Research On The Cultivation Of Students' Historical Evidence Literacy In High School History Teaching

Five core attainments of history discipline have been introduced by the curriculum standard of history discipline in ordinary high school(2017 edition),among which the attainments of historical evidence have the most historical characteristics.Historical evidences are necessary ways to achieve the accomplishment of historical disciplines,and also important ways to cultivate students' positive consciousness,scientific spirit and rational thinking.Cultivating students' historical evidence literacy is not only conducive to changing students' traditional learning methods and cultivating their innovative consciousness,but also conducive to the acquisition of historical methods and the improvement of historical thinking ability,And,most of all,conducive to the formation of correct values and the improvement of moral cultivation.This paper adopts case analysis method,literature review method and other research methods,draws on the excellent cases of front-line teachers and their own teaching practice,connects teaching and classroom.To the "Chinese and foreign history compendium" first class "the origin of Chinese civilization and early state" lesson teaching as an example,the specific use of ancient rich archaeological materials,kinds of historical literature,myths and legends,blend in historical teaching in students' learning activities,stimulate students interest in learning,improve students' ability to use historical data to identify and recognize historical materials is the main reference of historical research,but the literature historical data has some limitations,such as omission,handy,subjective infiltration,etc.Mutual evidence of historical materials is one of the important principles to obtain a reliable conclusion.If mutual evidence can be formed among historical materials,especially if the documents and historical materials can be supported byunearthed cultural relics,a conclusion that is close to the fact can be drawn.To guide students to doubt boldly,carefully seek for evidence,let students learn to collect,collate and analyze historical materials independently,eliminate the false and preserve the true,and understand and explain history in the mutual evidence of historical materials,so as to explore the cultivation of students' empirical literacy in historical materials in high school history teaching.The first part of this paper starts with the connotation and importance of historical evidence accomplishment and discusses that historical evidence accomplishment is the core accomplishment of historical scientists.The second part investigates and analyzes the present situation and reasons of the cultivation of students' empirical literacy in the history teaching of senior high school by means of questionnaire survey.The third part discusses how to cultivate students' historical evidence accomplishment in teaching according to the specific teaching content.Finally,the author puts forward some Suggestions on how to improve students' empirical literacy of historical materials in high school history teaching.This paper finds problems from teaching practice in order to solve problems from teaching practice.Starting from the new curriculum standard new textbooks and the ancient history,we are aimed to help students develop feelings for the early Chinese civilization,explore the source of the nation,know the root of the nation,have national identity and assume national responsibility,to achieve the organic integration of the core literacy theory and teaching practice,promoting the progress of the teaching reform in the first line of history.