Research On The Effective Implementation Of History Inquiry Learning In Junior Middle School Based On Historical Materials And Positive Literacy

The 21 st century is the era of knowledge economy.The rapid development of modern society has put forward new requirements for the training of contemporary talents,that is,talents should not only have active,pluralistic and open thinking quality,but also have outstanding innovative consciousness and innovative ability.To a certain extent,inquiry learning meets the needs of the society for the training of new-type talents,adapts to the needs of students' individual development,and its importance in history learning is becoming increasingly prominent.With the deepening of the reform of history curriculum in China,the core literacy of historical evidence emerges as the times require and becomes a new goal of curriculum reform.The process of historical inquiry learning is the process of the development of core literacy of historical evidence.Therefore,through the cultivation of core literacy of historical evidence,we can understand the validity of inquiry learning,and put forward more targeted implementation strategies.At present,some achievements have been made in the research of inquiry learning and the cultivation of empirical literacy of historical materials,but the practice of how to improve the validity of inquiry learning from the cultivation of empirical literacy of historical materials is still in its infancy,and there are still some confusion and confusion about their practical application and theoretical exploration.In this regard,the author combines the results of investigation and observation,as well as his own classroom teaching practice,sorting out measures to improve the effectiveness of inquiry learning in junior high school history classroom.This paper consists of five parts.The first part is the preface,which mainly includes five aspects: first,the reason for selecting the topic of this paper;second,thecurrent research situation.Generally speaking,the current academic research on inquiry learning of history focuses on five aspects: connotation essence,guidance and implementation,practical reflection and case analysis,which lays a solid theoretical foundation for the implementation of inquiry learning of history,and a front-line inquiry learning activity of history.Practical feedback will also promote the theoretical research of history inquiry learning.At present,the empirical research on historical data focuses on the classroom practice of high school and the examination of college entrance examination.However,there are few studies on how to cultivate students' empirical literacy of historical materials in junior high school.Thirdly,it defines the concept of "inquiry learning","historical inquiry learning" and "core literacy of historical data demonstration".Fourthly,it is the research method of this paper.Fifthly,it is the innovation of this paper.The second part is the requirement of empirical training of historical materials in junior high school history classroom.The author divides three academic quality standards according to the connotation of empirical literacy of historical materials,the standard of advanced history curriculum in junior high school and the cognitive development level of junior high school students.The first level is the ability to interpret historical information.The second level is the ability to collect and analyze historical materials.The third level is the ability to use historical materials.The third part is to elaborate the relationship between inquiry learning and core literacy of historical evidence.The author believes that inquiry learning and empirical literacy of historical materials complement each other.Inquiry learning is an effective way to cultivate students' empirical literacy of historical materials.The improvement of empirical literacy of historical materials is a strong proof of the improvement of inquiry learning ability.The fourth part is the investigation and analysis of the current situation of Inquiry Learning Validity around the cultivation of empirical literacy of historical materials.Through investigation,it is found that students lack the consciousness of initiative inquiry,traditional receptive learning still occupies the main position,students' empirical literacy level of historical data is not high,the overall level has only reached one level.Teachers' teaching and learning fail to meet the requirements of inquiry learning ability.The fifth part is the main body of this paper,combined with case analysis,put forward measures to improve the validity of inquiry learning based on empirical literacy training of historical data.The author tries to put forward eight measures fromthree perspectives: cultivating students' consciousness and ability of exploring historical materials,taking historical materials as the core,optimizing the process of exploring learning,and testing the effect of learning.The first is to cultivate students' consciousness and ability of exploring historical materials: students' consciousness and ability of exploring historical materials independently is the precondition of developing core literacy of empirical research of historical materials.Secondly,we should optimize the inquiry learning process with historical data as the core: the rich and diverse curriculum resources,the integration of teaching content and the creation of problem situations can effectively improve the validity of inquiry learning.Finally,we test the effect of history inquiry learning: we check the validity of inquiry learning through the dialogue between teachers and students and the assignment of small papers,so as to provide experience for the next inquiry learning.I hope to contribute my modest efforts to the implementation of inquiry learning in the front-line classroom.The sixth part is the conclusion.The author makes a further summary of this study and reflects on the shortcomings.