Research On The Cultivation Of Students’ Historical Evidence Literacy In High School History Teaching

In order to meet the needs of the current educational reform and talent development,and further implement the fundamental task of "establishing moral education",the 2017 edition of China’s high school history curriculum standard has condensed the core literacy of history,that is,the core literacy of history refers to the necessary character and key abilities with characteristics of history discipline that students gradually form in the process of learning history.The core literacy of history refers to the necessary character and key abilities that students gradually develop in the process of learning history.With the deepening of the new curriculum reform,research on the cultivation of core literacy in history has received much attention in secondary history education research.Among them,historical evidence literacy is the basic method to achieve these literacie,and has an irreplaceable role in cultivating students’ historical thinking,evidence awareness,historical literacy,and empirical spirit.In view of this,it is an important task to investigate the cultivation of historical evidence literacy in high school history teaching.This paper uses the method of questionnaire and interview to analyze the current situation of the cultivation of historical material demonstration literacy in the history teaching of high school in C County,Guizhou Province,from which it combs the positive aspects and shortcomings of the cultivation of historical material demonstration literacy in the history teaching of the school,and puts forward corresponding cultivation strategies based on the problems found.In addition to the introduction and conclusion,this paper is divided into four chapters.The first chapter mainly clarifies the concept and connotation of historical positive literacy,and expounds the goal and significance of the cultivation of historical positive literacy in high school history teaching.The second chapter combined with the investigation results of C County senior high School for Nationalities in Guizhou Province,to understand the positive aspects and existing deficiencies in the training process of historical evidence literacy in high school history teaching at the present stage,and to analyze the shortcomings.The third chapter,aiming at the problems found in the investigation,puts forward the viewpoints and methods,and constantly improves the training strategy of historical evidence literacy in high school history teaching.The fourth chapter takes the "Outline of Chinese and Foreign History(Volume I)",lesson 3 "The Establishment of Qin Unified Multi-ethnic Feudal State" as an example for curriculum teaching design,hoping to provide help and case reference for history teachers.