The Cultivation Of High School Student's Historical Interpretation Competence From The Perspective Of Macro-History

The most prominent idea of the "Standard of History Course for Common High School" promulgated by the Ministry of Education in 2017 is to condense the Key Competence.Among the five key competence of the history discipline,the historical interpretation,as a manifestation of comprehensive ability,needs to be guided by historical materialism and supported by the concept of time and space,historical data demonstration and historical understanding in teaching,so it is difficult to control and implement it.There are two difficulties: first,although the "Standard of History Course for Common High School" is accurate and refined,but for the majority of teachers and students,it is not easy to understand;Second,as the connection hub of the five core qualities,"historical interpretation" literacy requires teachers and students to have higher comprehensive quality due to the influence of historical view theory,historical materials,explanatory subjects,historical methods and perspectives and other factors.Ray huang advocates the "macro-history",claims under the exploration history of the concept of "why so",and summarized the research technique,by comparing the Angle of thinking,from the perspective of technology rather than the morality,why have not been able to achieve modernization in traditional Chinese society through the thinking of the problem,to the Chinese history of endeavour.Huang renyu's "macro-history" provides us with a method and perspective to think about history,and applies some of these methods and ideas to history teaching in middle schools,which can provide a beneficial exploration and attempt for the cultivation of students' historical thinking and historical interpretation ability.Ray huang mainly through the analysis of the reading of academic works,this paper detailed the macro historical thoughts,at the same time,through the analysis of the related papers of class label and experts and scholars,the connotation and denotation of "historical explanation" literacy,need to be aware of problems and develop path put forward his own thinking,and then discusses both on the theory of common,and on this basis,based on history teaching cases to explain concrete implementation strategies of classroom teaching,to a middle school history teaching.