The Cultivation Of High School Students' "historical Evidence" Core Literacy

With the advancement of education reform,college entrance examination examination mode and the high school history textbooks has carried on the bold reform,faced with the huge change,high school teachers' teaching mode and teaching methods must also go further adjustment,the teacher must from the traditional single teaching history knowledge primarily to students based on typical historical data inquiry learning is given priority to shift.But also put forward to the high school student's higher ability accomplishment request,more and more requests the student to change from the pure acceptance type learning to the active research type learning.Therefore,teachers' teaching and students' learning ability are put forward high requirements,and I think the key to solve this problem lies in the cultivation of students' "historical evidence" literacy.Under the new situation,the teaching of historical materials should start from the current situation and change accordingly.In the usual history teaching,teachers are also actively through various ways to cultivate and penetrate the consciousness and ability of historical evidence.However,in the actual teaching process of historical materials in middle schools,improper use of historical materials often leads to low classroom efficiency and difficult to achieve the training goal.In the classroom teaching,teachers often do not interpret the historical materials in the textbooks enough,the classroom teaching form is single,lack of guidance to students' thinking methods,the use of historical materials is single and so on.Students also tend to ignore the historical materials in the textbooks,lack of interest in historical learning and exploration,lack of disciplinary thinking ability,and inertial dependence on teachers.Especially we the ordinary high school students,the students' comprehensive qualities are relatively weak,achievement belongs to medium level,in the compulsory education stage of learning,not develop good reading habits and historical thinking,active learning ability and consciousness is poor,so in high school history,has exposed the obvious historical reading weaknesses and problems.Therefore,in many cases at present,how to cultivate students' accomplishment and ability of "historical evidence" is still a difficult problem for high school teachers,especially the use of new textbooks at this stage,which highlights the importance of this problem.The key factor to solve this problem,I think,still lies in the guidance of teachers.Teachers are the organizers of teaching activities and play a crucial role in students' classroom learning.In the teaching of historical materials,teachers should start from the selection of historical materials,pay close attention to the sources of historical materials,and strive to be authentic;Secondly,diverse and appropriate historical materials should be selected according to the students' learning situation,so as to meet their cognitive characteristics and stimulate their learning motivation.Thirdly,in teaching,pay attention to guide students to analyze historical data,design gradient problems,from easy to difficult,in line with the characteristics of students' thinking,cultivate and teach students' awareness and methods of historical data demonstration,implement the core literacy;Finally,teachers should also pay attention to spare time to make full efforts to guide students to read relevant historical monographs and cultivate students' consciousness of the theory from history.In this paper,based on the historical data empirical literacy as the theme of historical teaching research,first of all,explores the connotation and necessity of historical empirical literacy research analyzes the realistic problems of the middle school history teaching is now,and then further explore the use of historical data in the teaching principle and use of strategy,finally through to the actual classroom case and guide students to read case as an example,Carry on the practice research to train the student's historical evidence accomplishment in the historical data teaching.