Research On Illustration Teaching Of High School History Textbook Based On The Cultivation Of Historical Data Empirical Literacy

In 2017,the Ministry of Education promulgated the "general high school history curriculum standard",which clearly proposes to cultivate students' five core qualities:historical materialism,historical data demonstration,historical interpretation,space-time concept and national feelings,among which historical data demonstration plays an important role in history teaching.In recent years,history teachers in front-line teaching all integrate historical data teaching into the classroom,so as to improve students' academic literacy and ability.Pictures,especially illustrations in textbooks,as a way of presenting historical data,play an important role in the implementation and cultivation of students' historical data empirical literacy.The purpose of this paper is to combine the process of illustration teaching with the cultivation of students' historical data demonstration literacy,and explore a new way for historical data teaching.This paper first explains the meaning of illustrations,historical data and historical data demonstration.When illustrations need to be explained or illustrated in many places,illustrations in the unified edition of the textbook "Outline of Chinese and Foreign History(I)" are used to explain,and then clarify the role of illustration teaching in the cultivation of historical data demonstration literacy.Then the paper conducted a questionnaire survey on teachers and students,the main content of the survey is about how teachers effectively use illustrations in textbooks in history teaching and how students use illustrations to learn knowledge points in history books to improve their learning efficiency.The paper also analyzes the shortcomings of teachers and students using illustrations in textbooks.In teaching,teachers sometimes do not explain the historical materials of illustrations deeply enough,the teaching form is single,they can't guide students to read pictures correctly,they can't explain the historical materials of illustrations figuratively,and they ignore the cultivation of students' empirical quality of historical materials.However,the students are not able to combine the text and pictures organically and lack the spirit of actively exploring the illustrations.Finally,on the basis of the insufficient use of illustrations by teachers and students,this paper puts forward that the use of illustrations must abide by the principles of appropriateness,representativeness,pertinence and flexibility,and that illustrations should distinguish the types and values of illustrations in the cultivation of historical data empirical literacy,and learn to use illustrations to complete mutual verification.In high school history classroom teaching,the application of illustrations can be divided into classroom introduction,content explanation,emotional sublimation and classroom summary,which can optimize the quality of classroom teaching.