Research On The Cultivation Of Middle School Students’ History Reading Ability

Reading ability is the foundation and starting point of middle school students’ learning ability.In the process of learning history,cultivating middle school students’ historical reading ability is of great significance for knowledge learning,ability development,and thinking enhancement.This study focuses on the cultivation of middle school students’ historical reading ability.Through literature analysis,text research,induction and summary,and case analysis,it is analyzed from four levels to provide some reference for relevant theoretical research and practical exploration.This article consists of three parts: introduction,main text,and conclusion.The introduction explains the origin and significance of this study.Through literature search and organization,it summarizes the current research status at home and abroad on cultivating middle school students’ history reading ability,and explains the research content,methods,and ideas.The main text consists of four chapters.The first chapter provides an overview of middle school students’ historical reading ability,mainly defining the connotation,analyzing the composition,and summarizing the influencing factors of middle school students’ historical reading ability.It also elaborates on the theoretical basis of this study,proposing eight elements of historical reading ability: recognition,understanding,identification,selection,interpretation,evaluation,reflection,and creation.The second chapter analyzes the support and process of the development of middle school students’ history reading ability.Classify and explain the characteristics of historical reading materials based on different carriers.Based on the relevant content of information processing theory in cognitive psychology,the development process of middle school students’ historical reading ability is refined into five stages:preparation and motivation,perception and understanding,extraction and summarization,output and application,feedback and enhancement,and integrated with the eight constituent abilities proposed in Chapter 1.The third chapter mainly explains the three principles of goal orientation,gradual progress,and diversity and effectiveness that need to be followed in cultivating middle school students’ history reading ability.It also elaborates on its connotation,analyzes its necessity,and provides examples.Based on the analysis of the current situation of cultivating middle school students’ historical reading ability,Chapter 4 proposes suggestions for training.By improving the historical cognitive structure of middle school students and applying the teaching mode of historical reading,we aim to promote the cultivation of their historical reading ability.On the basis of summarizing the main content and conclusions of this study,the conclusion section reflects on the shortcomings of this study and makes prospects for future research.This article aims to improve the historical reading ability of middle school students by analyzing the connotation,composition,influencing factors,and development process of their historical reading ability,thereby laying the foundation for the cultivation and development of their subject core literacy and thinking.