Generative Teaching And The Cultivation Of Core Literacy Of Historical Evidence In High School History

Historical evidence is one of the core literacies of the history subject clearly stated in the "General High School History Curriculum Standards（2017Edition）",while generative teaching is a new teaching form relative to pre-set teaching.Influence each other and have an internal connection.Exploring the relationship between generative teaching and the cultivation of literacy of Historical Evidence is of great significance for expanding the application direction of generative teaching and enriching the cultivation path of historical Evidence core literacy.Generative teaching is based on the premise of flexibility and pays attention to "generating in the process".With the flexibility of teaching arrangements and the generative nature of the teaching process,it promotes students’ understanding and mastery of historical materials;The cultivation of core literacy of historical evidence can also enable students to have divergent thinking and develop a realistic learning attitude,which is conducive to the effective implementation of generative teaching.Under the guidance of constructivism theory,Marxist practical generative theory,multiple intelligence theory,and generative learning theory,generative teaching is based on the inherent characteristics of participation,flexibility and interaction,cultivates students’ initiative in learning historical materials,and improves students’ ability to learn based on the enthusiasm of historical materials to generate problems,promote students’ thinking and interpretation of historical materials.In the teaching practice of high school history classroom,teachers can cultivate students’ ability to distinguish,analyze,understand,interpret,compare and apply historical materials through the specific paths of teaching blank generation,curriculum resource generation,situation creation generation,and teaching interaction generation,so as to achieve historical data.The four-level learning objectives of core literacy realize the cultivation of core literacy of historical evidence.For front-line teachers,it is not only necessary to fully realize that generative teaching needs to leave enough space for students to explore the literacy of historical evidence,have a harmonious teacher-student relationship,flexibly handle classroom accidents,and make good use of historical materials to generate stories,but also pay attention to the generation of in the process of generative teaching,the use of historical materials should avoid deviating from the teaching objectives,the selection of historical materials should avoid lack of pertinence,the design of historical materials should avoid lack of interest,and students should not be tired due to excessive historical materials.