A Study On Teaching Strategies For Bridging Junior And Senior Secondary Schools Based On Historical Evidence Literacy

In 2022,the latest History Curriculum Standards for Compulsory Education came into use,in which the five core literacies are used to construct the curriculum objectives,in line with the senior secondary level,with increasing emphasis on the objective of developing students’ core literacies in the history curriculum.In this context,the articulation of core literacies has become a pressing issue for history teaching in junior and senior secondary schools.Awareness of the unity and differences in the teaching of history at the junior and senior secondary levels is a prerequisite for exploring the issue of articulation.The unity of the two is the basis of the articulation,while the differences are the starting point for further development and deepening at the senior secondary level.To further clarify the problems in the process of articulating history teaching and cultivating empirical historical literacy in junior and senior high schools,this study adopted a survey research method by distributing questionnaires to senior high school students and conducting interviews with junior and senior high school history teachers.By analysing the results of the survey and combining them with the findings from practice,the problems can be summarised as follows: teachers and students lack a correct understanding of the teaching interface between junior and senior secondary schools;students do not have a strong enough connection with the foundations of junior secondary school;there are problems with the implementation of empirical historical literacy,etc.In addition,the lack of assessment and the single assessment method in the process of cultivating historical evidence-based literacy are also important reasons for the problems in the articulation of historical evidence-based literacy in junior and senior secondary schools.To address the problems,this article proposes strategies to solve them from three perspectives: teaching,learning and assessment.Firstly,teachers should study the junior and senior secondary school standards and textbooks,determine the teaching priorities at the senior secondary level,and carry out the bridging of empirical literacy in history according to the learning situation in the first semester of senior secondary school;secondly,students should change their learning methods,take more initiative in their learning at the senior secondary level,actively participate in the process of teaching historical materials,and realise the internalisation of empirical literacy in history;finally,assessment methods should be Finally,assessment methods should be reasonably categorised and stratified,so as to clarify the starting point for the cultivation of students’ empirical historical literacy at senior secondary level on the one hand,and to judge the extent to which students’ literacy has been achieved on the other.The articulation strategies proposed in this paper focus on the first semester of senior secondary school,a transitional stage between junior and senior secondary school,but an effective articulation of junior and senior secondary history teaching requires the joint efforts of the two levels,with the aim of developing students’ core literacy and strengthening cooperation and communication in order to form a continuum of nurturing values at the basic education level.