Research On The Cultivation Of Historical Interpretation Literacy Based On Solo Classification Theory

As one of the five core standard of history,historical explanation literacy is of positive importance to the lifelong development of senior high school students.However,in the actual teaching process,the cultivation of historical explanation literacy is more theoretical and difficult to carry out than other literacy.Solo classification evaluation method abandons the traditional summative evaluation of point scoring,assigns scores according to students’ levels,judges their thinking ability according to students’ answers,and evaluates students’ learning process.In view of the problem that senior high school students cannot judge the level of historical interpretation literacy in the training process,this paper combines solo classification theory with historical interpretation literacy to detect the current situation of senior high school students’ historical interpretation level,and puts forward corresponding strategies for cultivating senior high school students’ historical interpretation literacy with historical thinking ability as the core,so as to promote the development of senior high school students’ historical interpretation literacy.The first chapter mainly introduces the source,stratification and connotation of solo classification theory and historical interpretation literacy;The second chapter clarifies the connotation of solo classification theory and historical interpretation literacy,combines the two,and designs a new five levels of evaluating historical interpretation literacy;The third chapter makes a set of questions survey on the current postion of the cultivation of high school students’ historical explanation literacy in the author’s internship school and the writing test of "historical paper",finds many problems in the low level of high school students’ historical interpretation literacy,and tries to construct a hierarchical model of high school students’ historical interpretation literacy based on solo classification evaluation method;The last chapter puts forward the corresponding training strategies according to the training status of historical interpretation literacy and the training requirements of senior high school students’ historical explanation literacy,so as to enhance students’ broad level and key capabilities.