Research On The Strategy Of Cultivating The Empirical Literacy Of Historical Materials

Historical evidence literacy,as one of the core literacies in high school history,has been a popular topic of history teaching research in recent years.However,research on strategies for developing empirical historical literacy has been theorized and individualized due to few teaching practices and a lack of systematic analysis of the development results.Highly generalized theories are difficult to actually implement in teaching practice,and individualized programs do not have universal guidance value for frontline teachers.Authentic and authoritative historical sources in textbooks are the core historical sources used in developing empirical historical literacy.Taking the "Outline of Chinese and Foreign History(Ⅱ)" newly put into use in the spring semester of 2023 in many provinces as an example,we propose cultivation strategies for the historical materials in this textbook that can meet the current teaching needs and have practical and universal reference value for front-line teaching.The concept of empirical literacy in historical materials includes three levels:empirical methods,empirical thinking,and empirical spirit.The 2017 edition of the high school history standard divides the cultivation goals of empirical historical literacy into four levels,and the goal requirements cover learning methods,ideas of analyzing and identifying historical materials,and students’ values in depth.In the core literacy system of history,empirical historical literacy links the rest of the core literacy.It is the central link to the cultivation of other core literacy,which has an important status.On the basis of this theory,the statistical method,questionnaire survey method and interview method are used to analyze the situation of cultivating historical evidence literacy in the teaching practice of "Outline of Chinese and Foreign History(Ⅱ)",with the intention of proposing strategies for cultivating historical evidence literacy based on the teaching practice with the idea of classifying and implementing strategies.After classifying and analyzing the historical materials in the Outline of Chinese and Foreign History(Ⅱ),based on the principles of intuition and practicality,combined with the carrier of recorded historical materials and the content of historical materials,the historical materials in the textbook are classified into two categories:picture historical materials and written historical materials.Among them,pictorial historical materials are used in large quantities and widely distributed in each teaching unit.The picture historical materials include five sub-categories: cultural relics,historical maps,video documentaries,artworks,and diagrams.The textual historical materials present a wealth of information,balancing the authoritative conclusions of historical traditions with new research findings.The textual historical materials contain three subcategories: historical writings,survey records,and literary works.Field surveys are conducted for different types of historical materials in the textbook,and problems encountered when using different types of historical materials in teaching and developing empirical historical literacy are summarized through student questionnaires and teacher interviews.The main problems faced when using historical materials with pictures to develop empirical historical literacy are: students lack background knowledge and have difficulty in analyzing the content of pictures.Inadequate spatial and temporal concepts make it difficult to read historical maps accurately.The inability to balance the whole with the details affects the interpretation of the content of the pictures.When using textual historical materials and developing empirical historical literacy,the problems faced include: students’ lack of reading ability and difficulty in accurately understanding textual content.Students lack the sense of evidence and find it difficult to analyze textual information empirically.Faced with the problems encountered in cultivating empirical historical literacy in teaching practice,teachers updating their educational concepts and students developing a sense of classification are the prerequisites for thinking about cultivating empirical historical literacy in teaching.The strategy of cultivation is proposed on this basis,and the implementation method of the strategy is illustrated with specific teaching cases.In using photo-historical materials to cultivate historical empirical literacy,the strategies of enriching background knowledge,interpreting pictures with text,constructing historical contexts,dynamically displaying information,and analyzing with specific problems are used.When using textual historical materials to develop empirical historical literacy,the strategy of improving students’ reading skills and constructing chains of evidence is used.