Research On The Analysis Of The Examination Of Historical Evidence Literacy And Teaching Response Strategies In The History Test Questions Of The College Entrance Examination

With the increasing improvement of the education system,the education system and requirements for the cultivation of talents have reached a higher level,and the General High School History Curriculum Standards published in 2017 further put forward five core literacies about the subject of history,among which historical evidence literacy is an important way to achieve them.Therefore,the cultivation of students’ historical substantiation literacy has become an important requirement for secondary school history education and teaching.As the most influential way to evaluate the teaching of the subject,the proportion of historical material empirical literacy in the examination questions of the college entrance examination has become more and more significant.Therefore,analyzing the examination of historical material empirical literacy in the college entrance examination questions has certain guiding significance for implementing the cultivation of historical material empirical literacy in high school history teaching.The test questions on the examination of empirical literacy of historical materials in the National I paper of the history entrance examination in the past five years from 2018 to 2022 are analyzed in many aspects,such as the distribution of the number of questions,the type of historical materials and the content of the knowledge tested.In addition,the analysis of the mock test papers,student questionnaires and teacher interviews reveal that there are still problems in the cultivation of historical evidence literacy in high school history teaching,such as students’ lack of awareness of historical materials,lack of understanding of the ways to collect historical materials,and weak reading ability of historical materials in literary language.Based on this,we propose corresponding strategies from both "teaching" and "learning" aspects.Teachers should clarify the purpose of teaching historical materials,select appropriate historical materials,use historical materials correctly,and use effective classroom questions to better promote the implementation of historical materials teaching;students should establish a correct awareness of learning historical materials before learning historical materials,consciously and actively learn to master the methods and ways of collecting historical materials,and improve their ability to interpret historical information,extract historical information,and use historical information under the guidance of teachers.They should improve their ability to interpret historical information,extract historical information,and use historical information to argue points of view.