Research On The Cultivation Strategy Of The Core Competency Of "Evidence-Based" In Middle School History Education

After the promulgation of The History Curriculum Standards for Compulsory Education(2022 Edition),formal questions and reflections about the cultivation of "evidence-based" core competency in middle school history education in the wave of the new round of educational reform.According to the author,the significance of cultivating "evidence-based" core competency in middle school students involves: first,meeting the needs of basic education reform;second,realizing the nurturing value of the history curriculum;third,fulling the practical demands of the senior high school entrance examination.This article is divided into four parts.In chapter one,the author defined the related concepts of "evidence-based" core competency and elaborated the importance and emergency of the cultivation of "evidence-based" core competency by analyzing the history simulation questions and students’ responses for the third year of middle school in Tongliao City in 2021,2022 and 2023.The theoretical basis involving Humanism,the "most recent development zone" theory and Piaget’s theory of cognitive development was explained,which was utilized to guide the analysis,summary and design of the following chapters.In chapter two,the author conducted questionnaires and interviews with middle school students and history teachers in Tongliao City and then analyzed and summarized the problems in the cultivation of "evidence-based" core competency in the selected middle school.The main problems of these students covered lack of theoretical knowledge,inadequate judgment of the meaning and main types of historical materials,shortage of awareness and practice of active collection and acquisition of historical materials,low accuracy in reading and understanding historical materials,incapacity of extracting and applying effective information from historical materials,and lack of empirical awareness.These teachers were faced with the following five problems.First,the superficial comprehension of the cultivation of"evidence-based” core competency.Second,a lack of cultivation of their students’ awareness of collecting historical materials actively.Third,selecting simple and abstract historical materials,as well as inadequate cultivation of students’ awareness of distinguishing and investigating the historical materials.Fourth,utilizing a relatively single evaluation mode without corresponding follow-up measures.Fifth,being unconfident about the cultivation of "evidence-based" core competency in the history curriculum.To sum up,the author considered the state and level of the "evidence-based"core competency in the selected middle school as discouraging.In other words,it meant middle school students’ “evidence-based” core competency had a large space for progress.In chapter three,the author promoted principles and strategies for the cultivation of "evidence-based" core competency in middle school history,which involves intuition,acceptability,progressiveness,and multiplicity,as well as the strategies for improving history teachers’ theoretical competency,setting clear teaching objectives based on "evidence-based",basing on historical materials,adopting various"evidence-based" teaching methods,and selecting evaluation methods skillfully.In the last chapter,the lesson "The Unification and Fall of the Sui Dynasty" in the second book of the 7th-grade history of the Ministry of Education edition was selected as an example to practice the strategy of cultivating the "evidence-based" core competency in history classes.Guided by the concept of cultivating the history core competency of middle school students,this study analyzed the textbook in detail and initially summarized the key points and difficulties.Then,according to the survey results of middle school students,the key points of this lesson were the significance of the unification and the Grand Canal,the impact of the establishment of the imperial examination system and the causes along with lessons of the fall of the Sui Dynasty.The teaching objectives are analyzing and summarizing the significance of the unification and the Grand Canal as well as the reasons and significance of the establishment of the imperial examination system,and evaluating Emperor Yang of Sui.During the teaching process,this study utilized a variety of historical materials such as pictures and documents from textbooks and monographs,which corresponded with different historical problems.Meanwhile,this study adopted independent learning and cooperative inquiry to highlight the key points of teaching and break through the difficult points of teaching.Finally,two types of assignments were designed to evaluate and provide feedback from the perspectives of both teachers and students,to help the practice and improvement of the core competency of "evidence-based" strategies.