,the teaching of historical materials needs to go with the goals of the empirical literacy of historical materials;It is necessary to design the content of historical materials teaching according to the level of empirical accomplishment of historical materials;on the other hand,it is also important to cultivate students ' empirical literacy of historical materials by means of gradual and orderly methods.The third part is the relevant investigations and analysis of the current historical materials teaching.The aim is to find out the gap between teachers ' teaching and students ' learning in historical materials teaching and the goals of empirical literacy of historical materials,to analyze the main causes of the gap,and to lay a foundation for the next step to the strategies.The ? part is the research of countermeasure.After analyzing the results of the investigation and combining with the relevant theories,five countermeasures are put forward:First,the teachers need to renew the inherent concepts and improve their teaching methods;Second,in order to correctly use historical materials in the classroom the teachers need to enhance the theoretical literacy of historiography;Third,the teachers need to improve the teaching skills in questioning and dialogue guidance;IV in order to break the students ' inertial dependence on the teachers,teachers need to actively promote the transformation of students-sponge thinking to the gold rush thinking;V,take measures to implement the cultivation of students ' evidence awareness and empirical spirits.Finally,that's the conclusion.The author makes a further summary of the research topic,and looks forward to the implementation strategies of the historical materials teaching which is required to achieve the goals of empirical literacy of historical materials.