A Research On Cultivating High School Students' Empirical Literacy Of Historical Materials With Image Historical Materials

In order to fully implement the party's education policy and implement the fundamental task of cultivating people,China's Ministry of Education takes the "core literacy" required by the ability requirements of the 21st century as the guide for deepening the reform of basic education,and revises the curriculum standards as the practical navigation of curriculum reform.The new curriculum reform combines the current requirements and proposes the five core qualities of history subjects that high school students should achieve.Among them,the empirical literacy of historical materials is a necessary way to achieve it in other disciplines.The vivid image of the historical materials can skillfully apply the intuitive teaching principles to the history classroom,creating a teaching environment for students to perceive the truth of history and touch the bones of history.The use of pictorial historical materials in high school history classes brings students a far more intense and intuitive historical experience than simple text narration.The effective combination of image historical materials and empirical literacy of historical materials can not only strengthen the value function of image historical materials,but also highlight their ability to prove history,supplement history and Ming history as historical materials.It can also effectively match the horizontal level division of image historical materials and historical materials empirical literacy,and cultivate the core literacy of historical materials and empirical materials of high school students by taking the map as a path.This paper is divided into five parts to explore the cultivation of high school students' empirical literacy in historical materials through pictorial historical materials.The first is the introduction part,which analyzes and expounds the background,significance,and current situation of the research topic accordingly.Secondly,the first chapter begins with the definition of concepts and functional classification,focusing on the division and limitation of the types of pictorial historical materials in the 2017 edition of the curriculum standards,and summarizing the value of pictorial historical materials in historical research and history teaching according to the research results of previous generations.Third,the second chapter investigates and analyzes the problems exposed in front-line teaching,taking the author's internship school as the survey object,through listening to lectures,interviewing front-line teachers,and distributing questionnaires to first-year students,it is found that in front-line teaching,there are problems such as insufficient understanding of the value of image historical materials and students'ability to independently process images.Specifically,the boundaries between the image historical materials and the picture materials are blurred;the students ignore the value of different angles of the image historical materials;the teachers are limited to the classroom when using the image historical materials;the students' reading ability is weak and it is difficult to establish a connection between knowledge;students are accustomed to using absolutely true image historical materials,and lack the opportunity to distinguish the credibility of historical materials.Fourth,the third chapter introduces how teachers should use pictorial historical materials to cultivate the empirical literacy of high school students' historical materials in view of the above-mentioned current problems,and enhance the feasibility of the research theme by matching the horizontal level in the curriculum standard.That is,for level 1,students should learn to distinguish the types of image historical materials,in order to distinguish the difference between image historical materials and picture materials,teachers should assign students to collect homework for image historical materials,and teach students the way to collect image historical materials,as well as improve students' ability to read pictures by cultivating students'picture reading skills;for level 2,teachers need to teach students that various types of image historical materials have different meaning values,and select historical materials with high reliability according to classification to argue historical problems;for level 3,Students need to master the attitude and method of distinguishing the authenticity of historical materials,and restore historical truth through mutual verification of pictures and texts;for level 4,students need to learn to distinguish the author's creative intentions and select appropriate evidence to discuss historical and practical issues.Finally,the fourth chapter is aimed at the teaching design of applying strategies to front-line teaching,as the specific practice of the third chapter,so as to avoid the research content from being superficial and formal.