| The requirement for students is that they can master the comprehensive quality and key ability of collecting historical materials,sorting out historical materials,distinguishing historical materials,and applying historical materials.Historical materials play an important role in this process,and picture historical materials,as an important part of historical materials,have diverse types and rich content;It has the characteristics of vividness,image,and exploration,and can well match the four level requirements of historical evidence.Then,guided by the four levels of historical evidence,teachers can also be well guided to apply picture historical materials for teaching practice.Therefore,this paper combines the current research results of picture historical materials and the current situation of picture application in high school history teaching,closely combines the cultivation of picture historical materials and historical evidence,and focuses the cultivation of historical materials on the specific teaching of picture historical materials,so as to better play the evidence value and teaching value of picture historical materials.This paper is divided into five parts,which discusses the application of picture historical materials in high school history teaching to cultivate the empirical literacy of historical materials of high school students.The first part is the introduction,which elaborates on the reasons for selecting the topic,the research value,the current research status at home and abroad,and the innovation points according to the theme of the subject research.The second part is an elaboration of concepts related to photographic historical materials.Firstly,the concepts of historical materials,picture historical materials,and historical evidence literacy are defined.Secondly,with reference to the definition of picture historical materials in the revised high school history curriculum standards in 2020,the types of picture historical materials are divided,and the picture historical materials are divided into five types: historical photos,historical maps,historical comics,historical paintings,and historical charts,and the unique characteristics of picture historical materials are discussed;Finally,the theoretical basis for using picture historical materials to cultivate students’ historical evidence in high school history teaching is expounded.The third part is to explain the special value of photographic historical materials for cultivating students’ empirical literacy of historical materials.This recognizes the close connection and interaction between the two in the teaching of high school history.The fourth part is to investigate and analyze the problems existing in the current front-line teachers’ use of picture historical materials in high school history teaching,and through the questionnaire distributed to teachers and students in some schools in eight regions of Guangxi,to understand the outstanding problems in the application of picture historical materials by teachers in front-line teaching,and analyze the causes of these problems,which also provides a basis for the teaching strategy of this paper.The fifth part is to put forward the principles and strategies for using historical materials to cultivate students’ empirical literacy of historical materials in view of the existing problems in the current use of historical materials.In addition,the picture historical materials and text content related to the Song history in the third unit of the "Outline of Chinese and Foreign History"(Part I)of the unified edition of "The Juxtaposition of the Liao,Song,Xia,and Jinjian Multi-ethnic Regimes and the Unification of the Yuan Dynasty" were selected to make separate teaching cases and display strategic cases.By putting forward targeted principles and strategies for the problems existing in picture teaching of teachers and students,in order to provide some suggestions for the majority of front-line teachers to apply picture historical materials. |
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