Research On The Evaluation Criteria Of Historical Reform Activities Based On High School History Interpretation Literacy

In the face of the new historical period,which requires the improvement of the basic literacy of all citizens and the need to cultivate high-quality talents,the Ministry of Education issued a new high school history curriculum standard in 2017 and revised it in 2020.The curriculum standard points out the new direction of high school history education,and puts forward higher requirements for students ’ historical evaluation ability.Students not only need to show their understanding of the factual aspects of historical events,but also need to think about the value of historical events.Therefore,for the processing of historical materials in high school history learning,students not only need to remember but also need to summarize,summarize and draw views on historical things on the basis of understanding.And how to guide students to correctly understand and evaluate important and typical characters and events in history in teaching,and cultivate students ’ ability to evaluate historical things is the content that high school history teaching needs to attach great importance to.When students implement historical evaluation,they must first understand the meaning of historical evaluation.Historical evaluation includes understanding of historical facts and understanding of historical values.Therefore,when evaluating high school historical events,students not only need to understand the changing process of historical events,but also need to think about the causes and development rules of things.Only by taking into account both factual cognition and value cognition,can students ’ evaluation of historical events be more objective and comprehensive.Moreover,in the high school history teaching,the full excavation of the historical value cognition in this aspect is conducive to giving full play to the characteristic advantages of the history discipline,helping students to comprehensively and profoundly understand historical things and deeply cultivate historical thinking ability.The evaluation in high school history teaching mainly includes the evaluation of historical figures and historical things.Among them,historical reform activities are one of the important contents of high school history evaluation.The evaluation of historical reform activities should clarify the concept of historical reform activities,adhere to the historical materialism and the current guidelines for basic education,and explore the evaluation criteria of historical reform activities from the aspects of politics,economy and culture based on objective,comprehensive and scientific evaluation criteria.Finally,this paper takes the fourth lesson of the first unit of the selective compulsory module " Chinese reform and reform " as a case for teaching design.By appropriately increasing the reading of historical materials in the classroom,cooperative inquiry and thinking,students are guided to understand and learn the evaluation criteria of reform activities in specific practice,and apply them to the evaluation of reform and reform activities in Chinese history.