A Case Study About The Cultivation Of Historical Data Demonstration For Eighth Grades In Rural Areas

Historical materials are one of the basic contents of history learning,while empirical evidence is the method of drawing historical conclusions.As one of the core literacy of history subject,the literacy of historical data demonstration is of great significance to the history learning of middle school students.It is not only an important method for students' history learning,but also a necessary way for the formation of other literacy.However,at present,the cultivation of historical data demonstration literacy of junior high school students in rural areas is not comprehensive enough,and the literacy level of students is still at a relatively basic stage.Therefore,historical research on improving the historical data demonstration literacy of rural junior high school students is necessary.On the basis of collating and summarizing domestic and foreign research,combined with the actual situation of rural schools in Qingyang,this article uses questionnaire survey,interview,case study and other methods to investigate and analyze the status quo of the historical data demonstration literacy of the eighth grade student in Y middle school.The survey shows that the junior middle school students in rural areas still suffer from the vague concept of historical materials,lack of interest in learning historical materials,poor value judgments of historical materials types,insufficient ability to use historical materials,and weak awareness of empirical evidence.In view of the problems in the training process,the author analyzes the reasons for the poor cultivation of Y middle school students' historical data demonstration literacy from the teacher level,student level and other levels.Subsequently,based on historical teaching cases,the article conducts research and analysis on historical materials collected and sorted out,classroom historical materials teaching cases,aiming at the development and utilization of local historical materials for junior high school students in rural areas.Propose corresponding solutions to the problems.The article is based on the status quo of the "historical evidence" literacy of Qingyang Y middle and rural junior high school students,combining theory with practice to carry out argumentation and analysis,and finally puts forward the following strategies for the cultivation of students' historical data demonstration literacy.First,rural teachers should strive to improve their professional development level,change their teaching concepts,and carry out informatization teaching in order to cultivate students' historical data demonstration literacy.Second,in history teaching,rural teachers can use historical materials to create historical situations,stimulate students' interest in learning historical materials through questioning,and continuously optimize the design of historical teaching to achieve the goal of cultivating students' historical data demonstration literacy.Third,teachers can help students master the types and values of historical materials,guide students to collect historical materials through multiple channels,guide students to read and analyze historical materials,and cultivate students' awareness of empirical evidence.Fourth,schools should focus on the development of rural history curriculum resources,strengthen the professional training of rural teachers,and work together with teachers to improve the level of historical data demonstration literacy of rural junior high school students.It is expected to provide a reference for the cultivation and practical application of the historical data demonstration literacy of junior high school students in the process of rural history teaching.