Research On The Application Of Public Historiography In The Cultivation Of Historical Interpretation Literacy In Senior High Schools

In the 21 st century,with the continuous development of media and information technology,the way of historical interpretation,dissemination and writing has changed.As a young branch of history,public history is constantly showing its infinite vitality and vitality.More and more people begin to pay attention to and promote the development of this vigorous young discipline.Public historians even express the beautiful imagination that “the 21 st century is the era of public history”.At the same time,the discipline system construction of Chinese public history also develops accordingly.In recent years,public history education has also made great progress at the university and graduate level,and public history and history education are increasingly closely integrated.The continuous development of public history education has also opened up a new teaching idea for senior high school history teaching.We need to recognize it and use it.In the rapidly developing 21 st century,this is an issue that every history teacher must consider.At the same time,History Curriculum Standards for Senior High Schools(Ministry of Education of the People's Republic of China 2017)stipulated new requirements and prospects for high school history teaching.With the comprehensive update of the senior high school history textbook,the compulsory course in senior high school history has been changed to the general history course,and added optional compulsory content and optional content that students have never encountered before.Taking the compulsory textbook “Chinese and Foreign History Outline(Part 1)” as an example,it abandoned the special history teaching mode of the original Yuelu version,adopted the general history type,and merged the political,economic and cultural history of the same period into one lesson.The content is more comprehensive.To a certain extent,it is a big test for students' cognitive level and cognitive ability,especially for students with poor foundation.Therefore,in this case,it is particularly important to choose suitable teaching ideas and teaching modes for students with different cognitive levels and cognitive abilities.The author thinks about and explores how the students with poor foundation get interested in history learning and how to cultivate such students' “historical interpretation” literacy in history teaching.Through questionnaires for students andinterviews and conversations with relevant school leaders and teachers,on the basis of the reliability and validity of the questionnaires,the author realized that the concept and content of public history has a role that cannot be ignored in the student' history learning and is worthy of consideration by every history teacher.Especially during the fight against COVID-19,in order to ensure that senior high school history teaching can be carried out in an orderly manner and achieve the purpose of “suspending classes without stopping school”,the continuous development of online teaching has highlighted the advantages of public history.Through the selective addition of public history concepts and public video history,public cultural heritage,and popular history in teaching,students' literacy in “historical interpretation” has been significantly improved,as well as students' historical learning interest and historical achievements.By communicating with students,we can know that public history is more intuitive and vivid,and it is easy to stimulate students' interest in historical learning.It helps to create and restore historical situations,and facilitates students' understanding of historical knowledge and interpretation of historical materials.Compared with traditional history,public history has a clear advantage.Of course,we also need to see the problems that need to be solved in the application of public history in senior high school history teaching,such as the imperfect discipline system,the“commercialization” of some contents,and the contradiction between senior high school's heavy academic studies,etc.But we should also see that the development between public history and history pedagogy,both belonging to applied history,is inseparable and mutually reinforcing in the current era.We must keep pace with the times,actively explore the application of public history in middle school history teaching,find a new development path for middle school history teaching,and provide more opportunities and a better development environment for public history.