Research On The Application Of Critical Reading In The Teaching Of Historical Materials In Senior High School

In the process of teaching history,it is essential to guide students’ reading of historical materials,and in the 2017 edition of the revised 2020 General High School History Curriculum Standard,the study of historical materials is also included as one of the modules of the optional course.Currently,in the process of guiding students to read historical materials,teachers present a situation of attaching importance to historical knowledge and despising rational thinking.In the long run,it is easy for students to develop the habit of reading historical materials at a shallow level.Different to the light-hearted way of reading,critical reading is a rational,conversational,critical and constructive reading.The purpose of critical reading is to solve problems,acquire true knowledge,apply and enhance the abilities of comprehension,proof,reasoning and criticism in the process of reading.Given that much of the current research on the teaching of history focuses on developing critical thinking,and that there is less research related to critical reading,which has greater research significance.Therefore,this text is aimed at teaching history in high school,and is based on theories of history teaching and critical reading.In order to integrate critical reading into high school history teaching,the connotation,definition and characteristics of discriminative reading are linked with history teaching.This paper discusses the feasibility and value of critical reading in historical materials teaching in senior high school.Feasibility is discussed from two aspects:the overall thinking tendency of senior high school students and the characteristics of historical materials.While the value from two aspects of the development of students and teacher development is discussed.Then questionnaire survey was used to investigate the reading of historical materials by 278 senior high school students and the teaching status of historical materials by 45 teachers,so as to better grasp the real situation of current historical materials teaching and provide a more reliable practical theory for the formulation of later teaching strategies.It provides a more solid practical theory for the development of future teaching strategies.Finally,combining with relevant teaching design cases,theories and teaching practice,this paper focuses on the teaching design strategies of critical reading in historical materials teaching in senior high schools.From the selection of historical materials and the creation of critical problem situations,to the development of students’ empirical,reasoning and critical skills and the evaluation of the results of critical reading and so on six aspects combined with relevant cases,and to discussing the strategies of teaching design.This can provide thinking and inspiration for the application of critical reading in the teaching of historical materials in senior high schools.