Exploration Of The Empirical Teaching Strategy Of Historical Materials

The "General High School History Curriculum Standards(2017 Edition)"(hereinafter referred to as the "New Curriculum Standard")clearly puts forward the core literacy of five major history subjects,namely the concept of time and space,materialist view of history,historical evidence,historical interpretation,and family and country feelings,and cultivates students’ history literacy as the ultimate in middle school history teaching.In the history classroom teaching,students can gradually acquire the necessary character and key abilities of the nature of history disciplines in the process of history learning,and the cultivation of empirical literacy of historical materials is an important way to achieve the goal of cultivating the literacy of other disciplines.History teachers can not only stimulate students’ interest in historical material exploration,but also cultivate students’ historical logical thinking ability and historical material analysis ability,so as to better achieve the cultivation goal of core literacy of history.Under the premise of learning relevant theoretical knowledge,history teachers have a deep understanding of the application of historical evidence in history teaching on the basis of in-depth research and excavation of new curriculum standards and new teaching materials.This paper breaks the traditional history teaching mode,focuses on the ultimate goal of cultivating students’ core literacy in history,and deeply implements the educational concept of "cultivating virtue and cultivating people",uses actual history teaching cases to analyze,and implements the relevant strategies for cultivating historical evidence literacy.History teachers use the new curriculum standard as the theoretical benchmark and the new textbook as the supporting material to study and analyze the selected history teaching cases from different perspectives.In the practice of history teaching,the use of historical materials in history teaching and the corresponding problems are explained,for example,teachers do not pay enough attention to the evaluation of the value and authenticity of historical materials in the process of applying historical materials,and the practical problems such as the number and extension of historical materials used in history classrooms cannot be well grasped and corresponding solutions are proposed.This paper takes the lesson "Outline of Chinese and Foreign History"(Part I)and "The Prosperity and Crisis of the Qing Dynasty and the Middle Qing Dynasty" as an example to explore how to achieve the cultivation goal of "historical evidence" core literacy in the actual middle school history teaching practice.In the process of teaching design of historical materials,based on students’ learning conditions,deep digging into history teaching materials,using history teachers’ teaching methods and historical materials as the medium,cleverly setting up the intention of history teaching,leading the whole text and explaining the process of historical materials teaching with actual history teaching cases,so as to better implement the requirements for cultivating historical materials and empirical literacy,and truly implement the cultivation goal of core literacy in history.