Research On Improving High School Student’s Historical Interpretation Literacy Through Problem Chains

In 2017,the Ministry of Education issued the “High School History Curriculum Standard”,which proposed to give full play to the educational value of the discipline,cultivate core literacy,and let students understand history in the process of solving problems.At the same time,the new college entrance examination reform also made more frequent investigations on the historical interpretation of core literacy.However,the survey found that the ability of “historical interpretation”of senior high school students is still not optimistic.How to implement the quality of historical interpretation in place is worth every history teacher’s in-depth consideration.The predecessors have done a lot of research on this,such as training through historical data demonstration,large unit,detailed teaching and other methods.However,the curriculum standard clearly proposes to“take the problem as the guide”in the teaching design,so the author tries to use the problem chain to implement the historical interpretation,so that students can gradually reach the level of historical interpretation literacy 2 or above in the process of solving the problem chain.This article is divided into four parts.The first part is an introduction,which combs the current research situation of the problem chain and historical interpretation,and summarizes previous research results,on which to further move forward;The second part summarizes the use of problems chains and the implementation of historical explanations in the current high school history classroom through questionnaires,interviews,and observations,and analyzes the problems and reasons;The third part is the principles and strategies for using problem chain teaching to improve students’ historical interpretation literacy,mainly including creating problems chains to construct a knowledge system based on the principles of goal,hierarchy,and inquiry,implementing problem chains to exercise interpretation ability,and testing methods such as deepening explanation of problem chain;The fourth part is teaching design,Through designing specific cases,it demonstrates the application of problem chain teaching to enhance historical interpretation.With teaching cases as a reference,it is expected to provide some help to improve students’ historical interpretation literacy by using problem chains in high school history teaching.