Research On The Examination And Teaching Strategies Of Historical Evidence In Senior High School

The basic ideas of the 2017 Edition of History Curriculum Standards for Senior High Schools explicitly put forward the teaching aims of history course,that is,to cultivate and improve students’ key competences of history discipline,and among them,the empirical study of historical records is the necessary attitude and method for middle school students to study history.Therefore,how to promote students’ literacy of empirical analysis of historical materials is worth pondering and exploring.This paper utilises the method of literature research to explain in detail the reasons for choosing this topic and the current research situation in the introduction part,and in the first section of the main body,it focuses on clarifying the related important concepts.Then the second and the third sections start from the summary of examination questions on historical evidence,takes the college entrance examination as a benchmark,and uses questionnaire and student case study to find out the gap between the present situation of teachers’ and students’ literacy in the writer’s school and the requirements of the college entrance examination.In the fourth section,this paper discusses the teaching strategies through teaching cases on the premise of combining school condition and learning condition,so as to implement the literacy of empirical analysis of historical materials.Since the writer’s area has not yet advanced the new college entrance examination reform and still uses the old textbooks of the old curriculum standard,the writer,guided by the idea of teaching with the new concepts,attempts to probe into the feasible strategies to put into effect the literacy of empirical analysis of historical data in the light of the actual situation of teachers and students in the school,in order to help students to enhance their own literacy,master the thinking and quality of history discipline,and help to set up moral education goals.At the same time,the writer hopes this paper can provide beneficial reference for history teaching in underdeveloped areas of education.