Research On The Teaching Of The "Historical Materials Reading" Column In High School History Textbooks

The new round of new curriculum reform continues to advance,and the new standards make it clear that history textbooks should serve the fundamental goal of"establishing moral education",and that their content is a direct reflection of the core socialist values and disciplinary core literacy,and that the basic historical materials chosen for history textbooks should closely match the disciplinary core literacy and conform to the pursuit of core socialist values.As the main section of the textual history carrier in the unified textbook,"reading historical materials" is the embodiment of the essential attributes of the discipline of history,and is also a requirement for the cultivation of disciplinary literacy,but also a natural choice in response to the trend of the college entrance examination,and is also a breakthrough in response to the new challenges of the new textbook,the main body of knowledge can be based on the "contemporary It is also a breakthrough to meet the new challenges of the new textbook,so that the subject of knowledge can have a dialogue with the historical context of historical materials based on the "contemporary" context,recognize the endless dialogue between the past and the present,and form a correct historical view and method.In addition,the teaching of history based on the section of"reading history" can also effectively cultivate the sense of evidence,higher-order thinking,critical consciousness and dialectical consciousness emphasized in the discipline of literacy through the creation of contextual teaching and cognitive conflict,and enhance reading ability and form key abilities and essential literacy for a lifetime.In this paper,we start with the section "Reading Historical materials",firstly,we analyze the basic overview of the historical materials in the section,and make a clear assessment of its historical and pedagogical value from the sources and content classification and characteristics of the historical materials;at the same time,we consider its application based on the presentation form of the section and the content;secondly,on the basis of the text analysis,we elaborate on the value of the application of the section in history teaching from three levels: knowledge construction,literacy cultivation,and methodological understanding;secondly,we understand the current situation and shortcomings of its application in teaching based on the students’ questionnaires and teachers’ interviews.Secondly,on the basis of text analysis,the use value of the column in history teaching is described in detail at three levels:knowledge construction,literacy and methodological understanding;secondly,the current situation and shortcomings of its use in teaching are understood based on students’ questionnaires and teachers’ interviews,and on this basis,the premise,principles and strategies of the use of the historical materials of the column are discussed,and specific cases are designed in the strategy section to illustrate the use of the historical materials of the column,so as to realize the flexible use,integration and depth of the use of the column.Use.Finally,drawing on the high school entrance examination historical material questioning angle to achieve the teaching of historical material questioning "test" and "teaching" of the transformation,and through the design of clear questions and design of real questions to strengthen the column of historical material teaching questioning,aimed at drawing the attention of front-line teachers to the value of column teaching,and increase the use of its research.The purpose is to draw the attention of front-line teachers to the teaching value of the column,increase its use and research,with a view to the column in the teaching practice really play its role.