How To Implement The Goal Of Core Literacy In High School History Class

the Ministry of Education issued a document named history curriculum standards for general high schools(2017 edition)in 2008,which clearly mentioned the connotation of the core historical literacy and put forward the requirement to focus on improving the quality of students,and in the daily history teaching we should focus on the cultivation and promotion of students' core literacy.Meanwhile the academic community has also carried out research on how to implement core literacy in high school history classes,but they focus on curriculum reform and instructional design,and there are few documents from the perspective of the self-literacy of high school teachers to explore the implementation of the core of historical literacy.To carry out the core quality of history can not be separated from teachers,but the current self-literacy of high school teachers in China is not enough to cope with the educational reform,they're lack of knowledge and understanding of core literacy seriouslyand this restricts the implementation of core literacy in teaching,so how to solve will be the key step to implement the goal.So this paper based on the perspective of high school teachers to explore how to implement the core literacy goals in high school history class.First,this paper summarizes the relevant literature and defines the connotation of historical core literacywhich includes six aspects including historical materialism,space-time concept,historical materials,historical interpretation and national feelings.Next,we designed a questionnaire and distributed it to six high schools of different teaching levels in Ordos,Inner Mongolia,and this article also uses the interview way to further understand the high school history teacher in the implementation of the core literacy goal in the process of the problems.Through the analysis of the results of investigation and interview,we found that the history teachers insenior high school have problems in knowledge,consciousness and methods in the process of implementing the goal of core literacy.First,High School history teacher in China generally have problems of backward historical knowledge,slow updating of historical textbooks and narrow conception of historical knowledge.Secondly,High School history teacher in China generally have weak consciousness of teaching reform,curriculum design,comprehensive use of teaching resources and theory.Finally High School history teacher in Chinause Backward teaching methodsand can not teach according to one's aptitude.Then this paper puts forward the relevant suggestions from two aspects of teaching management and teachers,and summarizes and looks forward to the research.