A Study On The Current Situation Of Historical Evidence Literacy Development Among High School Students

In 2017,the Ministry of Education promulgated the General High School History Curriculum Standards(2017 Edition Revised 2020),which clearly sets out the five core literacies of the subject of history,including materialistic view of history,spatial and temporal concepts,historical evidence,historical interpretation and family and national sentiments.One of these literacies,historical evidence,embodies the core approach to historical understanding.It requires students to know that historical sources are a bridge to historical understanding,to be able to identify and analyse acquired historical sources,and to use credible historical sources to argue for historical conclusions and express their own historical understanding.More than five years after the promulgation of the General High School History Curriculum Standards(2017 Edition Revised 2020),it is necessary to conduct a more systematic research study on the effectiveness of empirical historical literacy development in order to summarise experiences,identify problems and enhance the effectiveness of empirical historical literacy development in high school history classrooms.Based on the existing research,this paper investigates the current situation and problems in the cultivation of evidence-based historical literacy among high school students using literature analysis,questionnaires,classroom observations and case studies,distils the effective teaching strategies found in classroom observations,understands the current situation of cultivating evidence-based historical literacy among high school students,and provides feasible suggestions for high school history teachers who teach in the front line to cultivate evidence-based historical literacy.The introduction provides a more detailed explanation of the reasons for the selection of the topic,the significance of the study,the current status of the study and the research methodology.The main text is divided into four parts:The first part first defines the concepts related to empirical historical literacy,mainly to clarify the connotations of history teaching and empirical historical literacy;then it synthesises the relevant research results and the relevant contents of the curriculum standards,specifically analyses the levels of empirical historical literacy,and defines the specific performance of each level as well,so as to lay a good theoretical foundation for the research to follow.The second part identifies the specific methods of investigation and conducts the investigation and analysis.In order to take a more comprehensive view of the current situation of the cultivation of empirical historical literacy and the specific problems in the process of cultivation,this paper uses a combination of classroom observation and questionnaire survey to carry out the investigation study.The questionnaire survey was divided into a teacher questionnaire survey and a student questionnaire survey to understand the current cultivation status and cultivation problems from the teacher’s perspective and the student’s perspective.The third part analyses the current state of cultivation of historical evidence literacy among high school students based on the results of classroom observations and questionnaire surveys,including teachers’ attitudes and abilities in cultivating students’ historical evidence literacy,the current state of historical evidence literacy possessed by students,and the problems in cultivation and the reasons for them.In the fourth part,we propose suggestions for improvement in the current state of development,taking into account teaching observations and academic research findings,and addressing the problems in the development of empirical historical literacy,mainly from the preparation and implementation stages,with the teaching of historical materials as the starting point.In general,this study shows that most teachers are aware of the need to develop students’ empirical historical literacy in their teaching practice,but due to the limitations of historical resources,class time and students’ learning attitudes,the effect of this training is limited and there is still much room for improvement.