Research On The Cultivation Of "Historical Data Demonstration" Literacy In Junior Middle School History Class

To cultivate students' core literacy is the need of basic education curriculum reform,it is the focus of curriculum reform.The new curriculum standard of history in junior middle school in 2011 summarizes the core qualities of subjects into five aspects;historical evidence literacy is one of the core literacy,teachers should actively respond to the requirements of the new curriculum reform,change the teaching idea,emphasizing and strengthening the cultivation of students' historical evidence literacy,effective measures and methods should be taken to improve students' historical evidence literacy.However,at present,the cultivation of historical evidence literacy in junior middle school history classroom is not optimistic,there are still many problems,and students' historical materials are weak.In the new era,How to effectively cultivate students' historical evidence literacy in classroom teaching? It is a common problem faced by front-line teachers.This research is based on the core literacy cultivation proposed in the junior middle school history curriculum reform,following the research idea of "combing the current situation-probing into the problems-analyzing the causes-proposing the countermeasures",used the documentation,expert interviews,case studies and questionnaires,taking the Guandu NO.6 middle school as the object of investigation and analysis,where the author teaches,through the investigation of history teachers and students in junior middle schools,systematically examines the current situation and problems of the cultivation of historical evidence literacy training in junior high school history classroom teaching,and in-depth study of the causes of the problem,put forward some suggestions to strengthen the cultivation of historical evidence literacy,help front-line teachers find problems and reform directions,to provide reference for the cultivation of historical evidence literacy in the future,to effectively improve students' historical evidence literacy.Through the research,it is found that the history teachers have a clear understanding of the types of historical materials.The selected types of historical materials are mainly literature historical materials,oral historical materials and picture historical materials.Textbook,teaching reference,teaching auxiliary books and network are the main ways to select historical materials.However,some teachers have some deficiencies in the selection of historical materials and the use of historical materials.In the selection of historical materials,there is a lack of identification of the authenticity of historical materials The main reason for the problem is that the students' main position is ignored in the teaching of materials,the theory of replacing history in the analysis of historical materials,the logic is not rigorous,and the lack of teaching ideas and historical literacy of history teachers.In order to improve the training effect of the empirical quality of historical materials in junior high school history teaching,we should start from the following aspects: first,establish the concept of empirical quality of historical materials and set up the correct teaching objectives;second,excavate the teaching materials of empirical quality of historical materials in teaching activities in depth;third,choose a variety of methods and ways to cultivate the empirical quality of historical materials;fourth,cultivate the students' empirical quality of historical materials in the process of extracurricular learning.