The Application Of Cognitive Conflict In Improvement Of Historical Interpretation Literacy From High School Student By The Course Politics And Military Affairs In The Two Song Dynasties

With the deepening of the new curriculum reform,the Ministry of Education promulgated a new curriculum standard for high school history in 2017,which condensed the core literacy of the history discipline.In the field of history teaching in middle school,the cultivation and implementation of the core quality of history is a key issue.As one of the core qualities of history subject,the quality of history interpretation can promote teachers ’teaching and students’ learning.There are continuous research and related teaching research,but there are relatively few studies on cognitive conflict and historical interpretation literacy.As an effective teaching means,cognitive conflict is compatible with the improvement of historical interpretation literacy.The integration of the two complies with students ’cognitive development level,stimulates students’ motivation to seek knowledge,expands students ’cognitive vision,develops students’ critical thinking,and promotes students to constantly approach the whole picture of history.At the same time,it can fully use the conflict content in history textbooks,which is an effective attempt to break through the new challenges of high school history textbook,and can further improve the conservation effect of the historical interpretation accomplishment.Based on this,this paper takes the cognitive conflict as the starting point to improve the historical interpretation literacy,analyzes its main situation,and presents its application in history teaching through specific cases,aiming to provide a certain demonstration for the application of cognitive conflict to improve the historical interpretation literacy in teaching practice.