A Study On The Cultivation Of The Key Competency Of "Historical Interpretation" In History Teaching In Senior High School

Since 2014,China has entered a new era of deepening the reform of basic education.It is put forward that the fundamental task of education is to cultivate moral person.In 2017,the Ministry of Education revised the latest History Curriculum Standard in General Senior Middle Schools among which the key competencies,such as the competency of historical interpretation,etc,are put forward.Key competencies are the undertaking and innovation of the three-dimensional goals.It pays more attention to the cultivation of students' comprehensive ability and competence,which puts forward higher requirements for the new curriculum reform.With the implementation of the new curriculum reform and the introduction of key competencies,historical interpretation,as a kind of competency,is of great significance to the improvement of students' overall competency and comprehensive ability.Therefore,based on the goal of cultivating the competency of historical interpretation,this thesis attempts to propose the corresponding principles and strategies for achieving the goal of cultivating the competency of historical interpretation better and faster.The thesis firstly discusses the reasons for choosing the topic.On the basis of sorting out the relevant research results of predecessors,it summarizes the literature from four aspects:the connotation of historical interpretation;the epistemology of historical interpretation;the combination of historical interpretation and middle school history education;as well as the way of cultivating the competency of historical interpretation.Secondly,clarifying the connotation of the key competency of "historical interpretation".The author defines the “key competency” by comparing the different connotations of “key competency” proposed by the United States,the European Union,Japan and China respectively.The concept “historical interpretation” is mainly defined from the perspective of history and history teaching.On thisbasis,it clarifies the content category of the research topic.The third part illustrates the survey of the current situation of the cultivation of the key competency of history interpretation in history teaching in senior high school.The survey involves the analysis of the questionnaires for students and the analysis of the interview for teachers.It is found that the main problems existing in the cultivation of the key competency of historical interpretation in history teaching in senior high school mainly include the following aspects: students lack understanding of the key competency of historical interpretation;teachers are at uneven historical competency;and there lack good atmosphere in the overall teaching environment of the school,etc.Finally,based on the present situation and the existing problems of the cultivation of the key competency of historical interpretation in history teaching in senior high school,the author puts forward four principles to cultivating students' competency of historical interpretation,including the unity of science and thought,enlightenment,gradual progress and development.On the other hand,combined with the cultivation principles,the thesis puts forward five training strategies for cultivating students' competency of historical interpretation,including students-centered,the coordination of various disciplines,teaching based on the view of multi-historical,applying diversified teaching methods,and the improvement of the vitality of historical interpretation.