On The Cultivation Of Students' Quality Of Historical Explanation In Senior High School History Teaching

Since the publication of the curriculum standards for general high school history(2017edition),it has become an important task for high school history teaching to cultivate students' historical interpretation literacy.The cultivation of historical interpretation literacy plays a positive role in stimulating students' interest in learning,developing students' historical thinking ability and promoting teachers' professional development.With the deepening of educational reform,the dominant position of historical interpretation literacy is gradually revealed,which is not only conducive to students' mastering of basic knowledge,but also conducive to the development of students' comprehensive ability.Therefore,in the context of the new curriculum reform,teachers should attach importance to the study of historical interpretation literacy,and try to build a bridge between history curriculum and historical interpretation literacy,and help students to implement historical interpretation literacy in classroom teaching,so as to realize the educational value of high school history curriculum.Historical interpretation is a combination of subjective and objective,which determines that historical interpretation is pluralistic.However,interpretation is rigorous,and it can be fully objective only on the basis of the combination of historical theories and the emergence of historical theories.Therefore,in the history teaching,the cultivation of students' historical interpretation literacy is particularly necessary.The new curriculum standard points out that the quality of historical interpretation refers to the attitude,ability and method of rational analysis and objective evaluation of historical things based on historical materials and historical understanding.It can be seen that it includes the ability to analyze historical data,understand historical facts,objectively analyze and judge,etc.,which helps students to explain more objectively and rigorously.From a macro point of view,under the opportunity of the new curriculum reform and the college entrance examination reform,it is still of great significance to study in-depth the cultivation of history interpretation literacy of middle school students in teaching from three aspects of teaching,learning and examination.Specifically in the field of history teaching,in order to promote the development of students' overall quality and improve teaching efficiency and effect,this paper defines the relevant concepts of historical explanatory literacy by sorting out relevant literature and research results,starting from the requirements of the history curriculum standards of ordinary high schools(2017 edition)and the evaluation system of China's college entrance examination,through a questionnaire survey of students and an interview with the front-line history teachers,this paper analyzes the problems and reasons of cultivating the high school students' quality of historical interpretation.From the analysis of the results,the students' thinking mode,consciousness of historical evidence,consciousness of active inquiry and other factors have a great influence on the cultivation of their historical interpretation accomplishment.The Teachers' literacy level and educational concept are also factors that influence the cultivation of students' historical interpretation literacy.Finally,guided by questions and combining theory with practice,the typical questions of historical interpretation literacy are examined in 2017-2019 national Volume I college entrance examination questions,this paper puts forward effective strategies to cultivate students' historical interpretation quality from three aspects: teaching with historical materials,advocating independent teaching,and exploring the real topic of college entrance examination,so as to provide ideas and methods for improving students' historical interpretation quality in high school history teaching.