Research On The Cultivation Of Historical Interpretation Literacy In Junior Middle School History Teaching

With the comprehensive implementation of the History Curriculum Standards for Compulsory Education(2022 Edition),more and more attention has been paid to the history teaching in junior high school which is oriented by core accomplishment.In the current history curriculum of junior high school,as one of the five core qualities,historical interpretive literacy has become the focus of attention.However,in the current history teaching of junior middle school,due to the constraints of exam-oriented education and other factors,when teachers guide students to learn history,there will be some problems that deviate from the historical background and historical context.The traditional exam-oriented teaching model turns history teaching into a process of storing historical knowledge for students.This also often results in students interpreting history unilaterally or even incorrectly.In addition,in the information age,other channels present historical information that is different or even contrary to what students are required to know under curriculum standards,students must develop critical thinking skills in the sharing of information in order to identify authentic and valid information,which demonstrates the importance of ’historical interpretive literacy’ in shaping students’ independent thinking and objective discernment skills,which also places greater demands on teachers.Based on the requirements of the new curriculum and combined with teaching practice,this article discusses issues related to the development of historical interpretive literacy at the junior high school level.Firstly,it outlines the concepts and theoretical interpretations related to historical interpretive literacy at the junior secondary level,clarifies the connotation of historical interpretive literacy,analyses the target requirements of the new curriculum for historical interpretive literacy,justifies the theoretical basis for the cultivation of historical interpretive literacy from hermeneutic theory and the classification theory of educational objectives,and demonstrates the practical need for the cultivation of historical interpretive literacy from three aspects: the improvement of students’ learning ability,the enhancement of teachers’ professionalism and the implementation of the new curriculum.Then,it puts forward corresponding strategies on how to cultivate historical interpretation literacy in junior middle school.According to the curriculum standards of the history discipline,combined with the teaching practice and the training needs of core literacy,it puts forward relevant training strategies on historical interpretation literacy from two aspects of study method guidance and optimization of teaching strategies,and analyzes and demonstrates it in combination with teaching design and cases.According to the above analysis,a lesson is selected for teaching design from the first volume of the eighth grade history textbook Chinese History(Volume 1),and how to concretely implement the cultivation of historical interpretation literacy in junior middle school history teaching is presented through a detailed teaching process.Based on the above teaching design and teaching practice,this paper analyzes the teaching effect from the realization of teaching objectives and the cultivation of students’ historical thinking ability,reflects on teaching practice by interpreting the concept of historical interpretation literacy,and discusses the problems that should be paid attention to in the training process of historical interpretation literacy.