Exploring The Teaching With Primary Sources And The Cultivation Of The Ability Of High School Students' Historical Interpretation

To cultivate senior high school students' historical interpretation ability is the requirement of the 2017 version of senior high school history curriculum standards,and also the key to achieving the value of senior high school history curriculum.However the situation of senior high school students' historical interpretation ability is not optimistic,it shows from the following aspects: students' thinking gets more solidified due to memorizing mechanically,and they lack of the spirit of active exploration;teacher also neglect of guiding students to interpret history.The past is gone forever;it means that it is difficult to contact history directly for learners.People can only interpret history by reconstructing historical facts,so this article takes historical material teaching as the starting point to cultivate senior high school students' historical interpretation ability,applying historical material to interpret the basic historical facts,exploring the historical causality as well as interpreting historical significance.It can also be said to interpret “what”,“why” and “how” of the historical events.All this meets the need of high school history curriculum.When interpreting basic historical facts,relevant historical material is used to interpret time,space and character that looks nondescript;when exploring historical causality,historical material can be used to return to historical site,exploring historical causality on the basic of “understanding and sympathy”,and utilizing historical material to explore historical causality from multiple aspects;when interpreting historical significance,teachers use historical material to extend time and space,investigate historical event in a broader time and space to explore more profound value,or read historical details to excavate value meaning of history,or directly quote scholars or celebrities' comments on the historical event to give students guidance on interpreting significance.Moreover in the process of teaching,teachers should also pay attention to the selection and processing of historical material and question's lead-in.It can be said that using historical material to cultivate senior high school students' historical interpretation ability can not only improve students' historical thinking,but also optimize teachers' teaching methods and conform to the teaching concept of "people-oriented".