Research On The Graded Cultivation Of Junior High School Students' Historical Materials Reading Abilit

The ability to read historical materials is one of the necessary abilities for junior high school students to learn history,which is of great significance for students to learn and understand history.Exploring research strategies for hierarchical cultivation of junior high school students’ historical reading ability can help improve teachers’ guidance on learning methods for students of different grades,strengthen teachers’ emphasis on the cultivation of students’ historical reading ability,and enable students to improve their learning efficiency and historical achievements based on mastering methods,so that teachers and students can develop through mutual promotion.Starting from the current situation of graded cultivation of historical reading ability of junior high school students,this article conducts a questionnaire survey of junior high school students and teachers.It is found that graded cultivation of historical reading ability is not recognized in the context of quality education,teachers’ professional reserves are limited,and graded cultivation of historical reading ability is superficial,and students’ interests are lacking.The graded cultivation of historical reading ability is not effective.The reasons are various,For example,during the decade of basic education reform,the cultivation of historical material reading ability lacks conditions,and the hierarchical cultivation of historical material reading ability is superficial due to the limited professional reserves of teachers.Based on the 2022 compulsory education history curriculum standard,combined with educational practice and the psychological and cognitive characteristics of students in different grades,this article focuses on the hierarchical cultivation of junior high school students’ historical reading ability.Junior high school students need to cultivate their interest in historical reading and have a preliminary understanding of the basic types and access to historical materials;Clarify the objectives of historical reading and preliminarily master the basic skills of historical reading ability;Based on the learning situation in the first grade of junior high school,choose the test questions based on the activity of illustration cards.Junior two students need to develop methods for identifying the authenticity and value of historical materials;Improve students’ enthusiasm for reading and thinking about historical materials by designing effective questions.Junior high school students cultivate the ability to extract and use historical materials through the implementation of empirical literacy in historical materials,improve practical strategies for reading historical materials,and conduct systematic reading training based on the types of questions in the high school entrance examination.Finally,based on three years of teaching practice,this paper analyzes the practical results of hierarchical cultivation research.Through the cultivation of historical material reading ability,it has promoted students’ interest in reading historical materials,improved their habits of reading historical materials,and improved the passing rate of the school’s junior high school history exam.However,there are certain problems that need to be addressed in the design of effective history in new teaching;Pay attention to selecting typical test questions to explain and summarize learning methods;Strengthen attention to students and let them actively participate in history learning;Emphasis should be placed on improving students’ ability to read historical materials through various information technology methods.