Core Competence:Application Research Of "Historical Interpretation" In High School History Teaching

History,as a discipline that records and explains the course of human activity,is the foundation of all humanities and social sciences.Under the advocacy of the new concept of the latest round of high school curriculum reform,cultivating students’ core literacy of history has been clearly defined as the core task of history.Among them,the most important of the five core competencies-"Historical Interpretation" is the core competence in the subject of history.Cultivating and applying "Historical Interpretation" in high school will not only help deepen and propel the reform of the national basic education curriculum,but also help improve students’ exploratory and innovative thinking,enhance historical cognitive ability,and form a well-rounded person.As an important concept in the category of philosophy of history,"Historical Interpretation" has been extensively discussed and rationally considered.The connotation of "historical interpretation" and the triple point of view deepen students’ understanding,and various interpretation models provide general methods and theoretical guidance of "historical interpretation".On the basis of the educational goal of "cultivating people with morality",the newly compiled history textbook "Outline of Chinese and Foreign History" also integrates the core literacy of history into the arrangement and narration of the textbook,and establishes an organic connection with the core literacy in the design of auxiliary columns,which provides an effective platform and resources for the cultivation of "historical interpretation" literacy.However,there is still a wide gap between the theoretical height and practical teaching of "historical interpretation",and there are realistic problems such as lack of interest of students and lack of solid foundation;weak theoretical literacy of teachers and single teaching method;marginalized school history subject and insufficient atmosphere.Based on the identifying of the problems and analyzing of the causes,three targeted transformation paths are proposed.Firstly,based on the top-level theoretical guidance,we should combine the historical materialism with the use of multiple historical views,so as to provide theories and value guidelines for historical interpretation;Secondly,in the middle-level teaching design,it is necessary to reasonably formulate teaching objectives so that history teaching has a plan and purpose,and decompose learning requirements so that students can self-evaluate and correct their learning;And it is supposed to fully excavate teaching materials to integrate core literacy,and use auxiliary columns to deepen literacy cultivation;Finally,in the practice of grass-roots teaching methods,various methods should be flexibly used.Create situational teaching to stimulate students’ learning drive,make good use of historical materials to present the diversity of historical interpretation,and skillfully use historical debate to enhance students’ critical thinking,etc.In a word,it is expected to cultivate students’ literacy of historical interpretation,supplement educational practice,and accomplish the purpose of "educating people with history" in high school history teaching.