The Study On How To Improve Historical Interpretation Of High School Students By Image Historical Materials

History curriculum reform is a positive response consistently wit h the development of education,Which aims to change the traditional education model and to promote the effective development of student s' subject accomplishment.The 2017 edition of the high school curric ulum lists five historical key accomplishment and redefines historica l image materials.Historical interpretation refers to the attitude,a bility and method rational analysis and objective evaluation of hist orical things based on historical materials.As one of the five accomp lishment,historical interpretation is the ability to narrate history ob the basis of forming historical understanding and understanding,an d it is the main indicator to test students' development level of hi storical concept,historical knowledge,ability and method,etc,and it is in the position of core competence.As a part of teaching historic al materials,image historical materials,can make up for the shortcom ings of written materials that are not intuitive,and provide a new w ay to improve the quality of historical interpretation.Based on abundant empirical data,this paper discusses the correla tion between image historical materials and historical interpretatio n ability of high school students.Focusing on improving historical in terpretation quality of high school students by using image historica l materials,this paper investigates the current situation of student s' historical interpretation ability and finds that there are colloq uial expressions and non-standard language,Description can not be fro m the history,the history of the combination;The explanation Angle i s single and not comprehensive training and the exposition lacks the logic and so on.In view of the shortcoming in students' historical interpretation training,the author makes strategies from the perspect ive of teaching of image historical materials.First,based on the te aching material of the image on the historical data specification lan guage expression ability;Second,to provide the high school students with a wealth of different types of image historical materials,broad en the interpretation of students thinking;Third,taking the question as the bridge,the author implements the learning method of students' theory form history and the combination of history and theory.The re lationship between strategies is progressive,Which aims at leading students to interpret the historical data of images in depth,and cultiv ating students' logical thinking.