Research On High School History Teaching Based On Historical Evidence Literac

The History Curriculum Standards of Ordinary High Schools(2017 edition)expounds the requirements and direction of the proposition of the historical college entrance examination: the concept of time and space is the core knowledge,the historical evidence and historical interpretation constitute the core ability of history learning,and the historical materialism and the feelings of family and country are the core qualities.Among them,the examination of historical empirical accomplishment presents distinct characteristics such as universality and diversity.Based on the realistic conditions of the college entrance examination and the necessity of high school history teaching,history teachers should have a strong quality of historical materials,implement the quality of historical materials into daily teaching and daily practice,and guide students to read historical materials to cultivate students’ ability of information extraction,historical mutual evidence,historical demonstration and historical narration.The teaching of historical materials is an important way to improve students’ historical achievements."historical evidence" is a unique attribute that is different from other disciplines and also a basic way to achieve the other four core qualities.Therefore,it is necessary and important to discuss the cultivation of empirical core literacy in high school historical materials based on the core literacy.The main body of the paper is divided into five parts:The introduction explains the importance of historical empirical literacy to the historical history teaching exploration through the topic selection and research significance.By analyzing the research status of historical empirical literacy at home and abroad,it has a basic grasp of the cultivation of "historical empirical literacy",which lays a theoretical foundation for the following discussion.The research methods are: literature study,case study and questionnaire survey.Finally,the connotation of historical empirical literacy is defined.The first chapter is to analyze the necessity and significance of the cultivation of high school students,which is the basis of this writing.The second chapter is mainly to investigate the "current situation of the cultivation of historical materials" of high school students in Luoyang No.3 Senior High School,understanding the current situation of the cultivation of historical materials of high school students from the perspective of students and teachers,pointing out the problems existing in the cultivation of historical materials,and discussing the cultivation strategies of historical materials.The third chapter includes the cultivation of information extraction ability by using historical materials;the cultivation of different types of historical materials;the cultivation of historical demonstration ability with the help of diversified historical materials;and the cultivation of historical narrative ability by means of basic historical materials.The fourth chapter is mainly teaching compulsory three lesson 14 "from" skill "to the new reform,for example,case analysis,specific to the historical empirical literacy teaching objectives,teaching focus,teaching difficulties and teaching design,and cultivate high school students of historical empirical literacy,through the case analysis of high school historical empirical literacy,summarizes its positive role,find out the existing problems,and put forward specific Suggestions for improvement.