Research On The Cultivation Method Of "historical Interpretation" Literacy Of Senior Middle School Students

Historical interpretation is a means of studying history.Only by constantly explaining history,can people gradually approach historical reality.In 2018,"History Curriculum Standards for Senior High Schools(2017 Edition)" was officially promulgated.History interpretation was finally identified as one of the five core qualities of history disciplines,which attracted extensive attention of scholars and middle school history teachers and became a research hotspot in history teaching circles.History interpretation,as an important way for students to construct history,is not only supported by historical materialism,time and space concept,historical data and empirical evidence,but also a concentrated expression of students' views on history,world outlook and value,which can comprehensively display students' core academic literacy.The cultivation of the quality of "historical interpretation" is not only the inherent requirement of the history curriculum standard,but also an important way for students to change their learning style and improve their thinking ability.The author has been engaged in history teaching for a long time.In teaching practice,the author finds that it is very difficult to meet the core literacy requirements of history disciplines with traditional teaching methods,especially in the aspect of "historical interpretation" literacy.Taking Yuhua Middle School as an example,based on the reality of history teaching in secondary schools,this paper probes into the related issues of cultivating the quality of "historical interpretation" in history teaching in secondary schools.In addition to the introduction and conclusion,the article is divided into four major issues: the first is the meaning of "historical interpretation" literacy.From the process of putting forward the core literacy,the process of putting forward the core literacy of history discipline,and the introduction of the meaning of "historical interpretation" literacy at home and abroad,the author draws some understandings of "historical interpretation" literacy.The purpose is to clarify the concept,facilitate grasping the concept in practical teaching,and better cultivate senior high school students' "historical interpretation" literacy.The second problem is the current situation and reasons of the "historical interpretation" literacy of teachers and students in Yuhua Middle School.This paper mainly introduces the basic situation of Yuhua Middle School,interviews with teachers and students,questionnaires and analysis of the results.The purpose is to find out the shortcomings of Yuhua Middle School teachers and students in the "historical interpretation" literacy,so as to facilitate the "prescription for the case" in teaching practice.The third problem is how to cultivate senior high school students' historical interpretation literacy.This paper mainly analyses the methods of cultivating students' quality of "historical interpretation" from four aspects: educational environment,teaching process,case analysis of reviews and exercises in senior three,and how to cultivate students' quality of "historical interpretation" after class.The fourth problem is to pay attention to in the process of cultivating the quality of historical interpretation.The main point is to pay attention to the proper use of teaching methods in solid teaching,constantly improve teachers' self-quality,and evaluate students from the point of view of development.