On The Cultivation Research Of Classroom Questioning In The Empirical Literacy Of High School Students' Historical Data

History teaching in high school is inseparable from historical materials,and the value of hist orical materials lies in the ability to prove historical facts.In terms of history teaching in senior high schools,in order to cultivate students' empirical quality of historical materials,it is necessary to attach importance to the questioning link,master the characteristics of timeliness,timelines s,fixity and divergence.Under the background of the new curriculum reform,this paper makes a reasonable connection between the historical evidence of the historical core accomplishment and the classroom questioning.Combining with the current teaching situation of history in high schools,this paper summarizes the theoretical research results of predecessors and analyzes how to improve the students'historical evidence accomplishment with the help of classroom questioning.First of all,according to the analysis of the subject and learning situation,this paper discusses the necessity and feasibility of the cultivation of the empirical literacy of historical materials in the high school history classroom questioning.Thirdly,carry out a questionnaire survey for senior high school students.Combined with the results of the questio nnaire survey,analyze the relevant status quo of the empirical training of historical materials in the process of history classroom questioning in senior high school,so as to find out the existing problems in the history classroom questioning and attribute the problems.Thirdly,it is the focus of the article.From the direction of questioning,the type of questioning,the methods of questioning,and the quality of teachers,it summarizes the strategies that will cultivate the empirical literacy of historical materials in the history classroom questioning and apply some of the teaching strategies in combination with the actual teaching cases.Finally,it evaluates and reflects on the strategies of raising historical data empirical literacy in the history classroom,so as to better implement the cultivation of historical data empirical literacy.