Interpretation And Cultivation Research On The Empirical Literacy Level Of Historical Materials Of High School History Teaching

According to the requirements of the era of "standing ethics and tree people",the 2017 version of high school history curriculum standard proposes five core qualities.Among them,the quality of "evidence of historical materials" is the key ability and important method to understand and interpret history,and also the basic way to achieve the other four core qualities.In this paper,we study the examination questions of the past years and interpret the four levels of the five core qualities of the "historical evidence",as well as their implementation strategies in the teaching process.At the same time,it explains the significance of cultivating the quality of "historical evidence demonstration",and the relationship between the quality level of "historical evidence demonstration" and the teaching application of history teaching objectives,history examination propositions,history learning evaluation,etc.,so as to provide some references for the history teaching practitioners.This paper is mainly composed of the following aspects:The first is the introduction.It mainly covers the reasons for selecting the topic,research summary,research significance and so on.The second aspect is the definition of relevant content.The third aspect is to interpret the four levels of literacy classification of "historical evidence" and the relationship between it and teaching application.The fourth aspect is the implementation strategy of high school history teaching to cultivate the quality of "historical evidence".