Research On The Cultivation Of Historical Empirical Literacy In High School History Teaching

In order to meet the requirements of globalization and information age for talent cultivation,the ministry of education proposed the concept of core literacy in 2014 and combined it with various disciplines to form the core literacy of disciplines.The five core qualities of history are "historical materialism","concept of time and space","historical evidence","historical interpretation" and "feelings of family and country".As an embodiment of the characteristics of the subject of history,the empirical quality of historical materials is not only the basis for students to learn and explore history,but also an important method and key quality for students to learn history.The cultivation of historical materials' empirical literacy requires students to be able to distinguish the types of historical materials,distinguish the authenticity and value of historical materials,interpret the information of historical materials,put forward their own historical understanding and use historical materials to demonstrate historical conclusions and solve practical problems.It emphasizes the learning process of students in the history course,in which students should improve their critical thinking ability,the ability to propose and solve problems,the ability to analyze,compare and summarize,and the awareness of questioning,empirical awareness and objective and rigorous research attitude.Based on the empirical study of literacy concept of historical data,using the methods of historical materials for high school history teaching literacy training status quo investigation,find out the problems existing in the present historical empirical literacy training,from the high school history teaching practice,and in 2017 college entrance examination history the questions in the analysis,the historical culture of positive thinking,and finally from the perspective of both teachers and students to make a certain exploration.