Research On The Teaching Of Physical Historical Materials In Junior Middle School From The Perspective Of Empirical Historical Materials

Empirical literacy of historical materials is an important historical ability that junior high school students need to achieve in learning and exploring.Physical historical materials are an important teaching resource for junior high school history teaching,which is widely used in history teaching and has special teaching value.The visual features of physical historical materials can effectively improve students’ autonomy in learning and implement the empirical literacy of historical materials in the process of teaching activities designed for physical historical materials.Therefore,on the basis of the current teaching discussion,research and practice of physical historical materials,this paper studies the teaching of physical historical materials in junior high school from the perspective of empirical literacy of historical materials,summarizes the difficulties faced by the cultivation of students’ empirical literacy of historical materials in junior high school history teaching with physical historical materials in the context of the investigation of teachers and students and the analysis of teaching cases,and explores beneficial strategies.This paper mainly discusses the cultivation of students’ positive quality of historical materials in junior high school history teaching through five parts.The first part is the introduction.This paper mainly expounds the basic situation of the subject,including the reason of the topic,research value;According to the research status of related concepts of this subject at home and abroad,it includes three aspects: historical materials teaching,physical historical materials and empirical literacy of historical materials.The main content,ideas and methods of this research.Third,to explore the theoretical basis of cultivating empirical literacy of historical materials with material materials.The second part is about the physical historical materials related overview,mainly through three aspects to elaborate.First,define the concepts of historical materials,physical historical materials and empirical historical materials.Secondly,the physical historical materials are classified into two categories: cultural relics,non-cultural relics.Third,to explore the theoretical basis of cultivating empirical literacy of historical materials with material materials.The third part is the investigation and interview of the application of physical historical materials in junior high school history teaching.From the perspective of teachers and students,it investigates and analyzes the application of physical historical materials in junior high school history teaching and the practical situation of cultivating empirical literacy of historical materials,which provides a basis for the research of this paper.The fourth part is based on the investigation of teachers and students,discusses the unique role of physical historical materials in the cultivation of empirical literacy of historical materials.This paper mainly starts from two parts: the relationship between physical historical materials and the cultivation of empirical literacy of historical materials and the significance of physical historical materials in the cultivation of students’ empirical literacy of historical materials.The fifth part mainly discusses the principles and strategies of using physical historical materials to cultivate the positive literacy of historical materials in junior high school students.Moreover,the article selects the 19 th lesson "Changes of Social Life" in the second volume of the eighth grade unified Edition as a relevant lesson example to analyze.In this lesson example,students’ activities are fully carried out,and students can have access to physical historical materials for teaching.Finally,the research topic is summarized and summarized,and the perception is put forward.