| The introduction of the "History Curriculum Standards for Compulsory Education(2022 Edition)" marks new requirements for junior high school history education and junior high school students’ history subject abilities in the new era.History reading ability is a branch of reading ability in the history discipline,playing a fundamental role in the ability of the history discipline.However,from the existing research status,there are problems such as difficulties in middle school students’ history reading ability and unclear strategies to improve it.This article focuses on these two issues,combining relevant theories of reading,education,and psychology as the theoretical basis for research.Using text analysis and observation methods,based on the current situation and problems of contemporary middle school students’ historical reading,feasible strategies are proposed.This article consists of four parts:The first part is an introduction,which mainly discusses the reasons and significance of conducting this study,the innovative points of research both domestically and internationally,and explains the research ideas.The second part analyzes the connotation of historical reading ability.Firstly,the meanings of reading ability and historical reading ability were defined.Secondly,the structural levels of historical reading ability were divided,mainly including: the ability to obtain and process historical information,the ability to understand and interpret historical things,and the ability to argue and explore historical issues;Finally,the characteristics of historical reading ability were extracted,including disciplinary,ideological,comprehensive,and practical aspects.The third part analyzes the difficulties and influencing factors of junior high school students’ history reading ability.First of all,Grounded theory analyzes and summarizes the shortcomings of junior high school students’ history reading ability,and further emphasizes the necessity of improving history reading ability;Secondly,extract the factors that affect history reading ability,mainly discussing from four aspects: students,teachers,schools,and parents.The fourth part proposes principles and strategies for improving history reading ability based on practical situations.Firstly,the principles that should be adhered to when improving history reading ability were proposed,including the combination of student-centered and teacher led principles,the guiding principles of the new curriculum standards,the scientific principles of selecting history reading materials,and the sustainable principles of cultivating history reading ability;Based on the actual situation,specific strategies are proposed and corresponding to the level of historical reading ability,mainly carried out through three dimensions: innovative teaching guidance,cultivating the acquisition and processing of historical information for junior high school students;Strengthen the depth of teaching and enhance the construction of historical thinking among junior high school students;Expand teaching space and enhance junior high school students’ perspective and approach to history readingThe fifth part is the conclusion,which mainly summarizes and reflects on the entire text,pointing out the shortcomings of this article and the directions for future efforts.Overall,improving middle school students’ historical reading ability in history teaching is of great significance for cultivating their historical literacy.Teachers should propose corresponding strategies from the perspective of middle school history teaching design itself to enhance students’ historical reading ability. |
