A Study Of High School History Classroom Teaching Pointing To Historical Evidence Literacy

With the development of the new curriculum reform,the implementation of core literacy has become the key of history teaching.Historical evidence,as one of the core literacies of the discipline,not only affirms the teaching method of introducing historical materials into the secondary school history classroom,but also points out the way forward for the development of historical teaching.History teaching featuring empirical evidence emphasizes the penetration of empirical methods into classroom teaching,guiding students to understand the complexity of historical facts,and helping students to improve their historical study and history learning ability.In order to understand the current status of history teaching in high schools,the author designed questionnaires based on survey research,from the dimensions of history materials selection,history teaching implementation,and students’ history empirical ability development.Questionnaire surveys on teachers and students in five high schools of different levels in the Pearl River Delta,northern Guangdong,and western Guangdong regions,collecting feedback from 503 students and 15 history teachers.The findings indicate that many history teaching ignores the use of empirical methods,the teaching value of history has not been fully exploited,students have fewer opportunities to participate in history evidence.There is a deviation between history teaching and empirical history literacy development,and the effect of curriculum reform is somewhat affected.These problems have become the driving force and the fulcrum of innovation for this study.Based on this,this paper takes "How to understand empirical historical literacy? " "How to grasp the characteristics of classroom teaching of historical evidence literacy?" "How to make classroom teaching point to historical evidence literacy?" The following three points of understanding and conclusions are put forward as a result of a comprehensive analysis of existing research results and personal exploration:First,the understanding of historical material empirical literacy from the perspective of history and pedagogy.From the perspective of history,historical materials are indispensable materials for understanding history,and empirical evidence is a scientific method of logical reasoning,through which we can understand history objectively and comprehensively and deepen our sense of history;from the perspective of education,the characteristics of historical materials and the method of empirical evidence contain rich nurturing values,and students’ participation in the empirical process of historical materials can improve their argumentative ability and cultivate critical thinking,Secondly,we should grasp the characteristics of the historical-evidence literacy classroom from four aspects: goal orientation,teaching content,teaching methods and teaching evaluation.Unlike the previous knowledge classroom teaching,the historical-evidence literacy classroom emphasizes students’ sense of participation and gain,and pays more attention to the development of students’ historical argumentative ability,evidence awareness and empirical consciousness.First,teachers should carefully select suitable historical materials to navigate effective classroom teaching;create a good learning environment to awaken students’ awareness of "subjectivity" in the classroom.Second,they should organize diversified historical teaching activities to promote students’ empirical knowledge of historical materials in actual practice;integrate historical research methods into historical research teaching to cultivate students’ historical thinking;make good use of rich and interesting historical materials to promote diversified historical teaching;finally,they should adopt appropriate methods and tools to assess and evaluate students’ historical learning,use assessment results effectively,deepen reflection on assessment,and realize Teaching and learning to grow together.As a key literacy for students to learn and understand history,history classroom teaching must effectively implement students’ historical evidence literacy.The article discusses a series of problems in effectively constructing history classroom teaching that points to historical evidence literacy,clarifies the connotative features of historical evidence,specifies the elements of historical evidence literacy classroom teaching,and proposes implementation strategies for historical evidence literacy classroom teaching accordingly,in order to provide theoretical and practical operational guidance for history teaching classrooms and give full play to the proper value of historical materials in high school history classroom teaching.