Research On The Cultivation Of Historical Evidence Literacy Based On The New College Entrance Examination

The report of the Party’s 20 th National Congress clearly calls for "cultivating socialist builders and successors with all-round development of morality,intelligence,physical fitness,the United States and labor".Shandong New College Entrance Examination adopts the "3+3" college entrance examination mode,implements the core literacy requirements of history discipline,and is committed to conveying highquality talents matching higher education and national construction needs for colleges and universities.Fu Sinian said,"History is the science of historical materials." Therefore,in historical research and teaching,historical materials are the basis.The investigation of history discipline is also based on historical materials to implement the five core qualities of students,implement the requirements of "one core,four layers and four wings" in the college entrance examination evaluation system,and implement the national strategy of cultivating qualified talents.Therefore,empirical literacy in historical materials is an inescapable basic quality.The author analyzed the relevant contents of the investigation of empirical literacy of historical materials in Shandong Volume in recent three years,and explored the cultivation strategies of empirical literacy of historical materials in high school history teaching.In the first chapter,the research summary part of the introduction mainly analyzes the direction of the examination of empirical literacy of historical materials in recent years,and focuses on the relevant achievements of the cultivation strategy of empirical literacy of historical materials in senior high schools in combination with their own teaching practice.Chapter two interprets the concepts related to historical materials and empirical data and summarizes the value of empirical data literacy to high school history teaching.In Chapter three,through the investigation and analysis of empirical literacy of Shandong historical materials under the new college entrance examination in recent three years,the investigation contents of Shandong historical materials are explored and focused on types of historical materials,values of historical materials,discrimination of historical materials,application of historical materials,and research theme exploration,comprehensively examining students’ ability to interpret and use historical materials,and summarizing the characteristics of question types and overall trends.The fourth chapter takes Jiaozhou No.1 Middle School of Shandong Province as an example to conduct a questionnaire survey and current situation analysis on the cultivation of empirical literacy of historical materials under the new college entrance examination.The fifth chapter,in connection with the specific curriculum content of the textbooks compiled by the Department,summarizes the training strategies for the positive literacy of historical materials in high school history teaching,mainly discusses the ability of students to analyze historical materials,extract effective information and use historical materials.The sixth chapter takes "Economy and Society in Liao,Song,Xia,Jin and Yuan Dynasties" as an example to discuss the training process of empirical literacy of historical materials under the new college entrance examination,including the analysis of curriculum objectives and teaching objectives based on empirical literacy training of historical materials,as well as the teaching design based on empirical literacy training of historical materials.By demonstrating the historical materials of this course,this paper discusses how to improve students’ ability to analyze and use historical materials and to extract effective information from historical materials.Finally,the paper summarizes the cultivation effect of empirical literacy of historical materials under the new college entrance examination.The positive effect is to enhance students’ interest in history learning,develop the key ability of history learning,and shape the correct values of life.However,there are also some problems,such as inappropriate use of historical materials,inappropriate setting of historical research questions,and unspecific method guidance.Suggestions for improvement include teachers improving their own professional quality,making good teaching content planning,guiding students’ methods of historical evidence,and selecting exercises on historical evidence.