A Strategic Study On The Quality Of Historical Understanding Of High School Students

Under the background of new curriculum reform,"core literacy" gradually caught our attention,which is important in current educational reform.Students' literacy is developed with the help of different periods and disciplines of education,therefore the researches of the different disciplines literacy are carried out immediately.And cultivating students' core literacy becomes the target of all kinds of reaching activities.Since 2016,the "core literacy" has been discussed and revised many times officially.At present,it was summarized as "historical materialism,space-time concept,and historical empirical and historical explanation,country feelings".The five elements are interrelated and inseparable.Among them,the historical explanation is on the basis of the historical empirical studies,gradually formed with history learning abilities and thinking methods.While the use of historical materials requires the understandings of historical thinking,and the core of the historical discipline cannot be truly realized without historical materials and historical understanding.In the author's opinion,cultivating the core competence of students' history,especially the historical understanding ability,is the problem that teachers should think and study actively.After demonstrating the importance of historical evidence and historical understanding,the author emphasizes their complementary role.And after the investigation and analysis of the current situation of historical data and the cultivation of historical understanding ability in senior high school,it is found that there are some problems during the teachers' teaching process and students' learning habits.This paper starts with interactive inquiry teaching,and puts forward corresponding measures to solve the current problems.The author thinks that the cultivation of historical material demonstration and historical understanding ability is not solely dependent on teachers,and students also need to actively interact with teachers.Only in this way can teachers and students make common progress and the "core literacy" of history can be promoted together.