The Application Research Of Historical Materials Teaching In The Improvement Of Senior High School Students' Historical Interpretation Literacy

With the increasingly deepening of the reform in the history curriculum,people majoring in history are paying more and more attention on students’ historical capacities during the senior high schools.As a key ability and essential quality in historical discipline,historical interpretation emphasizes on a knowledge-based learning way and enhances students’ learning abilities.Historical interpretation is the comprehensive application in terms of the basic knowledge,historical understanding,historical thinking and the combination of the history and theory and the ability of historical expression.Despite of high integrity,historical interpretation enjoys an advantage of feasibility and operability cultivated both in theory and practical teaching.In order to get an objective and thorough understanding of the training situation among senior high school students,the author conducts several field surveys and interviews in many high schools.The results show that there is a universal phenomenon that the high school students hold much lower-level of historical interpretation.It reflects in several aspects: narrow vision in historical interpretation,logical confusion,empty content and lower expressive ability.The above issues result from various shortcomings: the big educational background,the school teaching,teachers’ educational ability as well as students’ own factors.From the perspectives of teacher and student,the author mainly analyzes the reasons on the basis of the comprehensive survey results so as to provide training strategies with effective reference value and practical guidance.Based on teacher-student interviews and material exploration,the author summarizes the reasons for the poor historical interpretation into 4 facets: rigid learning mode,deficient historical data analysis and comprehension,immethodical basic knowledge as well as in sufficient historical class hours.In order to highlight the subject discipline,scientific nature,pertinence and validity of the training strategies regarding historical interpretation,aimed at the existing problems and reasons,the author materializes the teaching training strategies on the basis of analyzing the subject features,students’ needs,teaching practice,educational theory and curriculum requirements.And based on historical materials teaching,the training strategies are divided into constructed knowledge-system,expanded interpretation horizon,historical thinking’s development and practices in expressive ability.In order to further ensure that the training strategies conform to the actual needs of history classroom teaching during the high schools,the author designs specific teaching cases and conducts teaching experiments in several classes in a senior high school.The experiment holds true that the historical material teaching has a certain advantage inimproving student’s ability of historical interpretation.For example,during the exploration process of historical interpretation,students can facilitate the development of historical interpretation and language expression.Because of its higher operability and perfect adaptability to teaching needs,the practical teaching effect of the training strategies earns the general consent between teachers and students.With regard to this research,there are certain achievements in the history class in middle school,it also enjoys some imperfections caused by the author’s limited experience.But anyway,we always hope that it can exert a positive influence on the development of high school students’ historical interpretation.