Research On The Cultivation Of Students’ Knowledge Transferring Ability In High School History Teaching

Since the founding of The People’s Republic of China,education reform has been continuously promoted based on the different needs of The Times for talents.From the "double-base" theory proposed in the early stage of reform,to the "three-dimensional goals" in 2001,to the focus on the development of "core literacy" in 2016,it shows a transformation from subject-based to people-oriented.High school history teaching should pay attention to the essence of subject education,promote the transformation of history classroom teaching from simply presenting historical conclusions to emphasizing students’ thinking and problem solving ability,from "learning knowledge" to "applying knowledge",and put the core accomplishment of history into practice.The evaluation of history learning in senior high school focuses on the development of students’ learning accomplishment of history.As one of the main carriers of testing the teaching effect and the development level of students’ accomplishment,the examination questions of the senior high school are constantly innovating the examination forms and striving to reflect the evaluation of students’ accomplishment comprehensively and objectively.This article selects a history of nearly five years(2017-2021),the university entrance exam objective questions and carries on the analysis of known history college entrance examination system of objective test question life focus on the content of main subject knowledge on deep excavation,emphasizes the fusion discipline knowledge to create a new situation in form,the attention on the concept of students transfer subject knowledge literacy level of problem solving.The historical objective examination of college entrance examination focuses on the examination of students’ knowledge transfer ability,but the teaching effect of the cultivation of students’ knowledge transfer ability is not high in the actual teaching process.In order to achieve the cultivation of student’s knowledge migration ability,promote the accomplishment of students,high school history teaching should pay great attention to compile for universal use high school history textbooks should play the role of the "text" to build knowledge framework,historical situation to the training of the thinking method,disciplines the students,to guide students to use the knowledge reading new historical situation,realize the knowledge transfer,promote quality improvement.The cultivation of students’ knowledge transfer ability is not a one-time achievement,nor should it be limited to history subjects.Teachers should play a positive guiding role,integrate the knowledge of relevant subjects to broaden the dimension of knowledge transfer,enrich teaching methods to test the validity of students’ knowledge transfer,and help students’ ability development and realization of core literacy.