A Study On The Competencies Of Historical Interpretation Literacy Among Senior One Students

Since the 21 st century,with the rapid development of economy and the fastchanging science and technology,the demand for the quality of workers is getting higher and higher,which promotes the new concept of talent.The purpose of future education is to cultivate people with the core literacy of the new era.Historical interpretation literacy is one of the five core literacy of history discipline.How to cultivate students' historical interpretation literacy is a problem that every high school history teacher should think about.In daily teaching activities,teachers have many shortcomings in the cultivation of students' historical interpretation literacy.Therefore,in this paper,starting with the cultivation of the historical interpretation literacy of the senior one students,the methods suitable for the cultivation of the historical interpretation literacy of senior one students are found with the combination of the specific learning situation of senior one students in Xiushan No.1 Middle School.Firstly,based on the previous research achievements of historical interpretation literacy,the relevant concepts of historical interpretation literacy are defined and the relationship between historical interpretation literacy and the core literacy of other historical disciplines is discussed.Secondly,the present situation of the cultivation of the historical interpretation literacy of senior one students in Xiu No.1 Middle School is investigated.Through the investigation,some problems are found in the cultivation of the students' historical interpretation literacy.There are many reasons for these problems.From the perspective of students themselves,many senior one students do not attach much importance to history.They lack basic knowledge and need to improve their learning habits of history and expression ability.From the perspective of teachers,they have insufficient understanding of theories related to historical interpretation literacy and lack deep research on history textbooks.Their teaching methods also need to be improved.To solve these problems,we should cultivate students' historical interpretation literacy from three ways: before class,during class and after class.In the pre-class preparation,teachers should study the new history curriculum standards seriously,determine the teaching objectives,get familiar with the new textbooks,integrate the teaching contents,and compile learning guide for students' preview.In the classroom teaching,the "three-link" class mode of Xiu No.1 Middle School need to be used to cultivate students' historical interpretation literacy with the combination of the example of the "Two Opium Wars" to carry out a specific discussion.After class,teachers can use mind map to guide students to grasp the history development skeleton,internalize knowledge and sort out the characteristics of different historical periods.Teachers can also increase students' reading quantity by asking them to read textbooks and relevant supplementary materials after class,and cultivate students' historical interpretation literacy through proper exercises and other methods.