Research On The Cultivation Of Historical Interpretation Literacy Of High School Students Under The Background Of The New College Entrance Examination In Shandong Province

With the further deepening of the curriculum reform,the education goal of our ordinary high school stage has also changed from the three-dimensional goal to the current five core qualities.In 2017,the History Curriculum Standards of Ordinary High Schools was officially proposed by the Ministry of Education,and historical interpretation literacy,as the core of the five core qualities,has attracted the attention of high school history teachers and related researchers since its proposal.However,the core literacy is the top-level design of the curriculum reform,which cannot directly work on the students.The achievement of the core literacy goals must be accomplished through the history teaching process.Therefore,it is very necessary for teachers to pay attention to cultivating students’ historical interpretation literacy in the process of high school history teaching.The cultivation of historical interpretation literacy of high school students can not only help to promote the achievement of the overall goal of students ’core historical literacy and promote the development of students’ ability,but also enable teachers to better cope with the proposition trend of the new college entrance examination in Shandong Province under the background of the new college entrance examination in Shandong Province.At the same time,through the study of historical interpretation literacy in the new college entrance examination in the past two years,it is found that historical interpretation literacy accounts for a large proportion in the examination questions,and the examination form is flexible,which further confirms the necessity of cultivating historical interpretation of high school students.Through the questionnaires and interviews of the two high schools,we understand the problems and reasons in the implementation of historical interpretation literacy.According to the analysis results,the level of high school students is relatively low,which is mainly reflected in the weak basic knowledge of history,the one-sided interpretation of history,the lack of historical analysis ability,the lack of language expression ability,and the cultivation of historical interpretation literacy.Finally,in view of the problems of questionnaire survey and communication,we propose the effective strategies to cultivate historical interpretation of high school students in the classroom teaching of middle school history: that is,to use the foundation of historical interpretation,to explore the methods of historical interpretation,to promote the cultivation of historical interpretation,to emphasize historical interpretation,so as to help the cultivation of historical interpretation of high school students.