The Cultivation And Practice Of Core Literacy Based On Historical Data Demonstration Based On The New Curriculum Standard Of Compulsory Education

In 2022,the History Curriculum Standard for Compulsory Education(2022 Edition)was issued,and the new curriculum standard clearly proposed that the history curriculum should focus on the core quality,reflect the nature of the curriculum,reflect the curriculum concept,and establish the curriculum objectives.The core quality to be cultivated in the history course mainly includes five aspects: historical materialism,space-time concept,historical data demonstration,historical interpretation,and feelings of family and country.It is a closely connected whole.Among them,historical data demonstration refers to "the attitude and method of discriminating the acquired historical data and using credible historical data to try to reproduce the true history." History has the characteristics of past and non-repeatability,This is a special attribute of the history discipline,which is different from other disciplines.However,historical data can provide us with a bridge to experience history.At the same time,the empirical quality of historical data can also help the formation and development of other qualities.However,in the current history class of junior high school,there are still many problems in the cultivation of historical material empirical literacy,resulting in the relatively weak historical material empirical ability of junior high school students.How to make good use of historical materials to guide students to demonstrate history and further cultivate other core qualities puts forward higher requirements for the teaching practice of middle school history teachers.Since 2020,the Xinjiang Uygur Autonomous Region has added the "Brief Xinjiang Local History Reader" as the local history teaching content in the compulsory education stage,and it is also a new course with local characteristics of Xinjiang.In the process of research,the teacher conducted interviews and questionnaires with the junior high school history teachers and students of Urumqi No.46 Middle School to understand the current situation of the cultivation of historical material demonstration literacy,summarize the existing problems,and analyze the reasons.Then,the teacher selected the curriculum in the "Concise Xinjiang Local History Reader" for teaching design,put the core literacy cultivation of historical material demonstration through the teaching process,and focus on cultivating students’ ability to find and analyze historical materials,The teacher leads the students to analyze different types of historical materials for comparison,and investigate the promotion effect on the formation of core literacy.Through the specific teaching design,teaching practice and student feedback of the first lesson,we will continue to try to analyze and train different types of historical materials,observe the different reactions of students under different historical materials teaching,put the training strategy of historical materials empirical literacy into the history classroom teaching for practical test,explore the training strategies,and hope to help the front-line teachers better find out the problems and reform direction,It will provide some reference for the cultivation of junior high school students’ historical material empirical literacy in the future.Through research,it is found that the types of historical materials selected by junior high school history teachers are mainly documentary historical materials,picture historical materials and audio-visual historical materials,and teaching materials,teaching aids and network are the main ways to select historical materials.However,in actual teaching,due to the lack of junior high school students’ ability,the need to update the teaching concept of history teachers,and the need to cultivate junior high school students’ ability,teachers often use theory to replace history in the teaching of historical materials,and the logic is not rigorous;Students have poor reception and analysis ability for some documents and historical materials.There are several suggestions to improve the effect of the cultivation of students’ historical material demonstration literacy in junior high school history teaching: First,teachers should carefully analyze the curriculum standards,set correct teaching objectives,and establish the concept of historical material demonstration;The second is to make use of the teaching materials in the textbooks,which is more in line with the ability level of junior middle school students;Third,select a variety of methods and ways to cultivate students’ ability to analyze historical data through heuristic teaching;Fourth,proper addition of extracurricular practice,such as museum observation of physical historical materials,can help junior high school students learn to "learn from history" and cultivate the empirical quality of historical materials.