Research On The Cultivation Of High School Students' Historical Interpretation Literacy

With development of the core accomplishment of the history discipline,the history teaching has its clear direction.As the key quality of the core quality of history,how to help students develop this ability is an urgent problem in the new era of history teaching,and it is of great significance to reality.This study consists of six parts.The first part is the introduction.In the introduction,the author explains the reasons why he conducts the paper from three perspectives,from the curriculum reform,the reform of the college entrance examination on the history of the realistic requirements of teaching and research conditions.Secondly,this paper makes a specific analysis of the research status of historical explanatory literacy from two aspects,including the concept and connotation of historical explanatory literacy and the cultivation of historical explanatory literacy.The second part explains the concept and connotation of historical literacy.Firstly,this paper analyzes the concept and characteristics of historical explanatory literacy from the perspectives of content,form and ability expression,and then divides of historical explanatory literacy into three basic levels and analyzes the relations among them.Historical interpretive accomplishment can be divided into three basic levels,consisting of understanding description,revealing essence and value judgment,which are an organic whole.The third part is the significance of cultivating students' historical interpretation accomplishment.This paper expounds the value of cultivating students' ability of historical interpretation from three aspects,containing showing the charm of history,the need of students' future development and the cultivation of innovative talents.The fourth part takes Zhengzhou Experimental high school as an example to investigate and analyze the current situation of the cultivation of students' historical interpretation literacy.Firstly,the cognition status of students' historical explanation literacy was analyzed through questionnaire survey,and then the level of historical explanation literacy of students in our school was tested by subjective and objective questions.Finally,the relevant teachers were interviewed and observed in class based on the questions reflected in the questionnaire.The analysis results show that most of the students in our university have an intermediate level of historical interpretation literacy,and the proportion of students at high level is too small.Students have some problems such as insufficient cognition of historical explanation quality,limited thinking and improper language expression and so on.While teachers have some problems such as urgent updating of educational concept,single teaching mode,insufficient interest and openness in class,and ignorance of extracurricular learning.The fifth part mainly discusses how to cultivate students' historical interpretation literacy.Based on the above problems in the cultivation of students' historical interpretation quality in our school,teachers should take effective measures in five aspects:renewing the educational concept,enhancing students' interest in cultivation with "usefulness",deepening the breadth and depth of students' thinking,improving their language expression ability,and attaching importance to the value of extracurricular activities.In order to update the educational concept,teachers should not only recognize its significance and find ways to improve it,but also continuously create an external demand to enhance the development momentum.At the same time,the paper introduces the methods and principles of interest cultivation through usefulness promotion.In the aspect of improving the breadth and depth of students' thinking,this paper mainly introduces five specific operating methods,including using the logic clues throughout the teaching content,reshaping the knowledge in daily life,creating the situation,supplementing the necessary knowledge,and constructing the contrary knowledge and conclusion.In terms of improving students' language expression ability,we should also pay attention to the training and explanation of subjective questions to lead students to correct expression in addition to the two methods of asking questions and retelling.The sixth part is the teaching practice of the cultivation of historical interpretation literacy.The author will take the lesson: Anti-Japanese War as an example.In order to better reflect the application of historical explanation literacy teaching strategy in the practical teaching,the teaching example of Anti-Japanese War is demonstrated in detail,which is an important achievement of this research,so as to promote the cultivation of historical explanation literacy of high school students.