Teaching Research On The Evaluation Of Historical Figures From The Perspective Of The Core Quality Goal Of The Discipline

History is an important part of the humanities and plays an important role in the cultivation of students’ humanities.In the teaching of history courses,the teaching of evaluation of historical figures can enable students to understand the excellent qualities of historical figures,deeply feel the traditional virtues of the Chinese nation,strengthen students ’sense of social responsibility,and promote the formation of students’ correct moral concepts and sound personality to adapt The requirements for high-quality talents required by the development of modern society.Therefore,with the continuous reform of education,the teaching of evaluation of historical figures has attracted more and more attention from teachers and students.In the current teaching process for the evaluation of historical figures in high schools,teachers pay more attention to the background,process,results,and influence of historical events.The explanation of historical figures is often the point.The long-term past students’ interest in learning historical figures has plummeted,which has dampened students The enthusiasm for learning historical figures is not conducive to the cultivation of students’ humanities and core qualities of history,and it violates the goal of the new curriculum reform in history.In response to this phenomenon,teachers need to analyze the status quo and create a vivid and flexible history class in combination with the actual situation to maximize students’ interest in learning historical characters.Secondly,in the explanation of historical figures,teachers should pay special attention to the influence of the figures themselveson students,and use people to influence people,so as to realize the purpose of educating people in the new history curriculum reform.On the basis of browsing a large number of relevant documents,this paper studies the evaluation teaching of historical figures from the perspective of implementing the core literacy of history.First of all,through the literature research method,this paper explores the definition of historical figure teaching and the value of historical figure teaching in high school history teaching.Secondly,a questionnaire survey is mainly conducted on a middle school in Nanning City to collect relevant information about the evaluation of historical characters and the penetration of core qualities of history subjects in history classrooms.The information collected through the questionnaire survey is analyzed and combined with the individual The typical case analysis collected during the internship finds out what are the current problems with the evaluation of historical figures by students.Did the students feel that the teacher has infiltrated the core qualities of the history discipline to the students during the daily teaching process of the history teacher?Finally,in view of the current problems,this article will provide students with their own reasonable suggestions on the teaching strategies that teachers should adopt from the perspective of infiltrating the core qualities of history subjects into students so that students can form a correct understanding and evaluation of historical figures.Then according to the case and the lecture record during the internship,and at the same time based on the theoretical research of this thesis,combined with the core literacy of the history discipline to design an instructional design,with the human education version of high school history compulsory two sixth unit,lesson 18,Roosevelt New Deal For example.In order to enhance the practicality of this article,I hope to provide reference experience for high-level history teachers in high school,improve teaching efficiency,promote the development of evaluation teaching of high school historical figures,help students establish correct values,and cultivate sound personality...