Study On The High School History Guided Learning Plan Based On The Cultivation Of Historical Evidence Literacy

Guided learning plan is an important teaching tool,which needs to be updated with the changing educational environment.The Ordinary High School History Curriculum Standard(2017 edition)aims to cultivate students' history key competencies.The departmental textbook has also adjusted curriculum content according to the new ideas of high school history curriculum.Historical evidence is not only the most historical discipline characteristic,but also the necessary way to achieve the quality of all kinds.On the whole,the existing guidance cases have the following problems: don't meet the teaching requirements under the new curriculum standards;lack of effective use of the network environment;difficult to meet the learning needs of students at present;As far as the historical evidence is concerned,there are the following problems in the content design of the existing guided cases:the information of historical sources is not clear enough;the combination of historical materials and topics is fixed;the understanding of historical material value is not comprehensive enough;the presentation of historical relations is inaccurate;the role of historical evidence is insufficient;the orientation of historical cognition is more one-sided.In order to cultivate students' evidence consciousness and ability of historical materials,and effectively exert the value of high school history guidance cases.Take the state-compiled of high school history textbook "the Revolution of 1911" as an example to research a specific guided learning plan about historical evidence.In the overall design: we should develop guided learning plan according to teaching objectives;make full use of the convenience of the network environment;effectively combine the current students' learning habits.In terms of content design,we should pay attention to cultivate students' sense of historical origin;set up a special historical database of " the Revolution of 1911";provide students with historical materials of different values;adhere to the principle of history;cultivate students' ability to explore through historical evidence;help students build their own historical cognition.