Strategies For Cultivating Empirical Literacy Of Art And Sports Students In Senior High School

With the increasing development of material life,the people's demand for spiritual culture is increasing,the state encourages the diversification of high school training,and the team of high school art and sports students is growing.However,most of the arts and sports students have a weak cultural foundation and choose to study specialties because the college entrance examination scores are lower than ordinary cultural students.In ordinary study,it takes a lot of time to conduct professional training.Before the professional examination is over,most art students will focus on the professional aspects of their studies instead of cultural studies.History studies are even more lacking.However,the author found in the long-term educational practice that the empirical awareness of historical materials of high school art and sports students is relatively weak,and teachers lack empirical literacy strategies for cultivating historical materials of art and sports students.Therefore,the task of cultivating empirical literacy of art and sports students is even more difficult.On the basis of previous research,this article combines its own educational practice,through a survey of high school art and sports students and history teachers in art and sports classes,to understand the problems in the empirical literacy training of art and sports students,then proposes to improve the empirical training strategies based on biographical materials,and combined with specific teaching cases to give explanations.This article is mainly divided into the following parts:The first part is the introduction,which mainly includes the reasons for the topic selection of this article,then analyzes the current situation of empirical training of art and sports students and historical materials at home and abroad,clarifies the research thinking and research methods of this article,puts forward the theoretical basis,and finally comes up with the innovation of this article.The first chapter mainly elaborates the importance of empirical literacy training for high school art and sports students,including cultivating the historical thinking of art and sports students,highlighting the characteristics of the subject,improving the ability of historical explanation,and enhancing the efficiency of preparation in the exam.The second chapter is the investigation of the current status of empirical literacy of high school art and sports students.Through a survey of art and sports students and history teachers in art and sports classes,and a detailed analysis of the questionnaire,we have found out what exists in the process of empirical training of art and sports students.problem.The main manifestations are: the ability of empirical evidence of art and sports students is at a shallow level,the type and collection of historical materials,the identification of historical materials,the ability to understand and use historical materials;the preference for pictures and audio historical materials,but the recognition of written historical materials The degree is not high;the understanding of the role of historical materials teaching is not in place.Teachers have narrow access to historical materials and rely too much on network resources;the use of historical materials is not standardized,and the searched historical materials lack discrimination;prejudice to the existence of arts,traditional historical materials empirical teaching methods;teachers' classroom teaching emphasizes presupposition and neglects generation,etc.The third chapter focuses on the current situation of empirical training of art and sports students,starting from the effectiveness of classroom historical material empirical teaching and broadening the empirical ways of high school art and sports students,and explores the cultivation strategy of empirical literacy of high school art and sports students.In order to improve the effect of classroom historical materials teaching,teachers must first carefully select historical materials that meet their cognitive abilities and can better create situations according to their academic conditions;secondly,grasp the timing of historical materials presentation to stimulate thinking;thirdly,moderate interpretation of historical materials.Help them understand the material so as to grasp the key information;fourth,set up interlocking questions,use questions to lead the classroom,and cultivate empirical ability.In view of the more traditional empirical training methods for high school art and sports students,art and sports class teachers can skillfully use the virtual library to bring art and sports students back to the historical scene.It is also possible to carry out research-based learning from rural resources to improve the ability of historical evidence in practice.The fourth chapter combines the research experience of this article and writes a teaching case for cultivating high school art and sports students' historical materials,hoping to provide useful reference for history teachers in art and sports classes.