The Cultivation Of Students' Historical Empirical Accomplishment In The High School History Teaching

This year issued ordinary high school history curriculum standard(2017 edition),will history five core literacy as a high school history curriculum objectives,and academic quality levels correspond to the five core literacy,it serves to show to the importance of the core literacy history discipline.Five core accomplishment of historical empirical literacy is the necessary way to study history,also cultivate students' literacy for other core link.History is objective existence,people through to the historical data excavation and gradually restore the truth of history,historical empirical study of history is the main way.In the college entrance examination in recent years,both reform pilot area in advance and the upcoming reform areas,to investigate the students'historical empirical accomplishment is more and more frequent,mainly involves basic knowledge on the historical data of detection,to investigate the students historical interpretation,historical argument,etc.Develop the students' historical empirical accomplishment,first need to history teacher training.Each region can be through the lectures and online learning methods such as history teacher's understanding of curriculum reform and historical empirical literacy,to strengthen the teaching of historical consciousness,improve the ability of historical data collection and processing.Teachers need to clear the connotation and significance of the historical empirical literacy,master in the teaching to cultivate students ability of historical empirical literacy,in the historical data collecting and organizing need to follow the principle of authenticity principle,the principle of typicality,diversity and the principle of moderation,combines historical materials and classroom efficiency.Teachers to cultivate students' literacy of historical empirical mainly concentrated in the teaching activities,according to different levels of historical empirical teaching activities can be divided into four categories:Basic knowledge on historical data,collecting and organizing the historical data,historical data analysis and interpretation,the use of historical data and demonstration.In the teaching activities,teachers mainly act as guide and summarize sublimation,details still need to students themselves,autonomous exploration,learning by doing.In addition to this,conditional schools can also develop the curriculum resources in and around the school,give full play to the school and the power of the history teacher,rational utilization of university library and campus network,using local historical resources to carry out teaching or compile school-based teaching materials,etc...