Study On Strategies Of Cultivating Students' "Empirical Literacy Of Historical Materials" In Senior High School History Teaching

The attempts to explore the teaching strategies of cultivating students' empirical literacy of historical materials in senior high school history teaching may provide some reference for high school history teaching to implement the core quality of history subject,thus improving the core quality of Chinese students to fulfill the fundamental task of education.Through investigation and analysis,the application of historical materials in high school history teaching has been paid enough attention to,but the cultivation of "historical material empirical" literacy is far from satisfactory.That is to say,the majority of teachers are not clear about the basic connotation of "historical material empirical" literacy and the practical methods of cultivating historical material empirical literacy.Generally speaking,empirical literacy of historical materials should include the essential qualities and key competence to carry out historical empirical study,namely,being realistic and pragmatic,arguing based on history and evidence,the ability to collect,organize,interpret and apply historical materials.In order to cultivate senior high school students' historical material empirical literacy,teachers should start with teaching concept,teaching process,classroom teaching mode as well as learning evaluation system and meet the four major objectives: cultivate students' questioning awareness,historical material awareness,evidence awareness and critical thinking.In a word,to cultivate students' empirical literacy of historical materials in senior high school history teaching is to further refine the necessary qualities and key competence required by historical material empirical study and implement them into daily teaching so that students can develop the habit of questioning and referring to historical materials and evidence and be equipped with empirical literacy of historical materials.