Research On The Empirical Literacy Of Historical Materials Of College Entrance Examination

With the deep development of curriculum reform,under the guidance of the requirement of "establishing morality and building people ",the state has promulgated the " Curriculum History Standard of General Senior High School(2017 edition)".In order to adapt to the social changes,the new curriculum standard puts forward new requirements and guidance to the history teaching of middle school on the basis of summing up the experience of past educational reform,and the core accomplishment of history subject comes into being.As one of the five core qualities,historical materials are regarded as the only way for people to explore the historical truth.However,in the face of the huge volume and various ways of presentation of historical data,it is necessary to distinguish and analyze the obtained historical materials and try to reproduce history by using credible historical materials.College entrance examination,as an important part of students' examination evaluation,needs to be able to reverse the teaching while playing its selection function under the national concept of "building up people by virtue ".Since cultivating students' historical core accomplishment has become an important index to achieve history education in middle schools,it is well-deserved to examine students' historical knowledge,thinking level and subject ability based on historical materials in recent years.Based on this,this paper analyzes the core concepts and related concepts of empirical literacy of historical materials,grasps the concrete connotation of empirical evidence of historical materials,takes the historical examination questions of the national college entrance examination in the past three years as a sample,analyzes the test questions of empirical literacy of historical materials,and grasps their examination characteristics.There are four parts of this article:The first part is the introduction: the main content is the reason and significance of this topic,the current research results about historical interpretation literacy,the research purpose of this paper and the research methods used to complete this topic.The second part is to understand the relevant concepts of historical evidence and its significance to history teaching in senior high school.This paper analyzes the concept of historical evidence layer by layer,clarifies the meaning of historical evidence,and distinguishes the relationship between historical evidence and historical evidence,historical evidence and historical material teaching.It is clear to cultivate the empirical spirit of historical materials to cultivate students,enhance students' interest in learning,improve their ability to explain history,and help their historical thinking developmentsignificance.The third part is the historical data empirical literacy in the past three years college entrance examination history examination embodiment.The examination of the historical examination questions of historical materials in the past three years is divided into five types: the questions on the cognition of the concept of historical materials;the questions on the classification of historical data types;the questions on the analysis of the value of historical materials;the questions on the mutual verification and evaluation of historical materials;and the questions on the exploration and discussion of historical materials.The typical examples with reference significance are selected,analyzed,and the characteristics of the empirical literacy of historical the examination of college entrance examination history.The fourth part aims at the examination of historical evidence literacy in college entrance examination questions,and summarizes its enlightenment to middle school history teaching.Remind teachers to renew their inherent ideas,improve their professional accomplishment,select historical materials in the stage of teaching preparation,and carry out problem-centered empirical teaching of historical materials in classroom teaching activities.Students should master the method of collecting historical materials,in the process of discriminating and discriminating historical materials,develop the spirit of questioning,learn to understand historical materials,master the specific methods of analyzing historical materials,and learn to pay attention to the realistic value of history in the exploration of historical materials.