Exploration On The Cultivation Strategies Of Empirical Literacy Of Historical Materials In High School History Teaching

With the introduction of the General High School History Curriculum Standard(2017edition),the five core literacy of history subjects have gradually become the focus of high school history teaching research.Among them,the new course mark clearly states that the so-called historical evidence refers to "the identification of obtained historical materials,and the use of credible historical materials to try to reproduce the historical truth attitude and methods".1In the new course standard,it is divided into 4 ability level requirements,which mainly include the understanding and application of historical materials,such as:dividing the types of historical materials,obtaining historical materials sources,the ability to identify historical materials,the use of historical materials analysis,comparison,demonstration.It emphasizes that teachers continue to strengthen students’ ability to think and solve problems in the course of history teaching,establish the spiritual quality of questioning consciousness and constantly seeking truth,and cultivate students’ empirical spirit and objective and rigorous attitude towards history management.In the process of studying history and understanding history,historical evidence is one of its unique thinking qualities.It is the necessary way to achieve much literacy,is to understand and explain the history of one of the key capabilities and important ways.The college entrance examination is the baton of first-line teaching,which has a certain guiding effect on the history teaching of high school.Therefore,starting with the high examination questions,clarifying the requirements and ability hierarchy of historical material empirical literacy,analyzing the characteristics presented in the relevant examination questions of historical material empirical literacy examination,exploring the training strategy of historical material empirical literacy is an important task in the current high school history teaching.Based on the college entrance examination question,exploring the training strategy of historical material empirical literacy can not only promote teachers’ teaching practice ability and professional development level to be improved,but also lay the foundation for future education and teaching.For students,the college entrance examination entitled "Relying on the analysis of historical materials empirical literacy training strategies,at the same time,can help students to strengthen the grasp of historical learning methods,the implementation of empirical spirit and humanistic literacy training,help the formation of unique thinking and quality of history disciplines,as well as better guide the practice of life,to achieve learning."On the basis of the research results,this paper explores the strategy of cultivating the empirical literacy of historical materials in high school history teaching,based on the 2017 edition of the General High School History Curriculum Standard and the 2020 College Entrance Examination National Paper History Test.This article consists of three parts.The first part,starting with the 2017 edition of the General High School History Curriculum Standard,comprehensively explains the connotation of historical materials and historical materials empirical literacy,and analyzes the level of ability that needs to be achieved in historical material evidence.Combined with the actual situation of high school history teaching,this paper analyzes the problems existing in the cultivation of historical material empirical literacy in high school history teaching,such as the single source of historical material in history teaching,the reference of historical material is too old,the use of historical material is not clear to the level of students’ historical material empirical ability examination,ignoring the student’s main position and so on.Therefore,we should base on the college entrance examination questions,fully grasp the level of historical evidence-based literacy of the ability level,improve the students’ historical thinking ability.The second part,the 2020 college entrance examination national paper history test questions on the historical material empirical literacy examination of the relevant examination questions show the following characteristics: rich types of historical materials;Focus on the examination of the level of ability;contains the penetration of historical thinking;The inheriting of the feelings of nation and country embodies the thought and intention of the morality education.Based on the above characteristics,this paper explores an effective strategy for the cultivation of empirical literacy in historical data.The third part,based on the above college entrance examination of the national examination of the history paper on the historical material empirical literacy examination of the characteristics of the relevant examination questions,take the following training strategies: collect a variety of historical materials,cultivate the spirit of empirical;strengthen the guidance of learning law and enhance the ability of historical evidence;Applying problems to lead and cultivate historical thinking;Update the concept of education and implement the morality education.