Research On The Teaching Of Historical Materials Based On Empirical Literacy Of Historical Materials

Along with the development of education reform,the entrance examination of higher education and high school history textbook have changed greatly.The approach to high school history teaching has changed from the traditional history knowledge single-line teaching to students' inquiry learning based on typical historical materials.Although the transformation is still in the transitional stage,it is a major trend of teaching development.Under the new learning situation and new situation,the teaching of historical materials should also start from the current situation and change with the times.However,actually in the course of teaching historical materials in high schools,the classroom teaching is not efficient because of misuse of historical materials.And it is very tough to reach the scheduled goals of historical subjects core literacy based on historical materials empirical literacy.On the one hand,teachers' teaching methods usually are not reasonable,such as insufficient interpretation of historical materials in textbooks,single classroom teaching form,lack of guidance on students' thinking methods,single types of historical materials,and so on.On the another hand,students' learning methods are also not efficient,such as ignoring historical materials in textbooks,lack of interest in history learning,lack of subject thinking ability,only depending on teachers' inertia,and so on.However,to change this situation,we need to start with teachers because teachers are organizers of teaching activities,who has an indelible influence on students' learning.At present,it is in the process of college entrance examination reform and high school history textbook reform.This paper holds that under the current new training objectives,teachers should start from the selection of historical materials,check the source of historical materials,and strive to be authentic and credible.Secondly,starting from students' learning situation,they should choose diversified and appropriate historical materials to meet the cognitive characteristics of students and stimulate their learning motivation.Finally,we should guide students to analyze historical materials,design problems with gradients,from easy to difficult.We should cultivate and teach students' awareness and methods of historical data demonstration,and implement the core literacy in line with the characteristics of students' thinking.This paper takes the teaching of historical materials based on the empirical literacy as the thesis topic.Firstly,we probe into the connotation and necessity of the historical materials and analyzes the existent problems in the teaching activities.Then,we discuss the application principles and strategies in classroom teaching.Finally,we take the actual classroom case as an example to carry on the practical research of cultivating students' empirical quality in teaching activities.