Research On The Cultivation Of "historical Interpretation" Literacy In High School History Teaching

Historical interpretation is one of the core qualities of the discipline of history,which is different from historical materialism,space-time concept,empirical evidence of historical materials and feelings of family and country.From the perspective of students’ learning,learning history requires an understanding across time and space,and the accomplishment of the objectives of history learning can not be separated from the quality of "historical interpretation".In addition,the ability of historical interpretation has become increasingly prominent in the history of college entrance examination.The accomplishment of "historical interpretation" has become one of the main goals for high school students to learn history.From the point of view of teachers’ teaching,history teaching is not only to give students a bag of knowledge,but also to guide students to become a "thinking reed".Training high school students’ quality of "historical interpretation" is an important way for teachers to effectively teach.At the same time,the quality of "historical interpretation" is not only intrinsically related to other core qualities of history discipline,but also coincides with the concept of "people-oriented" in history education.Therefore,it is self-evident to cultivate the quality of historical interpretation.Although the core literacy of history discipline has been put forward for two years,there are still some deficiencies in the research on the cultivation of this literacy.Therefore,how to cultivate students’ quality of "historical interpretation" has become an urgent task for all history teaching workers.Based on the practice of history teaching in senior high school and the previous research results,this paper carries out relevant research on the cultivation of senior high school students’ historical interpretation literacy.In addition to the introduction and summary,the article is divided into three main chapters.The first chapter is the definition of concept.From the perspective of history,this chapter defines the meanings of "history" and "interpretation" and "historical interpretation",and divides historical interpretation into three categories: historical facts judgment,historical analysis and historical expression.The second chapter is the importance of "historical interpretation" literacy training in high school history teaching.This chapter describes the students from the consolidation of historical knowledge,improve their ability to express the history and historical significance of language ability of thinking in three areas.The third chapter is the strategy of "historical interpretation" literacy training in high school history teaching.Based on the curriculum standards of history subjects and the relevant teaching practice,this chapter narrates the cultivation of senior high school students’ quality of "historical interpretation" from the strategic aspect,such as using historical materialism to construct objective historical interpretation,presenting multiple historical materials,basing on the basis of historical interpretation,grasping the structure of time and space,and exploring the causal relationship of phenomena,etc.The fourth chapter is the attention to the cultivation of "historical interpretation" accomplishment in high school history teaching.This chapter mainly from broadens the essential extracurricular historical facts;Creating a democratic classroomatmosphere;Strengthen the guiding role of teachers;Four aspects of constructing multiple evaluation mechanism are discussed.