Research On The Cultivation Path Of Historical Interpretation Literacy From The Perspective Of In-depth Teaching

The new curriculum standard of 2017 has established five core qualities of history discipline,among which the historical interpretation quality is an important part of the core quality of high school history discipline.Its core connotation emphasizes:improve students’ historical thinking and expression ability through rational analysis of history and objective evaluation of historical facts.Due to the diversity of historical understanding and the creativity of historical interpretation,numerous works and papers on historical interpretive literacy have been published.Scholars have studied historical interpretive literacy from different teaching concepts,teaching models and teaching methods,covering the meaning,practice path,evaluation and influence of historical interpretive literacy.Based on the existing academic achievements,this paper uses the teaching concept of deep teaching to explore the essential characteristics of knowledge and the characteristics of students’learning in the process of learning historical knowledge.Then,from the perspective of knowledge view and learning view of deep teaching,this paper explores the possibility and necessity of combining deep teaching concept with historical explanatory literacy by using the level division of historical explanatory literacy in the curriculum standard.Through the observation of famous teachers’ classroom records,the analysis of students’ questionnaires and homework,the theory and practice are combined to understand the cultivation status of historical interpretive literacy from the perspective of in-depth teaching.Based on the current training situation,this paper proposes specific training paths from three aspects:extensive thinking in lesson preparation,reflection in lesson and reflection in evaluation.Finally,it takes Lesson 15 of the textbook of the Unified edition,Economy and Culture from the Ming to the Middle and Qing Dynasties,as an example to conduct teaching design and explore the implementation of historical explanatory literacy in practice.In order to explore the significance of promoting students’ development and realizing the value of middle school history teaching in the cultivation path of historical interpretation literacy from the perspective of in-depth teaching,so as to provide reference for the implementation of historical interpretation literacy in high school history teaching.