Empirical Evidence And Historical Interpretation Of Historical Data In High School History Textbooks

The Ordinary High School History Curriculum Standards(2017 Edition 2020 Revised Edition)proposes to cultivate and improve the core literacy of the history discipline of students as the goal,and to clarify the five core literacy of history discipline,including historical materialism,time and space concepts,historical evidence,and history Explanation,family and country feelings.Among them,empirical evidence from historical data is a necessary way for all literacy to be achieved,and historical interpretation is the requirement for historical thinking and expressive ability in all literacy.Empirical evidence from historical data is a prerequisite for historical interpretation.Historical interpretation includes empirical evidence from historical data,both of which are independent and connected.Students master the method and ability of learning history through historical evidence and historical explanation,forming a unique historical thinking.Understanding history and reality from multiple perspectives has an irreplaceable role for students to establish historical concepts and cultivate family and country feelings,and meet the needs of students' personal development and the country's talent training.Effective use of empirical evidence and historical explanations in teaching and transformation of traditional teaching models can promote the improvement of teachers' professional level and teaching ability.Empirical evidence and historical interpretation of historical data,as key factors in core literacy,are the only way to solve historical problems.Historical evidence is inseparable from historical explanation.The primary factor in understanding historical issues is to learn to distinguish historical data,extract effective information,and combine existing knowledge to make historical interpretations.In order to improve the effect of classroom teaching,this article will take Chinese and Foreign History Outline(Part 1)as an example to illustrate the implementation of historical evidence and historical interpretation in high school teaching.Carefully sort out the content in the textbooks of Chinese and Foreign History Outline(Part 1)that can reflect the relationship between historical evidence and historical interpretation.We can see that the textbooks “introduction”,“learning focus”,“historical reading”,“windows of learning and thinking”,“historical aspect”,and “exploration”,The six parts of historical materials such as “and expansion” can justify the main content of the textbook,provide an important example for teachers and students to develop historical evidence and historical interpretation,and are also an important basis for cultivating students' core literacy of historical evidence and historical interpretation in classroom teaching.The historical view,the position of the researcher,the professionalism of teachers,and the cognitive level of students are the basic factors that influence historical interpretation.To cultivate students' abilities of“historical evidence” and “historical interpretation”,teachers must master some basic strategies,such as:Expand the reading volume of students' knowledge of literature and history,teach students the skills of analyzing historical data,improve the rigor of students' logical thinking,and exercise students' ability to integrate history.Through studying the classroom teaching practice under the guidance of the new curriculum standards,we know that to cultivate students' core literacy of historical evidence and historical interpretation,teaching design can be carried out from three aspects: teaching objectives,teaching process,and teaching evaluation.Due to the differences and imbalances of students,teachers need to collect a large amount of data before class and select historical materials that meet the cognitive level of students to improve the effectiveness of classroom teaching.Only by helping students establish a correct view of history and relying on historical data can they construct correct historical interpretations,form correct values,and achieve the goal of educating people through the discipline.In teaching,constructivism should be used as the theoretical basis,and historical data should be used as the benchmark,so that students' experience theory can be derived from history and evidenced by history,so as to deepen the cognition of historical evidence and historical interpretation.Teachers can use teaching strategies such as “situation creation”,“problem inquiry”,and“knowledge transfer” to improve the cultivating effect of historical evidence and historical interpretation in the history classroom.