Investigation On The Current Situation Of The Cultivation Of Senior High School Historical Interpretation Literacy And The Response Of Classroom Teaching

With the deepening of curriculum reform in senior high school,the requirement of discipline literacy and skills of students in history discipline has also been improved.The high school history curriculum standard regards the cultivation of core literacy of history as the educational goal of the new curriculum reform.It not only considers the educational value of history from the essence of history,but also reflects the development requirements of high school history education for the core literacy of middle school students in the new period.The aim of the literacy of historical interpretation is to train students to interpret,analyze and evaluate historical events or problems by using historical logical thinking.As one of the core qualities of history discipline,cultivating and improving the quality of historical interpretation is the focus of academia and teachers.In order to better implement the teaching concept of historical interpretation into the history classroom and avoid its weakening or alienation in teaching,it is particularly important to cultivate students' historical interpretation literacy according to the combination of learning and teaching cases.Firstly,this paper explains the concept of historical interpretation,the position of historical interpretation in the core quality of history discipline and the standard of level division of historical interpretation literacy,and explores the historical interpretation literacy in theory as a theoretical pillar.Secondly,through questionnaires and interviews with teachers to understand the history of teachers and students of six middle schools at different levels in Suining area of Sichuan Province in high school history classroom.Explain the current situation of cultivation of literacy,analyze and summarize the problems reflected in the questionnaire and teacher interviews,and explore the reasons for them.Finally,in view of the problems reflected in the questionnaire and interviews,combined with specific teaching cases,this paper puts forward teaching countermeasures from the four perspectives of using historical materials,emphasizing multiple perspectives,focusing on historical expression and making good use of historical comparison,and further explores how to better use them in order tocultivate senior high school students' historical interpretation literacy.Through the above efforts,it is hoped that it will be helpful to the cultivation and promotion of students' historical interpretation literacy.