The Application Of Comparative Method In Senior High School History Teaching From The Perspective Of Historical Interpretive Literacy

Under the background of the new curriculum reform,with the proposal of the subject core accomplishment,the history education in middle school attaches more and more importance to the cultivation of students’ core accomplishment.Among all qualities,historical interpretation is the requirement of historical thinking and expression ability,and it is also the concentrated embodiment of other core qualities.In view of the importance of historical interpretation literacy,how to achieve the goal of historical interpretation literacy in curriculum teaching and effectively train students’ historical interpretation literacy has gradually become the concern and research object of history education researchers and front-line teachers.As a traditional teaching method,comparative method is not only an important way to enrich the history classroom,but also an effective way to cultivate students’ historical interpretation quality.Through the use of comparative method,students can deepen the understanding of historical interpretation,expand the breadth of historical interpretation,and improve the reliability of historical interpretation.Moreover,there are abundant comparative materials in current history textbooks,and students are easy to accept the teaching method of comparative method,which provides the possibility for teachers to train students’ historical interpretation quality by using comparative method.In view of the necessity and feasibility of comparative method in the cultivation of historical interpretation literacy in senior high schools,in order to have a more objective and comprehensive understanding of the current situation of using comparative method to cultivate students’ historical interpretation literacy in senior high school history teaching,questionnaires and interviews were conducted among teachers and students in different senior high schools.Through the investigation,it is found that there are some problems in using comparative method to cultivate students’ historical interpretation literacy,such as students’ lack of mastery of comparative method and weak ability to use comparison to explain causality and value;Teachers seldom use teaching methods,and comparison method is difficult to play a role in training;The integration degree of comparative law and historical interpretation is not high enough,and the current training level is shallow.In order to effectively solve the problems found,combined with the current teaching practice,this paper puts forward the specific strategies of using comparative method to train students’ historical interpretation literacy.Finally,the teaching design of "The Opening of Global Navigation" in the unified edition textbook is carried out as an example,in order to provide reference for the training of students’ historical interpretation literacy by using comparative method in senior history teaching practice.