The Cultivation Of Senior Middle School Students' Historical Evaluation Ability

The article applies the theoretical knowledge of history, pedagogy and psychology, and draws lessons from foreign history teaching research of some of the ideas and opinions, combining the actual conditions of the domestic high school history teaching. According to the new curriculum standard, the theory and practice of high school history teaching evaluation ability have been carried on the thorough and comprehensive discussion. This article is divided into four parts.The first part is the introduction, explaining this research value and the research status both at home and abroad.The classification carried on the learning of history cognition both at home and abroad provides strong guidance for history teaching in the middle school. Also some specific methods have been proposed to foster high school students’history evaluation ability by some researchers.Historical evaluation ability plays an important position in the history. Cognitive domain of education goals containing evaluation ability has been widely accepted in international education. And the history teaching under the guidance of historical materialism to develop the students’ability of historical evaluation also has been approved in domestic history education. In all kinds of ability training goals in the middle school history discipline, evaluation belongs to a high-level ability.The second part is the study of the theory of the historical evaluation.Four aspects of the evaluation of history, including concept, status, classification and principle are discussed in this part.The third part is about training in regard to high school history evaluation ability.In this part three aspects are discussed. First of all, stratified training is put forward, which includes evaluation of historical things, historical views, and independent views and evaluation. The second part is classroom teaching, which improves the evaluation ability of students from designing teaching elaborately. The final part is about integrated writing, stating essays of history from middle school students. Although they are immature, these works reflect an understanding of history among students.The fourth part reveals results and conclusions of cultivating the evaluation ability of high school students.