Research On Cultivating Students' Empirical Literacy Of Historical Materials In High School History Teaching ——Taking Classical Chinese Historical Materials As The Core

This paper takes the cultivation of students' historical empirical literacy in literary history as a starting point and discusses the different types of literary historical materials that are used to gradually motivate students to complete the cultivation of historical empirical literacy in different ways.In terms of the content of the study,it is divided into five parts.The first part illustrates the importance of cultivating historical empirical literacy in literary history.It discusses the importance of cultivating students' empirical historical literacy through the use of literary historical materials based on three aspects: curriculum standards,recent trends in examinations and the comparison of old and new textbooks.The second part deals with the current situation of the application of literary historical materials in high school history teaching.Questionnaires were distributed to teachers and students of Jilin Jihua First Senior High School and Jilin Twelfth High School respectively.Through the analysis of the returned questionnaires,the current situation of cultivating students' empirical historical literacy with literary historical materials is thus discussed,and the reasons for the problems reflected by the questionnaires are analysed.The third part deals with the principles of cultivating students' historical empirical literacy in literary history.Authenticity,relevance and diversity should be followed in the selection of historical materials in the language.In the use of literary and historical materials,subjectivity,appropriateness and integrity should be followed.Part fourth discusses the ways in which students can develop empirical historical literacy through the use of historical materials in literary texts.Through the three aspects of collecting historical materials and distinguishing their nature,judging their authenticity and making rational use of them,students are encouraged to develop a comprehensive historical evidence-based literacy from the surface to the inside.The fifth part is the case and reflection.The paper designs separate cases through three dimensions: historical selection and evaluation,mutual evidence of multiple historical sources,and historical extraction of information to form historical evaluation.It explores how to develop students' historical empirical literacy through literary historical sources in the different cases and reflects on the examples.Relying on the teaching of history in high school,this paper helps students to clarify their historical knowledge related to ancient Chinese history as well as implement the requirements of the new curriculum through the teaching of history in the literary language.Separate theoretical and practical perspectives are used to integrate literary historical materials with empirical historical literacy.