Research On The Consciousness Of Cultivating "Historical Evidence" In Senior High School History

Since the beginning of the 21 st century,the Organization for Economic Cooperation and Development(OECD)took the lead in putting forward the structural model of "core literacy"(that is,the teaching model based on the construction of the key ability and thinking quality of the core discipline),and put forward the curriculum teaching framework designed around the core literacy model.Promoted by UNESCO,EU,OECD and other international organizations,this teaching concept has gradually become a common understanding of international education.In this context,China’s new round of education reform will also focus on the implementation of core literacy as the goal of the curriculum reform.In April 2014,the Ministry of Education for the first time put forward the teaching goal of building a "core literacy system for student development" in the important document "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Talents through Virtue".In 2016,each discipline has put forward the concept of "core literacy" of the discipline,and the five core formal conclusions of the history discipline have been put forward,namely,"historical materialism","space-time concept","historical materials and historical evidence","historical interpretation",and "feelings of family and country".The 2017 revision of History Curriculum Standards for Ordinary Senior High Schools clearly states that students can enhance their empirical consciousness through learning history courses.It shows the basic position and function of "historical materials and historical evidence" in the five core qualities of history discipline.Mr.Fu Sinian once said that "historiography is historiography",from which we know that historical materials are the cornerstone and root of the discipline of history.Without historical materials,the discipline of history will become a tree without roots and a source without water.The accomplishment of "historical evidence" is an attitude and method that requires researchers to obtain reliable historical data through strict inspection and reproduce the historical truth according to the mastered historical data.The author here will high school students need to have a profound understanding of "the historical materials of the history of" literacy history of critical thinking and the spirit and ability,both critical and questioning eyes collection,screening,reading historical materials,follow the "from the history of the theory of",the practical point of view,and use credible sources the ability to solve the problem of history and even real problems."Historical evidence" is a necessary historical accomplishment for senior high school students,as well as a necessary method for lifelong learning.It can highlight the cultivation of students’ ability and subject characteristics in the current history teaching.However,how to cultivate the consciousness of "historical materials and historical evidence" in practice is a common problem faced by the majority of teachers.Based on my own teaching practice and the district-level research and school-based research,this paper preliminarily explores how to cultivate students’ consciousness of "historical evidence" in history teaching in senior high school.The article is divided into seven parts: The first part is the introduction,which will elaborate the reason of the topic selection,research status at home and abroad,research content and methods,research innovation and the significance of this research at the present stage.The second part defines the concepts of "historical data","demonstration","teaching of historical data" and "demonstration of historical data",discusses the relationship between "demonstration of historical data" and "teaching of historical data",and clarifies the research direction.The third part introduces the significance and basic principles of the empirical cultivation of historical materials.The fourth part puts forward the cultivation strategies of teachers’ consciousness of "historical evidence" and students’ consciousness of "historical evidence".In the fifth part,the teaching design and practice are carried out by using the above strategies based on the example of lesson 12 of the Sino-Japanese War in 1894-1895 and the Invasion of China by the Eight-power Allied Forces.The sixth part reflects on the feedback problems in teaching practice,and the seventh part is the conclusion.