| The characteristic of history discipline is that its research object is the objective facts that occurred in the past and can not be repeated,and can not be directly observed and experienced.Historical materials are the bridge between the past and the present,and people can understand and explore the truth of history with the help of historical materials.Senior high school students need to use historical materials as the medium to learn history.The correct interpretation of historical materials and information is the key for senior high school students to learn history subjects well and prepare for exams effectively.With the in-depth advancement of the new round of middle school history curriculum reform,historical materials play a more and more important role in history teaching.History education in the new era puts forward more specific and higher requirements for senior high school students’ ability to interpret historical materials.However,under the background of the new history curriculum reform,there are still many problems in the cultivation of students’ historical data interpretation ability,and most students’ historical data interpretation ability needs to be improved.From the perspective of empirical literacy of historical materials,this paper tries to stimulate students’ interest in learning history,improve their ability of interpretation of historical materials,and promote the cultivation of core literacy of historical materials on the basis of studying and understanding the current students’ ability of interpreting historical materials.For this reason,the paper takes the historical data interpretation ability of senior high school students at the present stage as the research theme,and conducts a student questionnaire survey and teacher interview.As a result,it is found that history teachers have the following problems in the process of cultivating students’ ability: deviation in interpretation of historical materials,lack of methods of teaching interpretation,lack of protruding students’ dominant position,etc.,and the reason why students’ ability to interpret historical materials is weak--there is a single way of access to historical materials,there is no systematic interpretation method,and so on.In view of these problems,the author designs teaching cases through regular classes,extracurricular practical activities and thematic inquiry activities to explore feasible methods to cultivate students’ ability to interpret historical materials.As a result,it is concluded that teachers should meet the requirements of history curriculum standards and students’ learning development when cultivating the ability of historical data interpretation of senior high school students,and adhere to the combination of historical theory and historical theory under the guidance of historical materialism.At the same time,teachers also need to carefully select historical materials,interpret them based on the background of historical materials,and pay attention to teaching systematic interpretation skills,accompanied by appropriate exercises.Therefore,based on the perspective of empirical literacy of historical materials,this paper explores the methods of cultivating the ability of senior high school students to interpret historical materials,and puts forward targeted suggestions,in order to serve as a reference for teachers’ teaching. |
