A Study On The Articulation Of Reading Historical Materials Between Junior And Senior High School

The concept of "history" contains three levels of information-the past that has happened,the traces of the past(i.e.historical materials)and the construction of the past by people(i.e.history)."The past that has happened" is too far away for us to touch.The construction of the past is often the focus task of professional historians.The traces left by the past are the objects of reading and inquiry that can’t be ignored in history education and teaching,and are important media for students to try to explore the historical truth and try to explain history like historians.At present,in the field of history education and teaching,we have basically reached the consensus that "there is no history teaching without historical materials" and "history teaching cannot be separated from historical materials",and the important status of historical materials is constantly highlighted.However,this consensus has,on the one hand,increased the burden of history teachers in collecting and selecting historical materials,and on the other hand,has led to a lot of ineffective reading of historical materials in history teaching.Therefore,it is important to consider what kind of historical materials should be read in secondary school history classrooms and how to promote students’ reading of historical materials.With the rise of research on the articulation of junior and senior high school teaching,research on the articulation of school periods and students’ abilities and literacy in the same subject has also begun to receive attention from the academic community.The focus on history reading and the articulation of students’ abilities in history education and teaching is not only a requirement for the development of junior and senior high school history classes,textbooks,and students,but also helps teachers’ effective teaching,students’ in-depth learning,and the development of core literacy and historical thinking skills in history.Therefore,this study focuses on the information elements contained in the "basic historical materials",based on the articulation between reading historical materials and junior high school,and divides historical materials into two levels and ten elements of information as the key elements for students’ reading and extraction;it also takes into account the differences in key elements such as history curriculum standards,students’ learning situations and learning levels between junior high school and senior high school.The purpose of this study is to explore the factors that affect the articulation of history reading in middle and high schools and how to achieve the articulation.Curriculum standards-about "reading requirements," "learning goals and abilities," and students’ learning situations-about "reading subjects" and "learning levels."The reading subject" and "reading level";historical information-about "reading content" "extraction and use of information".The three key elements are integrated and interact with each other,and together with the essential driving element of question design,they build the basic framework of the bridge between middle and high school historical reading.In order to further enable junior high and high school history teachers to understand the specific operation of the articulation framework of history reading in junior high and high school,this study also selects three key teaching elements as case demonstrations based on the actual teaching of junior high and high school history.The first case presents a comprehensive analysis of the key elements of the articulation between history reading in junior and senior high school,aiming to demonstrate the overall situation;the second two cases are based on the teaching of senior high school history,using a specific inquiry teaching clip as an example to show how teachers can determine the basic historical materials and choose the appropriate framework for reading and articulating history in the design of senior high school history teaching,taking into account the standards of junior and senior high school,the learning situation,the differences and articulation of historical information extraction,and other factors.The former demonstrates how teachers can identify the basic historical materials and choose the appropriate framework for reading and bridging them.The former focuses on the design of the articulation of the standards and learning elements,while the latter focuses on the design of the articulation of the historical information elements.